CIS 155 Web Development I

Summer 2019 Syllabus

Our goal is to mentor you to be a successful professional with strong and modern HTML/CSS skills. This syllabus lays out the course expectations and contents in clear detail.

Items
2175 and 2176
Catalog
Students are introduced to HTML5 elements and CSS3 to develop simple Web pages that integrate responsive (mobile) design, media, tables, and forms to produce consistent, navigable Web sites.
Prerequisite
Basic computer use. See Technical Expectations
Credits
4
Course Outcomes
By the end of this class, students should be able to:
  • Explain how Web pages work
  • Demonstrate the use of basic HTML
  • Demonstrate the use of basic CSS
  • Demonstrate the use of basic media integration
  • Demonstrate one or more responsive Web design (RWD) strategies
  • Demonstrate the development of a simple static Web site

CIS 155 meets the OC Core Abilities of Communication and Thinking.

Required Textbook
New Perspectives on HTML5, CSS3, and JavaScript by Patrick M Carey, 6th Edition (2018) Cengage Learning. For available options, see the options on Cengage.com
Purchase only one of these (Cengage and the OC bookstore also offer book rentals):
  • paperback print book ISBN 9781305503922
  • loose-leaf print book ISBN 9781337685764
  • e-book (4, 6, and 12 month options) at cengage.com
  • Cengage Unlimited (provides e-book, and access to other Cengage publications) ISBN 9780357700006

You are expected to have your book by the first day of class, we start using it in the first week. Homework is assigned from the book.

Optional Material
The following textbooks are optional but recommended:
  • HTML5 Pocket Reference, by Niederst, 5th Ed. (2013), O'Reilly, ISBN: 9781449363352
  • CSS Pocket Reference, by Meyer, 5th Ed. (2018), O'Reilly, ISBN: 9781492033394

Strongly recommended: a reliable, high speed Internet connection; a home PC or laptop; headphones and webcam.

Format
This is an online course: videos are provided in each module (some from prior quarters).
Class Dates
1 Jul - 22 Aug (holiday 4 Jul)

πŸ‘“ Instructor Information

Instructor

Prof. Levi Cherry-Allen

lcherry-allen@olympic.edu πŸ“§

Prof. Levi's Office Hours

Online via CanvasCanvas or skypeSkype

Fridays, 2-4pm

Also by arrangement at other times

Message or conversation?

Not every question can be answered by an email reply. If we ask to talk, please respond promptly so that can be handled in a timely way.

Email or Canvas?

Send Canvas messages, but if you can't get to Canvas you can use email; put CIS 155 in the subject and send it from your student email.

Expect a response by the next class day.

πŸ“ˆ Assessment

There are 510 possible points in this class. A minimum of 321 points are required for a grade. Points are distributed like so:

  • Case Problems, 8 @20 = 160
  • Environment @50, Discussion @30, Project 3 @70 and Reviews 2 @30 = 340

See chart below for details of how grades are distributed for the 510 points possible. If your points are below 321 points, a grade of 0 will be reported unless you explicity request a WP. Both a 0 and a WP require reporting last day attended; for this course, the last day work was submitted for grading is reported as the last day attended.

If you do not complete the first week's activities for the course, you will be administratively withdrawn from the course. Completion of those activities is used to measure initial attendance.

See chart below for details.

Letter GPA Percent Qualitative Definition
A 4.0 96% Superior course outcomes mastery
A- 3.7 93%
B+ 3.3 90%
B 3.0 87% Exceeds acceptable course outcome mastery
B- 2.7 83%
C+ 2.3 80%
C 2.0 77% Acceptable course outcomes mastery
C- 1.7 73%
D+ 1.3 70%
D 1.0 67% Minimum course outcomes mastery
D- 0.7 63%
F 0.0 < 63% Failure to master course outcomes

Points on work submitted on-time are posted as soon as possible, usually within 7 days of the due date; a bit more if our schedules gets impacted. Our goal is to give reasonable feedback to as many students as possible in the shortest time possible. If I have a larger than normal grading load, I will notify you of any delays in grading. See Policies for information on getting assistance, submitting work, academic honesty and more.

