From 003f4b4f210afeaba3df391dff6f75ed54a031df Mon Sep 17 00:00:00 2001 From: Firas Moosvi Date: Wed, 8 May 2024 00:48:10 -0700 Subject: [PATCH] revert grading practices back --- _config.yml | 34 +- _toc.yml | 4 +- about/doing_well.md | 90 +---- about/rubrics.md | 381 ++++++++++++++++++ about/syllabus.md | 91 +++-- about/syllabus_bits/calendar_entry.md | 8 +- .../syllabus_bits/grading_practices_simple.md | 3 +- about/syllabus_bits/learning_analytics.md | 18 - about/syllabus_bits/teaching_team.md | 16 +- about/unsyllabus_bits/changes.md | 9 - about/unsyllabus_bits/communication.md | 15 + about/unsyllabus_bits/course_tools.md | 22 - about/unsyllabus_bits/doing_well_cpsc.md | 44 -- about/unsyllabus_bits/doing_well_physics.md | 46 --- about/unsyllabus_bits/getting_help.md | 19 - .../grading_practices_detailed.md | 3 +- about/unsyllabus_bits/important_details.md | 8 +- about/unsyllabus_bits/late_submissions.md | 18 + about/unsyllabus_bits/misconduct.md | 17 + about/unsyllabus_bits/missed_things.md | 58 +-- about/unsyllabus_bits/privacy.md | 3 + about/unsyllabus_bits/teaching_philosophy.md | 35 -- about/unsyllabus_bits/tools/canvas.md | 0 about/unsyllabus_bits/tools/ed_discussion.md | 13 - about/unsyllabus_bits/tools/github.md | 20 - about/unsyllabus_bits/tools/gradescope.md | 15 - about/unsyllabus_bits/tools/prairielearn.md | 14 - about/unsyllabus_bits/tools/slido.md | 0 .../why_syllabus_unsyllabus.md | 43 -- about/unsyllabus_bits/withdrawing.md | 20 - about/waitlist.md | 9 + 31 files changed, 559 insertions(+), 517 deletions(-) create mode 100644 about/rubrics.md delete mode 100644 about/syllabus_bits/learning_analytics.md delete mode 100644 about/unsyllabus_bits/changes.md create mode 100644 about/unsyllabus_bits/communication.md delete mode 100644 about/unsyllabus_bits/course_tools.md delete mode 100644 about/unsyllabus_bits/doing_well_cpsc.md delete mode 100644 about/unsyllabus_bits/doing_well_physics.md delete mode 100644 about/unsyllabus_bits/getting_help.md create mode 100644 about/unsyllabus_bits/late_submissions.md create mode 100644 about/unsyllabus_bits/misconduct.md create mode 100644 about/unsyllabus_bits/privacy.md delete mode 100644 about/unsyllabus_bits/teaching_philosophy.md delete mode 100644 about/unsyllabus_bits/tools/canvas.md delete mode 100644 about/unsyllabus_bits/tools/ed_discussion.md delete mode 100644 about/unsyllabus_bits/tools/github.md delete mode 100644 about/unsyllabus_bits/tools/gradescope.md delete mode 100644 about/unsyllabus_bits/tools/prairielearn.md delete mode 100644 about/unsyllabus_bits/tools/slido.md delete mode 100644 about/unsyllabus_bits/why_syllabus_unsyllabus.md delete mode 100644 about/unsyllabus_bits/withdrawing.md create mode 100644 about/waitlist.md diff --git a/_config.yml b/_config.yml index f2f2657..295e1e9 100755 --- a/_config.yml +++ b/_config.yml @@ -60,8 +60,10 @@ sphinx: myst_substitutions: # Instructor information - INSTRUCTOR: "Dr. Firas Moosvi (he/his/him) and Ian" - PRONOUNCE: "Fur-az Moose-vee" + INSTRUCTOR1: "Ian McLean" + PRONOUNCE1: "Ian McLean" + INSTRUCTOR2: "and Dr. Firas Moosvi (he/his/him)" + PRONOUNCE2: "Fur-az Moose-vee" OFFICE: "ICCS 253" PHONE: "N/A" @@ -83,7 +85,7 @@ sphinx: ZOOM_LINK: "[Zoom](https://canvas.ubc.ca/courses/CANVAS_ID/external_tools/15408)" ANNOUNCEMENTS_LINK: "[Canvas Announcements](https://canvas.ubc.ca/courses/CANVAS_ID/announcements)" COURSE_LINK: "https://firas.moosvi.com/courses/cpsc455/2024_S/" - FORUM_LINK: "[Ed Discussion](https://edstem.org/us/join/xyhhmY)" + FORUM_LINK: "[Slack](https://join.slack.com/t/newworkspace-bz53941/shared_invite/zt-2i89ksn6q-nJRuc~mdruIMpTqDv93aIw)" TEXTBOOK: "We will not be needing a textbook for this course as you will be provided all the notes you need via the course website and linked materials." ANON_FEEDBACK: "[feedback form](https://ubc.ca1.qualtrics.com/?course=cpsc455&term=2024_S)" ASSOCIATE_HEAD: "Associate Head [associate.head@fakeemail.ca](mailto:associate.head@fakeemail.ca)" @@ -91,18 +93,24 @@ sphinx: # Withdrawal Dates and Exam Period # https://vancouver.calendar.ubc.ca/dates-and-deadlines - W_DATE_1: "11:59 PDT on January 19, 2024" - W_DATE_2: "11:59 PDT on March 1, 2024" - W_DATE_3: "11:59 PDT on March 1, 2024" - EXAM_PERIOD: "Tuesday April 16th - Saturday, April 27" + W_DATE_1: "11:59 PDT on May 27, 2024" + W_DATE_2: "11:59 PDT on July 5, 2024" + W_DATE_3: "11:59 PDT on July 5, 2024" + EXAM_PERIOD: "Monday June 23 - 27 (Term 1) and Tuesday Aug 12 - 16 (Term 2)" # Course Policies GRACE_PERIOD: "48 hour" # TA Names - TA1: "Braeden Fong" - TA1pronounce: "BRAY-DIN" - TA2: "Manushree Singhania" - TA2pronounce: "MA-NU-SHREE" - TA3: "Minh Anh Nguyen" - TA3pronounce: "Ming Ang" \ No newline at end of file + TA1: "Mahmoud Al Khatib" + TA1pronounce: "Mahmoud Al Khatib" + TA2: "Justin Jao" + TA2pronounce: "Justin Jao" + TA3: "Michelle Kim" + TA3pronounce: "Michelle Kim" + TA4: "Yixuan Li" + TA4pronounce: "Yixuan Li" + TA5: "Davis Song" + TA5pronounce: "Davis Song" + TA6: "Cathy Yang" + TA6pronounce: "Cathy Yang" \ No newline at end of file diff --git a/_toc.yml b/_toc.yml index 33e3be9..8a1d857 100755 --- a/_toc.yml +++ b/_toc.yml @@ -1,10 +1,12 @@ format: jb-book -root: about/unsyllabus +root: about/syllabus parts: - caption: About this course chapters: # - file: about/syllabus - file: about/course_schedule + - file: about/rubrics + - file: about/waitlist # - file: about/accommodations # - file: about/doing_well # - file: about/faq diff --git a/about/doing_well.md b/about/doing_well.md index 9bfca87..3e8f868 100644 --- a/about/doing_well.md +++ b/about/doing_well.md @@ -2,92 +2,16 @@ How to do well in this course ======================= -```{note} -Credit for the original version of this document goes to [Dr. Simon Bates](https://sites.google.com/site/simonpbates/home?authuser=0) from Physics 117 at UBC-Vancouver. +## Before the Term -The material below has been used and adapted with his permission. -``` +No one is expected to know the material in this course before you start the course. If you know none of the tools/skills we’ll learn this term, that’s OK; indeed, that’s the point! -## Introduction +However, we also expect that registrants will have a wide range of pre-existing skills. That means (once the term starts) someone can probably help you with whatever problem you run