Student-Led Seminars (SLS) Pilot

4 March 2015 (km)

Syllabus

Term: Spring 2015 Course: History of Computer Science Meetings: Not Yet Decided Location: Not Yet Decided Student Facilitator: Rylan Schaeffer Contact Information: ryschaeffer@ucdavis.edu Faculty Mentor: Sean Davis Contact Information: davis@cs.ucdavis.edu Units: 1, P/NP

Course Description

This course covers the advent of modern computer science, from Babbages difference engine to smartphones and supercomputers. The course will examine key developments and contributions in computer history, the individuals who made them, and the political, social and economic environments in which they were made. The course will be a survey of hardware, software, networks and the mathematical foundations of computation. The course will be one hour per week.

Course Learning Outcomes

1. Students will demonstrate understanding of key developments in computer history, including a. who made which contributions b. in what context the contributions were made c. the significance of those contributions over time in political, economic, environmental and societal

contexts. 2. Students will engage in an inquiry-based project, oral and written, with the following components:

a. Identify topic b. Conduct evaluative inquiry regarding credibility, context, significance c. Synthesize inquiry d. Present ones findings

Pre-requisites

None

Course Outline

1. Introduction, Why Study Computer History, What You Want Out of This Course

2. Computing in the 1800s (Babbage, Hollerith, Boole)

3. Theory of Computation: Hilbert, Gdel, Church and Turing

4. WWII and Advent of Modern Computing

5. Computing in War and Commerce in the 1950s

Student-Led Seminars (SLS) Pilot

4 March 2015 (km)

6. Software, Operating Systems and Programming Languages through 1980s

7. Mainframes to Personal Computers

8. Advances in Programming Languages

9. Computer Networks and Internet Giants

10. In-Class Presentations

Required Texts & Materials

Martin Campbell-Kelly, William Aspray, Nathan Ensmenger and Jeffrey R. Yost, Computer: History of the Information Machine 3rd Edition

Additional articles may be used to supplement readings.

Learning Activities & Assessment

Term Project: Choose one of the following options:

1. Choose a concept you would like to explore. Create an assignment that you would assign to help an interested student learn that concept.

2. Identify a topic in computer science you would like to know more about. Find a professor or member of industry knowledgeable on that topic and arrange for the speaker to deliver a guest lecture. Write a 2-3 page paper or prepare or deliver a 5-10 minute presentation on what you learned from the lecture.

3. Choose a person of interest i.e. Alan Turing. Research their contributions and the historical context of those contributions. Write a 2-3 page paper or prepare or deliver a 5-10 minute presentation.

4. Choose an object of interest i.e. microprocessor. Research the evolution of this object from creation to current day. Write a 2-3 page paper or prepare or deliver a 5-10 minute presentation.

5. Choose a period of interest i.e. 1950s. Research key advancements from this time period. Write a 2-3 page paper or prepare or deliver a 5-10 minute presentation.

6. Choose your own term project. Seek approval from Rylan before beginning the project.

Weekly Assignments:

1. One-page written homework composed of both student-submitted questions and questions written by Rylan.

Policies & Expectations

Field Trip: There may be an optional fieldtrip to the Computer History Museum in Mountain View, California. This is tentative, so until stated otherwise, presume not.

Grading Policy: Grades will be determined as follows:

Weekly Homework 30% (10 homework assignments, 1 homework assignment per week, 3% per homework. Homework assignments will be based on classroom discussions that explore the assigned readings. Students will be provided with the opportunity to submit potential homework questions. If a students homework question is chosen, that student will receive extra credit equivalent to half a correct homework question.)

Student-Led Seminars (SLS) Pilot

4 March 2015 (km)

Class Participation 20% (2% per week. Participation will be based on attendance plus involvement and enthusiasm in class discussions/activities. If participation points are docked, feel free to why or ways to make up the points.)

Project Proposal 10% (Students will submit a 1 page summary of the project they have chosen to pursue, to be approved by Rylan.)

Term Project Rough Draft 10% (Students will submit a rough draft of their term project as proof that they are actively working on the project.)

Term Projects 30%

Code of Academic Conduct1

Accessibility Notice (ADA Policy)

Any student who feels he or she may need an accommodation based on the impact of a disability should contact me privately to discuss his or her specific needs. In addition, the student should contact the Student Disability Center (SDC) at (530) 752-3184, sdc@ucdavis.edu as soon as possible to better ensure that such accommodations can be implemented in a timely fashion. All accommodations must have prior approval from the SDC on the basis of medical or other appropriate documentation.

Pedagogical Approach

>>>import this

The Zen of Student Led Seminars, by Rylan

You have made a commitment to my seminar. I make the following commitment to you:

The history of computer science is interesting, and we will make it so.

I (the instructor) am not omniscient. You (the students) are not dimwitted. Information will flow both ways.

Students should and will have a voice in the material that is studied.

Assignments will be engaging. If they are not, you will have the opportunity to create better assignments.

1 http://sja.ucdavis.edu/cac.html

Student-Led Seminars (SLS) Pilot

4 March 2015 (km)

Table 1: Participation Rubric

Criterion Mastery (4) Satisfactory (3) Developing (2) Unsatisfactory (1)

Integration of course readings with classroom participation

Regularly demonstrates reflective understanding of relationship between course readings and course objectives; uses readings to support points; brings in additional resources to discuss course topics.

Regularly demonstrates understanding of course readings in discussions; uses readings to support points; can articulate fit of readings with course objectives.

References to readings reflects superficial or incomplete understanding; connects course readings to opinions with difficulty; not able to accurately connect readings with course objectives.

Unable to refer from readings; cannot use readings to support points; cannot articulates fit of readings with topic at hand.

Interaction & participation in classroom discussions

Always a willing participant; responds frequently to questions; routinely volunteers point of view.

Often a willing participant; responds occasionally to questions; occasionally volunteers point of view.

Rarely a willing participant; rarely able to respond to questions; rarely volunteers point of view.

Never a willing participant; never able to respond to questions; never volunteers point of view.

Interaction & participation in classroom learning activities

Participates willingly and actively in classroom and online (piazza) learning activities; engages with classmates professionally; works collaboratively during group work, etc., poses and responds to questions; often volunteers point of view.

Participates in classroom and online (piazza) learning activities; acts appropriately during group work, etc., responds to questions; usually volunteers point of view.

Rarely a willing participant in classroom and online (piazza) learning activities; occasionally acts inappropriately during group work, etc.; responds to direct questions when prompted (but does not volunteer).

Does not participate in classroom and online (piazza) learning activities; often acts inappropriately during group work, etc.; never able to respond to direct questions; never volunteers point of view.

Demonstration of professional attitude and demeanor

Demonstrates commitment through thorough preparation; arrives on time; stays whole class meeting; solicits instructors feedback outside class as needed.

Prepared for class; rarely arrives late or leaves early; solicits instructors feedback outside class as needed.

Demonstrates partial preparation; occasionally arrives late or leaves early; solicits instructors feedback outside class as needed.

Rarely prepared; often arrives late or leaves early; does not solicit instructors feedback outside class as needed.