Monitor your course progress and see what you have submitted by clicking on "Grades" on the course navigation on the course website.

πŸ“… Schedule

Week Module Assignments Points Due
Week 1

Module 0: Orientation - Tools!

Site Planning Discussion 30 7/6-13
Web Environment Set-up 50 7/6

Module 1: Getting Started with HTML5

Tutorial 1 Case Problem 1 20 7/6
Week 2

Module 2: Getting Started with CSS3

Tutorial 2 Case Problem 1 20 7/13

Module 3: Designing Responsive Page Layout

Tutorial 3 Case Problem 1 20 7/13
Week 3 Modules 0-3 Project V1 + post for review 70 7/20
Week 4

Module 4: CSS Graphic Design

Tutorial 4 Case Problem 1 20 7/27
Project V1 Peer Reviews 30 7/27
Week 5

Module 5: Mobile Design using Flexbox

Tutorial 5 Case Problem 1 20 8/3

Module 6: Tables and Columns

Tutorial 6 Case Problem 1 20 8/3
Week 6 Modules 3-6 Project V2 + post for reviews 70 8/10
Week 7

Module 7: Forms

Tutorial 7 Case Problem 1 20 8/17
Project V2 Peer Reviews 30 8/17

Module 8: Multimedia and CSS Animation

Tutorial 8 Case Problem 1 20 8/17
Week 8

Module 9: GitHub Pages

Modules 7-9 Project V3 70 8/22
Course Take-Aways * 8/22

For summer quarter, we do 2 modules most weeks, with a week set aside for each of the Project versions. We begin with a project discussion and an environment set-up lab in Module 0. For modules 1-8 we do one chapter in the book and you submit a case problem assigned from the textbook. Throughout the class you will be working on a 3-part project that builds on concepts used in the class, developing a static website. The project will be shared with your peers as you develop it, and you will be reviewing two peers' projects at several points in the quarter. In our final module, we will use GitHub Pages, an alternative website publishing, and do a final revision of your site.

Assignments are assessed on the module objectives being exhibited in student work. Discussions are assessed on completeness and substantiveness of the posts made.

Module Objectives

Based on Bloom's Cognitive Taxonomy levels 1-6: πŸ“– (1) Knowledge / πŸ’‘ (2) Comprehension / πŸ”¨ (3) Application

Module 0: Orientation and Tool Week

  1. πŸ“– (1) Identify major Web browsers
  2. πŸ’‘ (2) Explain what HTML is
  3. πŸ’‘ (2) Explain how a Web browser processes HTML
  4. πŸ’‘ (2) Explain how to connect and transfer files between a remote host and your local machine via FTP
  5. πŸ’‘ (2) Explain what a text editor is
  6. πŸ’‘ (2) Explain the environment used for Web development
  7. πŸ”¨ (3) Demonstrate how to access course resources (Syllabus, Panopto, Canvas)
  8. πŸ”¨ (3) Demonstrate how to open a local file in a browser
  9. πŸ”¨ (3) Demonstrate how to use a text editor to create a simple Web page
  10. πŸ”¨ (3) Demonstrate how to create site roots locally and on a Web server
  11. πŸ”¨ (3) Demonstrate how to upload a file using FTP to a Web server
  12. πŸ”¨ (3) Demonstrate how to view an uploaded file through a browser