into. USE our Slack channel to ask for help, and help others as much as you can! Our participation points encourage this! -Your success in this course depends to a large extent how you approach it, and how you engage with the activities, the materials and each other. -Here, we give you some ideas and advice on how to do well in the course that you might find useful as you embark on the course. -But before that, here are some key ideas about learning that we have used in designing this course activities and assessments: +## Keeping Up During the Term -### Learning is a contact sport. +This is a project course with extremely hands-on workshops and labs. Be sure that you do the required preparatory work before each workshop (except the first)—which often includes fundamental steps like installation—or fall immediately behind. -It’s not like watching a good movie, where you can just let it wash over you. -You have to engage to really learn; you have to struggle to learn. -It’s hard, it sometimes won’t make sense and it takes time and persistence. -You might have found learning (and passing exams) pretty easy to this point; university might well be very different. +Also, be sure to manage progress on your project and communication with your team. Letting work slide to the end of the project will have a tremendous negative impact on your health, well-being, and grade. Letting communication or teamwork issues slide in your group can cause the same. We’ll try to use regular design reviews to give you an opportunity to flag these issues to us and to yourselves. -### Memorizing is not learning. - -We won't emphasize memorizing in this course. -Every test you do, you can take in your own notes (we call these ‘open note’ tests). -So more important than remembering every single equation we will use, is knowing when to use which ones, how to use them to solve problems and evaluating if what you’ve calculated makes sense. - -### Understanding is learning and understanding should be your goal. - -Can you explain an idea or a concept from this course to someone else in a way that they will understand it? -And some time after you studied it? This is the acid test for learning and it is one reason why we place such a lot of value on interaction and communication with your peers in this course. - -### We’ll do lots of tests. - -Why? Because research shows testing improves learning. -It might seem counterintuitive, but by taking a test, what we recall becomes more recallable in the future. -In a sense, you are practicing what you are going to need to do for the final, and more importantly for longer term retention of the skills you will learn in this class. - -## Ingredients for your success - -Even with all these key ideas about learning, the most important ingredients need to come from you. -Here are some of the things we think you need to think about at the start of the course: - -### Plan - -Spend some time thinking about how you are going to plan your work on this course. -It requires you to schedule 2-3 hours per week of self-study and outside-class time for pre-reading and practice. -Just turning up to lecture and tutorials will not be enough. -Lectures will not present material; they will reinforce and consolidate your understanding of it. -If you have never taken a course like this, you might consider thinking a bit more about how to best prepare for the classes. - -### Prepare - -Read the material for this weeks pre-reading carefully ahead of the classes that follow. -Don’t skim it, don’t hunt for answers to the quiz; make notes and engage in discussions with your classmates on Piazza (or Discord) for things you don’t understand. -You need some basic familiarity or fluency with the content before we can make the most of the precious class time we have together. - -### Engage - -Engage with us, with your peers and yourself. -Be an active learner; participate in face-to-face classes and online – discuss with peers, and ask questions. -Most of all, ask yourself ‘does this make sense?’ If it doesn’t, do something about it! - -### Practice - -The way we assess most of this course will be on your ability to solve problems; numerical and conceptual ones. -So, solve problems as practice: lots of problems. -If the problems we set you are too easy, make up problems. -Practice not just solving but how to get started on problems. - Work with a problem solving strategy so you don’t have to say 'I don’t know where to start' - -### Collaborate - -Your peers are a fantastic resource for your understanding. -Don’t get isolated; form a study group, use Piazza and/or Discord , go to the Drop-in sessions. -Try not to fall behind (it’s hard to catch up if you do) but do talk to us if you really are struggling. - -### Be careful not to be complacent - -Don’t be fooled by the familiarity of some of this material! -You may have seen most of it before. -This may lead you to expect that you have little new to learn here. -We found that students come with huge misconceptions about seemingly familiar ideas. -You need to be prepared to let go of them if you are to really master these foundations of the subject and this course. - -### Math - -Ah yes, finally, **math**. -You need a relevant math co-requisite for this course. -We will assume that you are comfortable with the following (and can do them quickly and easily): scientific notation, unit conversions, order of magnitude estimates, significant figures, trig, algebra, sketching and interpreting graphs, basic differentiation (and a touch of integration too). -Early in the course, you will get a chance to diagnose any gaps in your own math knowledge. \ No newline at end of file +Please ask us for help when you need it! \ No newline at end of file diff --git a/about/rubrics.md b/about/rubrics.md new file mode 100644 index 0000000..76ad4dc --- /dev/null +++ b/about/rubrics.md @@ -0,0 +1,381 @@ +(page_rubric)= +Rubrics +======================= + +Here are rubrics for the various graded components of the course. + +Two items to highlight: + +1. Absences count rapidly against the participation rubrics **and** we reserve the right to significantly reduce your other grades (maybe to failing) if you have frequent absences. (What’s frequent? We’re not committing to that, but we plan not to apply these