Module 01: Getting Started with HTML5

  1. πŸ’‘ (2) Explain the history of the Internet, Web, and HTML
  2. πŸ’‘ (2) Explain the structure of an HTML document
  3. πŸ’‘ (2) Describe HTML elements, tags, and attributes
  4. πŸ“– (1) Identify 3 key HTML element types of a Web page: structural, grouping, and text-level
  5. πŸ’‘ (2) Explain metadata in an HTML document
  6. πŸ”¨ (3) Demonstrate the use of basic HTML tags to create a simple Web page
  7. πŸ”¨ (3) Demonstrate the use of ordered and unordered lists
  8. πŸ”¨ (3) Demonstrate the use of external style sheets
  9. πŸ”¨ (3) Demonstrate the use of inline images
  10. πŸ”¨ (3) Demonstrate the use of special characters from extended character sets
  11. πŸ”¨ (3) Demonstrate the use of comments in a HTML document
  12. πŸ”¨ (3) Create navigation using unordered lists
  13. πŸ”¨ (3) Demonstrate using 3 types of hyperlinks: site navigation, targeted location using ids, and external

Module 02: Getting Started with CSS3

  1. πŸ’‘ (2) Explain the history and theory of CSS
  2. πŸ’‘ (2) Explain the parts of a CSS statement
  3. πŸ’‘ (2) Explain style precedence and inheritance is CSS
  4. πŸ’‘ (2) Explain the difference between external, embedded, and inline styles
  5. πŸ’‘ (2) Explain what contextual selectors are
  6. πŸ’‘ (2) Explain the difference between CSS id's and classes
  7. πŸ“– (1) Identify common attribute selectors
  8. πŸ“– (1) Identify common ways to style a Web page with CSS
  9. πŸ’‘ (2) Explain what Web fonts are
  10. πŸ’‘ (2) Explain what CSS @rules are and when they might be used
  11. πŸ’‘ (2) Explain the difference between pseudo-classes and pseudo-elements
  12. πŸ”¨ (3) Demonstrate how CSS can change presentation of page elements
  13. πŸ”¨ (3) Demonstrate how CSS can change presentation of textual elements
  14. πŸ”¨ (3) Apply colors using CSS

Module 03: Designing Page Layouts using Floats and Grids

  1. πŸ’‘ (2) Explain the use of a CSS reset style sheet
  2. πŸ”¨ (3) Demonstrate floating elements
  3. πŸ’‘ (2) Describe how and why clearing floats are used
  4. πŸ’‘ (2) Explain container collapse and at least one method to work around it
  5. πŸ’‘ (2) Explain grid-based layouts and why 12 columns are common in web design
  6. πŸ”¨ (3) Demonstrate formatting a grid
  7. πŸ’‘ (2) Explain CSS positioning
  8. πŸ’‘ (2) Discuss relative and absolute positioning
  9. πŸ’‘ (2) Discuss fixed, static, and inherited positioning
  10. πŸ”¨ (3) Describe overflow settings
  11. πŸ”¨ (3) Demonstrate and explain the use of browser extensions CSS

Module 04: Graphic Design with CSS

  1. πŸ”¨ (3) Demonstrate the use of figure boxes
  2. πŸ”¨ (3) Demonstrate the use of background images
  3. πŸ”¨ (3) Demonstrate the use of rounded corners for borders
  4. πŸ”¨ (3) Demonstrate the use of gradients
  5. πŸ”¨ (3) Demonstrate the use of text and box shadowing
  6. πŸ”¨ (3) Demonstrate the use of opacity/transparency
  7. πŸ”¨ (3) Demonstrate the use of image maps, including determining x and y values
  8. πŸ”¨ (3) Demonstrate the use of transformations for 2D and 3D animation

Module 05: The Mobile Web using Flexbox

  1. πŸ’‘ (2) Explain responsive design
  2. πŸ’‘ (2) Explain how media queries work
  3. πŸ”¨ (3) Use media queries to format a page differently for phones vs. PCs
  4. πŸ”¨ (3) Use CSS for pull down menus
  5. πŸ”¨ (3) Create a web page that uses flexboxes
  6. πŸ’‘ (2) Explain the difference between a flexbox container and a flexbox item
  7. πŸ’‘ (2) Describe properties of flexbox containers
  8. πŸ’‘ (2) Describe properties of flexbox items
  9. πŸ’‘ (2) Describe different style sheets for print