rules unless you qualify for a “0” in either participation grade. Take a look at the participation sections below for what that means.) +2. You can learn more about late submissions in the Syllabus. + +## 1. Individual Assignments Rubric (Demo-Based) + +Submitted and graded individually. + +Before each assignment demo session, the course staff (privately) constructs a set of ~4–6 standard questions for TAs to probe students’ knowledge. TAs will use only 3 of these with any given student, with leeway to open follow-up questions. + +Functionality; we expect that well-crafted solutions will receive a 2.5/3: + +3: +Meets all requirements of the assignment specification, possibly with minor glitches or problems in tricky cases. Goes beyond our expectations on the extra feature. + +2.5: +Meets all requirements of the assignment specification, possibly with minor glitches or problems in tricky cases. + +2: +Meets most requirements of the assignment specification and shows substantial progress toward meeting all requirements. + +1: +Clear effort toward meeting the requirements of the assignment specification. + +0: +No substantive effort toward meeting the requirements of the assignment specification. +Demonstrated learning; for each of the 3 questions, we expect that a well-articulated, clear demonstration will earn a 0.5/1, and exceptional demonstrations will earn a 1/1: + +1: +Clearly articulates how the tools/skills used for the assignment were used to meet the specification, with no difficulties explaining code or accounting for design decisions. Shares insights into the technology used for the assignment. +0.5: +Articulates how the tools/skills used for the assignment were used to meet the specification, but has difficulty explaining some sections of code or accounting for some design decisions. +0: +Is unable to articulate how the tools/skills used for the assignment were used to meet the specification. + +## 2. Scrum Reports + +One group member should make an issue in your project repo, and then each team member should make a comment on that issue. Scrum updates are graded individually. + +2: +Includes all 3 points. Demonstrates a bit of meaningful reflection on at least one item in the report. +1: +Simplistic, or no meaningful, specific information. +0: +Missing or Late. +Format: Each individual posts their own update, but to the group repo. + +Describe (for the project): (1) what you’ve worked on in the previous two weeks, (2) what you’ll be working on in the next two weeks, and (3) where you might have gotten stuck during the last two weeks. + +These should be quite short (a sentence for each of the three items above). + +## 3. Slack and Other Productive Participation + +Along with Slack, the course staff will consider other contributions. (Students can flag non-Slack contributions to us on Slack if they’d like!) + +3: +Regular, sustained, and outstanding contributions to improving the learning, progress, or success of the class as a whole. +Must meet the requirement for 2.5 and further stand out to the course staff as an outstanding contributor. + +2.5: +Regular, sustained, and meaningful contributions to improving the learning, progress, or success of the class as a whole. +Necessary (but may not be sufficient) requirement: Course staff citation for at least 6 positive contributions over the term and at multiple times over the term, i.e., not clustered in a single module. + +2: +Significant contributions to improving the learning, progress, or success of the class as a whole during at least two stages of the course. + +1: +Significant contributions to improving the learning, progress, or success of the class as a whole during one stage of the course. + +0: +No significant contributions to improving the learning, progress, or success of the class as a whole. + +## 4. Lab participation (attendance) + +Only for first lab of each unit. + +2 points for each lab (~6 labs), recorded via attendance taken by 1 TA. 10 minute grace period, after which we simply record everyone else at the hour break as late. (2 points for attending; 1 point for late.) + +If a student earns k points out of 2*n possible points, they earn the grade: (k – (n – 2)) / n clipped to the percentage range [0%, 100%]. + +In other words: You can miss one or be late to two labs with no impact on your mark. However, if you miss (roughly) half the labs, you’ll earn a zero. + +Unlike workshops, if you contact in advance and if your team can work with it, you may be able to “make up” your lab participation at the other session’s lab. Please don’t do this except for rare hard conflicts and emergencies, as it will strain our course staff resources! + +## 5. Workshop participation (attendance) +3 points for each workshop (6 workshops), recorded via attendance taken at start. 10 minute grace period, after which we record people as they arrive as late. (3 points for attending; 2 points for late.) + +If a student earns k points out of 3*n possible points (should be 18), they earn the grade: (k – (2n – 2)) / n clipped to the percentage range [0%, 100%]. + +In other words: You can be late to two workshops with no impact on your mark. However, if you miss two of the workshops, you’ll earn (roughly) a zero. If you’re late to all of them, you’ll also earn (roughly) a zero. + +We may also deduct a mark if a student failed to complete the unit’s survey or did not include substantive feedback in the survey. + +## 6. Design/Code Reviews (Peer/TA; 2nd half of each workshop) + +Your group, a TA, and ~2 other groups will cluster for design/code reviews in the second half of each workshop (except the first workshop!) for a design/code review. + +**YOUR TEAM** is responsible for presenting one design element and one small piece of code (no more than 30 lines of code) that you’d like reviewed. Your TA may also prompt you to show some other elements of your design or pieces of code. (Somewhat like assignment demos, the course staff (privately) chooses a set of other elements of your design/code we may want to review.) + +The goal is to show that you are making substantial progress in your project and have reflected on challenges and opportunities in your design/code. + +Your grade comes in two parts: a team grade for your design/code review, and an individual grade (accrued