Module 06: Tables and Columns

  1. πŸ’‘ (2) Explain the purpose of a web table
  2. πŸ“– (1) Identify key table elements
  3. πŸ”¨ (3) Demonstrate how to create a table
  4. πŸ”¨ (3) Demonstrate how to span multiple row and columns
  5. πŸ“– (1) Identify key ways to format a table with CSS
  6. πŸ’‘ (2) Explain the precedence in table styles
  7. πŸ”¨ (3) Demonstrate how to format a table with CSS
  8. πŸ”¨ (3) Create a multi-column layout

Module 07: Designing Web Forms

  1. πŸ’‘ (2) Explain the purpose of a Web form
  2. πŸ’‘ (2) Explain what happens when a form is submitted to a server
  3. πŸ’‘ (2) Explain the difference between the POST and GET methods
  4. πŸ“– (1) Identify common element of a form
  5. πŸ”¨ (3) Demonstrate the use of a text box in a form
  6. πŸ”¨ (3) Demonstrate the use of check boxes in a form
  7. πŸ”¨ (3) Demonstrate the use of radio buttons in a form
  8. πŸ”¨ (3) Demonstrate the use of a selection list in a form
  9. πŸ”¨ (3) Demonstrate the use of a text area in a form
  10. πŸ”¨ (3) Demonstrate the use of a submit button in a form
  11. πŸ”¨ (3) Demonstrate how to format a form with CSS
  12. πŸ“– (1) Identify new form elements and options in HTML5
  13. πŸ’‘ (2) Explain what HTML5 data types are
  14. πŸ’‘ (2) Explain what spinners and sliders are in HTML5

Module 08: Multimedia and CSS Animation

  1. πŸ“– (1) Identify common media files suitable for a Web page
  2. πŸ“– (1) Identify issues that may impact the use of media in a Web page
  3. πŸ’‘ (2) Explain the different between an audio element and an embed element
  4. πŸ’‘(2) Explain the different between a video element and an object element
  5. πŸ’‘ (2) Explain the use of third-party video players
  6. πŸ’‘ (2) Explain the use of YouTube videos in a Web page
  7. πŸ”¨ (3) Demonstrate the use of audio in a Web page
  8. πŸ”¨ (3) Demonstrate the use of video in a Web page
  9. πŸ”¨ (3) Demonstrate the use of the iframe element
  10. πŸ’‘ (2) Explain CSS animation and transitions
  11. πŸ“– (1) Identify key ways to format a media element with CSS
  12. πŸ”¨ (3) Demonstrate how to format media with CSS

Module 09: GitHub Pages

  1. πŸ’‘ (2) Explain what GitHub is
  2. πŸ’‘ (2) Explain the difference between Git and GitHub
  3. πŸ”¨ (3) Create a GitHub repository
  4. πŸ”¨ (3) Create a local Git repository
  5. πŸ”¨ (3) Update a local Git repository
  6. πŸ”¨ (3) Synchronize your remote GitHub and local Git repository
  7. πŸ”¨ (3) Publish your GitHub repository on GitHub Pages

πŸ’Ό Philosophy

It is our role to help you understand the course material. We do that with class/recorded presentations, mentoring sessions during office hours, and feedback on assignments. Our best advise to you is Ask Questions. We will show you how to use course resources to find answers, and be a resource when those aren't sufficient. Autograded work typically isn't reviewed unless you request it; we are happy to meet both while you work on it and once it is completed to review the issues you ran into.

This class, like most programming classes, builds on itself — so it is important to read assignment feedback and internalize it, to allow you to improve in the next assignments. It is also important to keep up with the flow of the class, as once you fall behind it takes even more effort to catch up.

πŸ’» Technical Expectations

We will be introducing HTML and CSS in this class; to do that, we will be using text editors, file managers, zip files, FTP tools, websites, and a variety of other tools. These tools are introduced in the first week of class. You are expected to know how to use a PC and a web browser, how to make a Word document, and to have competent keyboarding skills.