over the term) for substantive contributions in others’ design/code reviews. + +Requirement fulfilment; we expect that well-crafted designs/reviews will receive a 2/2: + +2: +Shows substantial progress toward meeting a requirement for the project for the current unit or meets an older requirement by addressing a problem found in previous units’ work. The team should ensure they make clear what requirement they’re addressing! +1: +Clear effort toward meeting some stated requirement, although the team is unable to clearly articulate how they’ve made progress. +0: +No clear and meaningful effort toward meeting a requirement. +Demonstrated learning; we expect that a well-articulated, clear demonstration will earn a 1.5/2, and some outstanding demonstrations will earn a 2/2: + +2: +As for 1.5, but outstandingly productive. + +1.5: +Clearly articulates one of the following, connecting it to a project requirement for the unit: a crucial challenge amenable to feedback in the design/code review, a substantial opportunity to improve the team’s code/design that the team may be able to act on for the upcoming unit, or a particularly useful solution to such a crucial challenge that the team solved. (For the first two, the discussion should allow meaningful feedback from the peer reviewers. For the last, it should allow meaningful learning for and perhaps adoption by the peer reviewers.) +0.5: +Attempts to show a plausible challenge, opportunity, or useful solution, but is unable to either to communicate it to the group or connect it to the project requirements for the unit (or both). +0: +No meaningful attempt to prepare a plausible challenge, opportunity, or useful solution. + +Responds well to TA questions; we expect that a well-informed team will earn a 2/2: + +2: +Identifies and presents relevant sections of code or design in response to all TA questions. Able to discuss challenges, opportunities, or solutions in those sections. +1: +Identifies and presents relevant sections of code or design in response to some TA questions. +0: +Unable to identify or present relevant sections of code or design in response to any TA questions. +The TA will also record whether each person performing the review gave some meaningful and substantive piece of feedback or asked a substantive question. Full credit for this component is available over the term even if you have no substantive contribution in two of the available peer reviews. + +(You will generally be doing two peer reviews of two different groups for each unit; so, you have two or more opportunities each workshop to contribute. If there are more groups in your cluster, you have more opportunities, which is balanced by somewhat more time pressure.) + +## 7. Final Project Presentation + +Presented and graded as a group. + +Notes: + +- Conference-style with a time-slot for each group +- Multiple audiences will be performing assessment: industry guests and course staff. Clearly, the course staff will use the rubric. We will use a simpler rubric for industry guests.When you’re being evaluated with a rubric, you’ll want to give an explicit elevator pitch targeted at the rubric. Otherwise, you’re free to wow your visitors with a shorter elevator pitch and whatever else seems appropriate! + +### 7.1 Final Project Presentation Instructions + +We expect the course staff reviewing you to spend at most 15 minutes on your project. You will have max. 7 minutes to present, and 7 minutes for answering questions. During that time, you should illustrate to them how you have completed all the project requirements. + +You will not be penalized for going under this time limit, but try to hit all the points, and answer them well. If you go over 7 minutes, we will likely need to cut you off and move to asking questions! You may be lightly penalized for having gone over, but more importantly, you will be penalized for the points you were unable to address. + +Have every group member be ready to take a significant role presenting. Course staff may ask questions of any group member and expect articulate, well-justified responses. The team member can hand off the question in a meaningful way to another team member (e.g., “I can tell you this much … however, my team member X focused on that element of our design; X, what can you add?” If you have compelling reasons for one member not to present, contact us NOW! + +### 7.2 Final Project Presentation Structure and Rubric + +Note that we expect a solid presentation for a solid project that completed the course requirements but did not go “above and beyond” to earn a 30/36. (Specifically, the hypothetical solid presentation would earn less than full marks on the rubric items about a “super-cool” element and response to questions.) + +#### Project Demo Rubric + +1. Demo your application, walking through at least one or two use cases where you can explain what the user wants to do and how they accomplish it. /10 + + 10: + Demo shows a complete application (which must fulfill the course requirements) fulfilling the needs of at least two compelling use cases. Demo is smooth, understandable, and engaging. + + 8: + Demo shows how the completed work makes significant progress toward the intended application (which must fulfill the course requirements), fulfilling the needs of at least one compelling use case. Demo is smooth and efficient. + + 7: + As above, hampered by technical difficulties during the demo but with smooth workarounds (like screenshots prepared in advance). + + 4: + Demo illustrates some elements relevant to the intended application (which must plausibly be able to fulfill the course requirements). + + 0: + Demo fails to illustrate progress toward the intended application or could not plausibly fulfill the course requirements. + +2. Explain something super-cool about your design. Note: Obviously, this is entirely subjective, but you should strive to show some element where you went above and beyond, which could be in functionality, research, design, learning, debugging, documentation, or some other area. Feel free to show code here, as long as it is effective in demonstrating your approach. /8 + + 8: + Outstanding element shown with a clear and insightful explanation of what the team accomplished. Should be well above and beyond basic course requirements and build on multiple elements of the course. + + 6: + Genuinely super-cool element shown with an explanation as to why it is super-cool, and/or the difficulty that had to be overcome to produce it. Must be clearly above and beyond basic course requirements. + + 4: + Interesting element that goes beyond basic course requirements shown with a good explanation, although it may not qualify as super-cool. + + 2: + Super-cool element is super-minimal. It is perhaps interesting, but does not go beyond the course requirements, or explanation shows a lack of understanding. + + 0: + Point is not addressed, or it is not clear that there is anything super-cool. + +3. Bring up one or two interesting challenges you ran into and how you solved them. These may be technical, design, organizational, or other challenges, but should clearly connect to the success of your app. /8 + + 8: + At least one clearly described challenge is discussed, with a story that makes it clear why the challenge was significant, what caused the challenge, the team’s solution process, their resolution of the challenge, why that resolution is satisfactory, and what will come next (if anything) in continuing to address the challenge. ​Audience gains insight into what it took to build the app, and the types of challenges that were overcome. + + 6: + At least one clearly described challenge is discussed, with a story that makes it clear why the challenge was significant, what caused the challenge, the team’s solution process, their resolution of the challenge, and why that resolution is satisfactory. + + 4: + A challenge is provided. The explanation addresses most but not all elements of the item above (e.g., leaves the audience without a clear idea of how the challenge was resolved or why the resolution is satisfactory). + + 2: + A superficial challenge is provided that was not significant in building the app. Few or none of the elements from level-8 are addressed. + + 0: + No challenges are provided, and/or no explanation is provided. + +4. Respond to our questions effectively, demonstrating clear understanding of your design and of the technologies used this term. Team response as a whole. /5 + + 5: + Responses demonstrate genuine and outstanding insight into the technologies studied this term and their relationship to the app, in the context of the questions. + + 4: + Responses demonstrate a clear understanding of the app in the context of the questions. + + 3: + Responses generally demonstrate understanding of the app in the context of the question but with occasionally confused or incomplete elements to the answers. + + 2: + Responses generally demonstrate understanding of the app but not a substantive response to the question. + + 0: + Responses do not demonstrate understanding of the app. + +5. Team member participation. /5 + +5: +Every team member makes substantive contributions to the discussion. + +3: +Multiple team members make substantive contributions to the discussion. + +0: +At most one team member makes substantive contributions to the discussion. + +**Total: /36** + +## 8. Final Project Submission + +Submitted and graded as a group. + +### Final Project Report + +To be included in your project README. + +Please document the items in the order below, starting at the top of your README. If you wish to include further materials (ex. Prototypes), put them below the items listed here. + +1. Top of README – clear description of app (can be like an elevator pitch!) [2-3 sentences] + +2. Clear statement of goals (minimal, standard, stretch) and some indication of what was completed [It is enough to simply put a green check icon or red ‘x’ (or yellow ‘!’) next to each goal.] + +3. Description on how tech from Units 1-5 are used in the project. See rubric item #2 for a sense of what we’re looking for in this description. [2-3 sentences each] + +4. Description of ‘Above and Beyond’ functionality. Please give a clear description and in-depth explanation of how you went above and beyond the requirements of the course. This will help us awards marks for rubric item #4. + +5. Description of Next Steps. What would you do next to further improve the app, or add additional relevant functionality? You may want to reference your in-progress or incomplete goals in this section. [2-3 sentences] + +6. List of contributions. Highlight areas where each team member contributed significantly. [2-3 sentences per team member] + +### Final Project Rubric + +For evaluating the code, the documentation, and the app itself. + +1. Code cleanliness [ /4] + + 4: + Any remaining comments are tidied up. Code structure is logical and indenting is consistent. Code is production-ready. + + 2: + Some code is commented out, or project structure is illogical, or code is messy in general. + + 0: + Large swaths of code are commented out in the production branch. Node modules or other dependencies are NOT in the .gitignore. (and are pushed to the repo) + +2. Utilizes tech from Unit 1-5 [ /25] + + [5 pts per Unit] + + [Note: If 2 or more “main” technologies from the class are not used, you will earn a 0/25 for this section. Ex. Not using MongoDB, and site is not deployed.] + + 5: + Usage of tech includes best practices. Code is clean and clear. Description of usage explains in-depth how the technology has made the app better. Possibly a mention of how it compares to other similar tech. Documentation demonstrates a solid understanding of the tech learned throughout the term, and its purpose in creating a production-level full-stack web application. + + 2.5: + Usage of tech is good, but simplistic and some minor mistakes, or lack of “best practices”. Ex. Not using state to manage UI data, or no error handling in APIs. + + 1: + Tech is barely used, or used extremely poorly. + + 0: + No meaningful effort to use tech. + +3. Polished Usability [ /6] + + 6: + App has no, or extremely minimal bugs. Any unfinished functionality is wrapped up (ex. a “coming soon” page). Site is usable, with no major UX flaws (ex. red text on green background.) + + 4: + App has a few bugs that we run into as we try to use it normally. It detracts a little, but overall is still a well polished application. + + 2: + App is buggy, and it is easy to find ways to break it (ex. by entering an invalid