If you are working at home, you will need to have the ability to install software on your PC and have regular Internet access for completing and submitting coursework. Generally, a MAC can be used, but since I do not have one, I cannot troubleshoot MAC-specific issues.

Please develop a backup plan in case issues arise with your equipment, software, or Internet access that might affect your ability to participate in this class. Computer or software issues do not change due dates.

You are expected to satisfy the technical expectations by the first day of the quarter as we begin right away.

β˜• How to Succeed

Doing these nine things can help you succeed in this course:

  • Complete assigned reading prior to attending class or viewing recordings to fully participate.
  • Contribute to the class by engaging in discussions in class and on Canvas discussions.
  • Set up a plan and actively pursue each course milestone to ensure you complete your assignments on time.
  • Stay current with course materials and observe, read, experiment, and otherwise absorb course content.
  • Demonstrate a level of engagement through careful listening and attention to details and due dates.
  • Apply a professional level of verbal and written communication, with proper spelling, grammar and punctuation.
  • Take ownership of your learning, and deliver quality work worthy of portfolio content.
  • Maintain access to sufficient equipment and internet bandwidth to complete course work.
  • Seek help immediately when problems or challenges arise.

πŸ“œ Policies

  1. Ask for help — it's really okay!

    First, if you need help, get help early and often - if you wait it can become too late. Start assignments early and be proactive. The tutors and instructors are all available to help you.

    If you need assistance or are having problems in this class, please visit with me in person or online during office hours so we can discuss your options. I am available outside of office hours as well, by arrangement. The best way to contact me electronically is to use your Canvas Inbox. I monitor Canvas throughout the week during the term, 9am-7pm, less on evenings, weekends and holidays.

    If you do contact me through Canvas for help - please give a clear subject and sufficient detail, for example, by attaching the source code file in question to the message and explaining what is happening.

    You can expect a response from me to your Canvas Inbox message within one school day; do not expect a reply on weekends, breaks, or holidays. If you do not get a response in that timeframe, resend your message and check the to: address to ensure it is going to the appropriate person.

    If we need to use email, you must use your Olympic College email account. Email from non-olympic.edu addresses will be ignored per OC policies. More information on OC email student accounts can be found at: https://www.olympic.edu/services/computer-labs/accounts. Please ask for help in an OC lab if you have not been able to access your OC email account.

    If for some reason you have to use email (Canvas is preferred), the subject line of your email must include the class, your name, and the topic, like so: CIS 155 | Jane Jones | Firefox won't display properly. Email messages with that subject line format will be responded to within one school day during the term. Other subject lines may not be noticed until I am catching up on older emails.

    For help with coursework, there are Programming and CIS tutors. You may attend or call in during the CIS Programming Tutor Sessions. The CIS tutor information will be available at Tutoring Services. Please only contact the tutors during their open lab time. They are students too, and need time for their own studies when not tutoring.

    The role of the tutors is to assist the student during tutor sessions in general approaches to problem solving, internalizing core concepts, and understanding constructs of a particular language. Tutors may review homework only to determine which topics require additional attention or review by the student so that they can be successful. Do not show your work to your classmates, even if they are tutors. Tutors and other individuals are not allowed to directly provide any part of a solution to a home work assignment. The work must be the student's own. Tutors are required to report students that request help outside of tutoring hours or that request help directly completing a home work exercise to the instructors for the course they are seeking help with.

    If you need help outside of class material, there are a wide variety of resources available to you. See Student Services and also Counseling Services for assistance.

  2. Etiquette/Netiquette — act my age

    In person and online, students and instructors will act in a professional manner. This includes that we all use standard professional English, be tolerant of others’ views, be respectful in dealing with others, and show common courtesy, both written and verbal. Remember that capitalization and exclamation points are considered yelling, and swear words and texting lingo are not professional. Ask first if you are not sure if your words are offensive.