date), or the user interface is confusing, and difficult to understand. + + 0: + App is buggy or ill-designed, and it is difficult or impossible to use the app for its intended purpose. It is easy to find ways to break it (ex. by entering an invalid date) + +4. Above and Beyond Functionality [ /9] + + [Be sure to include this in your Documentation.] + + 9: + This project is a show-stopper and goes beyond the complexity of other projects. Would have expected this to be produced by a small start-up. We expect few or no projects to earn this rubric item in any given year. It’s here for truly exceptional work communicated effectively to the grading team. + + 6: + This project goes well above and beyond the requirements, including multiple points from level-3 of this rubric, or one particularly complex piece of technology. + + 3: + Project goes beyond the basic requirements by incorporating one to a few “extra” requirements. Some examples could be: Fully responsive, fully accessible, uses external APIs, implements a complex algorithm, utilizes ML/AI, did research for UX, supports multiple languages and/or timezones, uses location services, integrates with social media. + + 0: + Project is very similar or only slightly more advanced than the posting messages assignments. + +5. Description of Next Steps [ /3] + + 3: + Documentation clearly describes specific, relevant goals that would continue to improve upon the functionality or usability of the app. It is clear how this would be incorporated into the existing app. + + 1.5: + Documentation describes some further goals, but they do not seem concrete, or particularly relevant. + + 0: + No future goals stated. + +6. List of contributions [ /3] + + 3: + It is very clear which team member worked on which parts of the application. The documentation describes at least one area/issue/technology where each team member took a substantial leadership role, and that team member’s contribution is reflected in the project. + + 1.5: + Some contributions are listed, but they are not very substantial, or it is unclear who worked on some major functional aspects of the project. + + 0: + Not listed. + +**Total: /50** + +## 9. Intra-Team Peer Evaluations + +We will release a peer evaluation survey in which you assess your project team members’ work. One survey will be completed mid-term. (This is required but not graded. Failure to submit will negatively impact participation marks.) The other will be graded and will be completed at the end of the term. + +In the survey, you rate yourself and your team members according to whether you met expectations with a brief justification. + +A few notes on how we review these evaluations: + +- We look first at median ratings on the numerical question below before adjusting our assessment based on open-ended responses and our own knowledge of teams’ work. +- We anticipate that a student who is generally rated as “met expectations” with reasonable justification will get a strong peer assessment grade (in the A to A+ range and perhaps even 100%) and the peer assessment will have no impact on other graded elements of the course. +- We always expect your justifications to actually back up the rating you provide. However, if your rating indicates the team member fell short or went above and beyond, we’ll place additional onus on the explanation to justify that statement. +- The assessments are private in that only the course staff (instructors and TAs but not guest lecturers or any students) will see them. Your team would be wise however to use the midterm peer evaluations as an opportunity to acknowledge the hard work everyone is doing and discuss how you can be more effective as a team. + +### Intra-Team Peer Evaluation Survey + +We will ask you, for each team member including yourself to respond to these questions: + +1. Identify the team member you are rating. (We will request name and @ugrad.cs.ubc.ca login ID.) +2. Briefly describe the major roles that this team member took on (which may be technical, leadership, documentation, communication, or other!). +3. Rate this team member’s contribution on this scale: + - This team member exceeded expectations, going above and beyond what the team expected of them. + - This team member met expectations, doing a solid job of what the team expected of them. + - This team member fell somewhat short of expectations, but still contributed substantially to the project. + - This team member fell short of expectations, but still contributed somewhat to the project. + - This team member made little or no meaningful contribution to the project. +4. Spend a few sentences explaining your previous rating. Spend a few extra sentences if you gave a rating besides “met expectations”. \ No newline at end of file diff --git a/about/syllabus.md b/about/syllabus.md index 428798e..6166936 100644 --- a/about/syllabus.md +++ b/about/syllabus.md @@ -5,13 +5,7 @@ # Course Syllabus (Official) Below is the official UBC-mandated Course Syllabus for {{ COURSE_CODE }}. -Elements of this document are **fixed** and unchanging. -Additional details about the course are available on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. - -## Land Acknowledgement - -```{include} syllabus_bits/land_acknowledgement.md -``` + ## Course Information @@ -25,9 +19,10 @@ For information on how to contact your course instructor, including office hours ```{include} syllabus_bits/calendar_entry.md ``` -## Other Instructional Staff +## Contact Us -For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. +```{include} syllabus_bits/teaching_team.md +``` ## Learning Outcomes @@ -36,53 +31,89 @@ The Learning Outcomes for this course are: ```{include} syllabus_bits/course_LOs.md ``` +```{include} syllabus_bits/course_teaser.md +``` + More details about the course can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. -## Schedule of Topics +## Learning Materials + +There is no requirement to purchase textbooks or any other materials for this course. +However, it may be difficult to complete the course successfully without your own computer. Many of the resources we use are cloud-based; so, lab, library, and other public computers may suffice, but you’ll need to be very careful with your time and planning. +We will require you to register with and use various online resources that may only be available on servers outside Canada. If this is an issue for you, please raise it with the course staff immediately by the end of the first workshop. +For a rundown of likely tools and systems used this term, please see the course schedule. + +## Course Schedule The tentative course schedule, subject to change, can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. ```{include} syllabus_bits/schedule.md ``` -## Course Structure +## Evaluation -For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. +```{include} unsyllabus_bits/grading_practices_detailed.md +``` -## Learning Activities +## Equity, Inclusion, and Wellness -For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. +```{include} unsyllabus_bits/equity_inclusion_wellness.md +``` -## Learning Materials +## Passing Criteria -There is no requirement to purchase textbooks or any other materials for this course. -Resources and materials for this course can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. +```{include} syllabus_bits/passing_requirement.md +``` + +## Course Policies -## Assessments of Learning +### Students on the Waitlist -```{include} syllabus_bits/grading_practices_simple.md +```{include} waitlist.md ``` -## Passing Criteria +### Project Groups -```{include} syllabus_bits/passing_requirement.md +Your course project will be completed in a **group of five**. All members of the group must be registered in the same lab section! + +We are open to discussing groups of four or six in extraordinary cases (including where the our lab size just isn’t divisible by five!), but do not plan or expect to have a group size besides five. + +### Absences + +```{include} unsyllabus_bits/missed_things.md ``` -## Late Policy and Missed Assignments and Exams +### Late submissions -Due dates in this course have a generous no-penalty {{ GRACE_PERIOD }} grace period so late submissions are not generally accepted. -Missed Tests and Exams will be given a score of 0 unless prior arrangements are made with the course instructor. -To contact the instructor for this course, use {{ FORUM_LINK }}. -Details on due dates and other course policies can be found on the {{ '[course website]({link})'.format(link=CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID))}}. +```{include} unsyllabus_bits/late_submissions.md +``` -## Learning Analytics +### Collaboration and Academic Misconduct -```{include} syllabus_bits/learning_analytics.md +```{include} unsyllabus_bits/misconduct.md ``` -## Learning Resources +### Privacy, Online Systems, and CS Alias + +```{include} unsyllabus_bits/privacy.md +``` + +### Communication + +```{include} unsyllabus_bits/communication.md +``` + +## Acknowledgements + +```{include} unsyllabus_bits/acknowledgements.md +``` + +## Land Acknowledgement + +```{include} syllabus_bits/land_acknowledgement.md +``` -For information on this, see the {{ '[course website]({link})'.format(link=COURSE_LINK)}}. +## UBC Policies ```{include} syllabus_bits/policies.md ``` \ No newline at end of file diff --git a/about/syllabus_bits/calendar_entry.md b/about/syllabus_bits/calendar_entry.md index 639a76e..40cc92c 100644 --- a/about/syllabus_bits/calendar_entry.md +++ b/about/syllabus_bits/calendar_entry.md @@ -1,11 +1,9 @@ **{{ COURSE_CODE }} ({{ CREDITS }}) {{ TITLE }}** -The [UBC calendar description](https://vancouver.calendar.ubc.ca/course-descriptions/subject/phys) of this course is: +The [UBC calendar description](https://vancouver.calendar.ubc.ca/course-descriptions/subject/cpsc) of this course is: -> Introduction to mechanics primarily for students majoring in the physical sciences (e.g. physics, chemistry, mathematics, computer science, geology, physical geography) or engineering. -> Particle kinematics and dynamics, work and energy, momentum, gravitation, rigid body motion, fluid statics and dynamics with applications to the physical sciences. -> Credit will be granted for only one of PHYS 111 and PHYS 112. Students with Physics 12 may apply for a tutorial exemption. [3-3-1] -> +> Hands-on project, mentored by industry experts, integrating skills relevant to early career in the computing industry: technical skills, communication, teamwork, networking and portfolio building. [2.5-2-0] +> > *Prerequisite*: {{ PREREQS }} > > *Corequisite*: {{ COREQS }} diff --git a/about/syllabus_bits/grading_practices_simple.md b/about/syllabus_bits/grading_practices_simple.md index b4775e9..18947ae 100644 --- a/about/syllabus_bits/grading_practices_simple.md +++ b/about/syllabus_bits/grading_practices_simple.md @@ -1,10 +1,9 @@ | Item | Weight | Frequency | |------------------|--------|------------| -| Team Project | 40% | Bi-monthly | +| Team Project | 50% | Bi-monthly | | Lab Assignments | 30% | Bi-monthly | | Participation | 11% | Weekly | | Teamwork | 9% | Twice | -| Self Reflections | 10% | Weekly | Final grades will be based on the evaluations listed above and the final grade will be assigned according to the standardized grading system outlined in the [UBC Calendar](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/grading-practices/introduction). diff --git a/about/syllabus_bits/learning_analytics.md b/about/syllabus_bits/learning_analytics.md deleted file mode 100644 index 87b68fd..0000000 --- a/about/syllabus_bits/learning_analytics.md +++ /dev/null @@ -1,18 +0,0 @@ -I am very aware of the surveillance culture that has permeated our society and heralded the [End of Privacy](https://www.youtube.com/watch?v=NesTWiKfpD0) as we know it. -That being said, as an instructor, I care tremendously about your learning and the course-related data that is collected about you is extremely valuable. -Broadly speaking, this relatively new field is called **Learning Analytics**. -[Learning Analytics](https://www.solaresearch.org/about/what-is-learning-analytics/) involves the collection and analysis of data about learners for the [express purpose](https://www.collinsdictionary.com/dictionary/english/the-express-purpose-of) of improving their learning by optimizing teaching and learning practices. - -All of the tools above log data about your activity that can be used to improve the quality of teaching and learning. -In this course, I intend to use this information to: - -- view overall class progress (in aggregate), -- track