    Violations of this policy may result in lowering of an assignment grade or your overall course grade, reporting the violation to student services, or administrative withdrawal from the class. WAC 132C-120-065 specifies particular prohibited student conduct including academic dishonesty, plagiarism, cyber misconduct and other prohibited conduct. Disruptive behavior is not tolerated in the classroom or online; see WAC 132C-120-076.

    For ground classes, refrain from the following during class time: talking over other people, using the computer for non-class activities, smartphones, gadgets, guests, eating, sleeping, or other disturbances to the class unless an alternative class mode of conduct is in effect.

  3. Effort — you get out what you put in

    New concepts tend to build on previous concepts rather than stand on their own. If you have to delay your progress in this course, I suggest you catch up quickly and network with other students to get on track as soon as possible (days, not weeks). Utilize office hours and the tutors to ask for assistance.

    Students are expected to have the course textbook and satisfy the technical expectations on or before the start of class. Any requested reading or activity should be completed before the first class day of the module, so that the student can better participate in discussions and use class time effectively. Not having the textbook and not being prepared will not be an acceptable excuse for not being able to participate in class or to turn in assignments on time unless there is a textbook acquisition issue with the OC bookstore (OC Bookstore Web site). If there are no books on the shelf, please consult a staff member. Do not assume the bookstore is out of textbooks.

    By taking this course, you are stating that you will be making appropriate time in your schedule to ensure success and have access to the resources required for this class. Expect to spend about 4-5 hours per week for each class credit to ensure success. For a 4 credit class this is 16-20 hours of class work per week. If you review class readings several times, expect to spend additional time. Being a full-time student is a full-time job, with 9-12 credits there are easily 40+ hours per week in class and study time. Planning is key.

    Remember: You are responsible for your learning. You may be administratively withdrawn from course if you do not demonstrate participation within the first week of the term. Participation in the first week is measured by attendance, access to the Canvas course, and timely completion of the activities. You need to invest regular, consistent time to succeed in this course.

    Time management is your friend or your foe! Waiting until the evening of the due date to ask a question of an assignment will not provide success in this course. You may not get a response before the due date. That is your responsibility, you alone are responsible for your late start. Start assignments early and be proactive.

    At the end of the day, you need to make the choices to maximize your learning.

  4. Due dates — set aside time before!

    Assignments are due on time, the date for each is given on the course Canvas site. Online postings are due by 11:59:00 p.m. of the due date or they will not be accepted. See the Late Work policy for late submissions. If Canvas marks a submission as late, it is late. You can post assignments prior to their due date, however manual grading is typically done once the due date is past. Please do not wait until the last minute to post your work — expect connectivity issues with Internet access and plan accordingly. Especially if you are uploading large files, you will need to start the upload early, and leave time for your backup plan if you should lose internet connectivity during the upload. All assignments must be posted by 11:59:00pm of the due date listed for a given item using the appropriate posting for a given assignment to be considered as on-time. Any assignment not submitted by that time will be considered late. Do not wait until the last minute to complete or upload your assignments; that will not be excused. Note: Emailed assignments will not be accepted for grading unless specified as part of an assignment or previously approved.

    After you submit an assignment in Canvas, return to the assignment page in another browser window to verify that the Submission was successfully completed to the correct assignment and contained what you wanted to submit. Since little or no paper is used in the course, your only documentation that you posted an assignment is the successful completion of a submission on Canvas. Please save your files and make screenshots of the successful submission. Keep them safe in the event of a system failure and/or loss of postings at the course Web sites. To date, loss of data is rare but can happen since we are using the Internet for transmitting data and software to save it at the far end. If issues do arise, one of the first things I may ask to see is your submission confirmation. Without a submission confirmation for an assignment, in the correct course assignment, you may receive 0 points for an assignment.

    All directions must be followed for your submission to be accepted for grading. Follow the directions provided in the assignment to ensure all naming conventions, files requested, information requested, and formats requested are provided.

  5. Late Work — keep up, catch-up is difficult

    Each assignment will list its due date. Case Problems must be submitted on time, they do not have a late window. Project work has up to a 3-day late window and will not be accepted after that without a late waiver as described below. Discussions must have their posts and responses made in the windows described for each discussion, typically 5-7 days. However, the final day late work is accepted is the last day of the quarter (Thursday, August 22nd).

    If you have a one time event that is a serious illness or accident, or emergency service or active duty for you, your parent, your spouse, or your child, the late policy may be waived and an individual due date determined for an assignment. You must make your request through Canvas at least one full day before the assignment is due for a late policy waiver or have verifiable proof of your inability to make the request by that time. Vacations, colds, or other discretionary activities will not be accepted. On-going or pre-existing situations can not be used for reasons for late work as they were known constraints at the start of the course.

    A late waiver is a one-time, one-assignment event, and any excused late work will not transfer to additional assignments. You will need to catch up with the course schedule and continue on time. If for some reason you cannot catch up, you can contact Registration & Records to withdraw; it is not sufficient to tell me that you are withdrawing.

    Accepted late waivers will be graded at the discretion of the instructors both for points as well as to when the assignment will be graded.

    Occasionally I will request that an assignment be redone in whole or in part because it appears that the learning outcomes may not have been met regarding that assignment. A redo is requested in the Comments section of the assignment along with the current grade, with a window in which it will be accepted. If not submitted in that window, the redo will not be graded and the original grade will stand. Redo assignments are a courtesy and not a right. Repeated redo's are generally not offered. Redo work will be graded at the discretion of the instructor both for points as well as to when the assignment will be graded.

  6. Withdrawing — if you need to drop the class

    If you wish to withdraw from this course, please file the appropriate paperwork with the Office of Registration and Records and then inform me of your decision. If you are still in the gradebook at the end of the term, your computed grade with 0's for unsubmitted work will be used unless you have been in contact with me previously to make other arrangements or you were administratively withdrawn for non-attendance. It is your responsibility to contact Registration and Records, otherwise you remain enrolled in the course.

  7. Academic honesty — this is a big deal!

    No academic dishonesty will be tolerated, see WAC 132C-120-065. Academic dishonesty includes cheating, plagiarism, fabrication, and facilitating academic dishonesty. Facilitating academic dishonesty includes providing your own work to someone else for their solution; do not put the tutors or your classmates in this situation, they cannot provide you with solutions, only guidance and explanations. When you work with the tutors, you cannot ask them to provide you with correct syntax and solutions, they can only guide you with concepts and resources. You need to develop and internalize the solution yourself.

    Evidence of academic dishonesty will result in a forfeiture of points for an assignment and will be reported to student services. Continued violations may result in a student being assigned a WF, 0.0, or administratively withdrawn from this course.

    Unless otherwise noted your assignments are individual assignments and your work must be your own. At any point during the term, you should be able to explain or duplicate any of your solutions for your assignments. You may be asked to do so if plagiarism is suspected.

    Please note: cut and paste of another's words or code is plagiarism. Quoting words in a limited amount with a citation noted on the quote is permissible unless explicitly requested otherwise. Using someone else's code is not permitted, this course is about developing your own coding skills. Your uncited words and code must be your own.

    You are to complete assignments individually. You may discuss the assignment in general terms with other students including a discussion of how to approach the problem, but the code you write must be your own. The intent is to allow you to get some help when you are stuck, but this help should be limited and should never involve details of how to code a solution. You must abide by the following:

    • You may not work as a partner with another student on an assignment.
    • You may not show another student your solution to an assignment outside of an assigned peer review.
    • You may not have another person (current student, former student, tutor, friend, anyone) "walk you through" how to solve an assignment.
    • You may not post your homework solution code online to ask others for help or in a public place. This includes public message boards, forums, file sharing sites and services, public web sites, or any other online system.
    • You are not to examine online solutions that you might find on the web. Should you find one, close your browser, do an alternative activity for at least an hour, then do not revisit the site again while working on your assignment.

    Under our policy, a student who gives inappropriate help is equally responsible as one who receives it. Instead of providing such help, refer other students to class resources (lecture examples, the textbook, the tutors, or the instructor). You must not share your solution and ideas with others outside of peer reviews. You must also ensure that your work is not copied by others by not leaving it in public places, emailing it to others, posting it on the web, etc. The B&T office has a shred box — I recommend you use that if you have printed out code.

    We enforce this policy by running similarity-detecting software over submitted student programs, including programs from past quarters and other sources.

  8. Course Material — remove all traces

    At the end of the quarter, please delete all media (videos, images, files, or other media) provided in the class for instructional purposes to be in compliance with Title 17 of the United States Code Β§ 110(2) governing the use of "fair use" of copyrighted materials outside of a classroom setting. Assume all material is copyrighted unless otherwise noted.

  9. Internet Safety — be careful out there!

    It is your responsibility to be aware of the impact of your actions when using the internet, with respect to managing your privacy, using the information you access, and maintaining machine security. For more information on this topic, see Thinking about Online Safety.

  10. Special requests — keep a trail

    All special requests must be requested through Canvas to develop an electronic trail even if we have a face-to-face conversation. After such a conversation, send me a message on Canvas or your OC email right away to document what was discussed and to create an electronic trail of the conversation. It is your responsibility to send that follow-up message through Canvas or OC email.

  11. WAC Regulations — it's the law

    Please review Olympic College's WAC 132C regulations. Washington Administrative Code (WAC) 132C is Washington State law and governs the behavior of the administration, faculty, and students. Laws for student conduct and academic honesty, in 132C-120 WAC: Student Conduct Code, are always followed in this class. Chapter 132C-120-065: Prohibited Student Conduct deals with issues of academic dishonesty, plagiarism, cyber misconduct and other prohibited conduct.

🌎 Equity

Olympic College provides equal opportunity in education, employment and college activities regardless of race, color, national origin, age, perceived or actual physical or mental disability, pregnancy, genetic information, sex, sexual orientation, gender identity, marital status, creed, religion, honorably discharged veteran or military status, use of a trained guide dog or service animal, or any other unlawful basis. If you witness or encounter any such discrimination, including any sexual misconduct, you are encouraged to report it to the Title IX Coordinator, Cheryl NuΓ±ez (CSC 317A; 360-475-7125; cnunez@olympic.edu) or the Equal Employment Opportunity Officer, David Slown, Executive Director for Human Resource Services at dslown@olympic.edu/306-475-7300, who will assist you in connecting with all possible resources. You may also report it online (and anonymously) at Report It, OC! or seek confidential counseling from Counseling Services at 360-475-7530 or at HSS 203. See also https://www.olympic.edu/nondiscrimination-title-ix.

πŸ•ŠοΈ Faith or Conscience Absence

Student Absences for Reasons of Faith or Conscience, OC Policy 300-03: Under this Policy, OC students may request absences from classes two (2) days per academic year for reasons of faith or conscience without adverse impact on their grades. A request for absence must be submitted 21 days in advance of the absence or as soon as reasonably possible. Find the required form β€œStudent Absence Form: Reasons of Faith or Conscience” in order to request the absence. Upon verification of the absence, notify instructors so that they may develop adjustments for assignments and tests.

πŸ––πŸ» Accessibility Accommodations

Any student who feels they may need an accommodation based on the impact of a disability or a medically necessary absence due to pregnancy or childbirth should contact the Access Services office in HSS 205, by email at AccessServices@olympic.edu or by phone at (360) 475-7540. More information may be found on the Access Services website. Access Services must be contacted at least two weeks before the accomodation is needed.

Please contact me via Canvas or see me during office hours concerning your accommodation request(s) after you have submitted them to Access Services, so I can meet your needs in class.

Note that about 10% of all OC students have some type of disability, often invisible (like PTSD or asperger syndrome). As instructors, we cannot disclose a student's disability. The decision to share with others is a choice of the student.