your personal progress in order to provide you with personalized feedback, -- track participation in discussion forums -- improve the course and your learning, -- explore students actions in the course, -- provide you feedback on your progress. - -Unfortunately, at the moment it is not possible to opt-out of the data collection process, but if you like, you may opt-out of the process where *I use the data to give you personalized feedback*. -To opt-out, please {{ ANALYTICS_OPTOUT }} at any point in the course. -You may opt-out with my full support, I respect your decision and applaud you for your netizenship! \ No newline at end of file diff --git a/about/syllabus_bits/teaching_team.md b/about/syllabus_bits/teaching_team.md index cfc1f99..ff988d5 100644 --- a/about/syllabus_bits/teaching_team.md +++ b/about/syllabus_bits/teaching_team.md @@ -1,6 +1,10 @@ -| Team Member | Pronounce as | Contact | Office Hour | -|------------------------------|--------------------|------------------|------------------------------------------------------------------------------------------------------------------------| -| {{ INSTRUCTOR }}; Instructor | {{ PRONOUNCE }} | {{ FORUM_LINK }} | Wednesdays 12:30 - 2:30 PM - ICCS 253 or [Zoom](https://ubc.zoom.us/j/6552557192?pwd=SGthMW10cTNBTVpaYitJZ0RMWkdmdz09) | -| {{ TA3 }} | {{ TA3pronounce }} | {{ FORUM_LINK }} | [Mondays 1:30-2:30 PM in X339 and on Zoom](https://ubc.zoom.us/j/8465268502?pwd=U2ZpWWVkNG1JS2E5UzNvOEZZRHFyZz09) | -| {{ TA2 }} | {{ TA2pronounce }} | {{ FORUM_LINK }} | [Thursdays 1-2 PM on Zoom](https://ubc.zoom.us/s/62998255720) | -| {{ TA1 }} | {{ TA1pronounce }} | {{ FORUM_LINK }} | Fridays 12-1 PM - ICCS X337 [or on Zoom](https://ubc.zoom.us/s/61966832541) | \ No newline at end of file +| Team Member | Pronounce as | Contact | Office Hour | +|-------------------------------|--------------------|------------------|-------------| +| {{ INSTRUCTOR1 }}; Instructor | {{ PRONOUNCE1}} | {{ FORUM_LINK }} | | +| {{ INSTRUCTOR2 }}; Instructor | {{ PRONOUNCE2 }} | {{ FORUM_LINK }} | | +| {{ TA6 }} | {{ TA6pronounce }} | {{ FORUM_LINK }} | | +| {{ TA5 }} | {{ TA5pronounce }} | {{ FORUM_LINK }} | | +| {{ TA4 }} | {{ TA4pronounce }} | {{ FORUM_LINK }} | | +| {{ TA3 }} | {{ TA3pronounce }} | {{ FORUM_LINK }} | | +| {{ TA2 }} | {{ TA2pronounce }} | {{ FORUM_LINK }} | | +| {{ TA1 }} | {{ TA1pronounce }} | {{ FORUM_LINK }} | | \ No newline at end of file diff --git a/about/unsyllabus_bits/changes.md b/about/unsyllabus_bits/changes.md deleted file mode 100644 index 244e042..0000000 --- a/about/unsyllabus_bits/changes.md +++ /dev/null @@ -1,9 +0,0 @@ -In this section, I will outline any changes that have been made to the unsyllabus as we go through the course. -We will do our best to follow the plan outlined in this unsyllabus, but in case things go south, I will need to make adjustments to the contents and the schedule. - -Any major changes to the syllabus (this page) will be documented here, as well as the date the change was made. - -| Change Date | Summary | Rationale | -|--------------|-------------------------------------------------------------------------------------------------------|-----------| -| Jan 18, 2024 | Removed left-over language about assessments being open-book, open-web now that we are using the CBTF | Unfortunately, the CBTF does not yet allow open-book and open-web assessments so our Examlets and final exam need to be closed book with no access to web resources. This was always the intention, and there was one instance that I copied from another course (which doesn't use the CBTF!). Apologies for the oversight. | -| Jan 22, 2024 | Removed left-over language about "bonus tests" since we're not doing that this year. | We will have a slightly different scheme for recovering lost points to be released later in the term. | \ No newline at end of file diff --git a/about/unsyllabus_bits/communication.md b/about/unsyllabus_bits/communication.md new file mode 100644 index 0000000..de1bcf1 --- /dev/null +++ b/about/unsyllabus_bits/communication.md @@ -0,0 +1,15 @@ +Course communication will be a combination of face-to-face and on Zoom (in workshops, labs, and your team meetings), via our course website, on GitHub, or on Slack. + +Slack is an industry-standard communication tool for teams, and learning to use it is a course goal! Indeed, participation on Slack will factor into your participation grade for the course. As a rule, we prefer even private correspondence to go over Slack. (You and your group may have a primary Slack point-of-contact on the course staff assigned to you.) + +Our preferred mode of communication is: Create a single chat with all 3 course instructors (Ian and Firas), and send your message there. We will get back to you there. + +```{tip} +**DO NOT MESSAGE US INDIVIDUALLY** ; we will just direct you to send a message to all instructors. +``` + +Note that Slack does store information on non-Canadian servers. So, if you wish to contact the course staff on a sensitive or private topic, please e-mail cpsc455-staff@cs.ubc.ca. + +We may also occasionally communicate with you via your @ugrad.cs.ubc.ca e-mail alias or the e-mail address registered for you at the UBC student service centre. Be sure to check both addresses or forward them to somewhere you check. + +Finally, we may require some additional communication mechanisms as the term goes on, such as LinkedIn. \ No newline at end of file diff --git a/about/unsyllabus_bits/course_tools.md b/about/unsyllabus_bits/course_tools.md deleted file mode 100644 index 0ca1237..0000000 --- a/about/unsyllabus_bits/course_tools.md +++ /dev/null @@ -1,22 +0,0 @@ -```{warning} -I will be the first to acknowledge that my courses are usually heavily reliant on learning technologies. -I strongly believe that learning technologies are essential (for me) to give you my students a good experience in the course. -Many times during the course you may be frustrated why we need to use so many different tools, and why there isn't one tool that does everything. -Believe me, this frustrates me too (particularly because each of your instructors will be using different tools depending on their needs), and is something that I'm working on improving. -At the moment, the reality is that many learning technologies often only do *one thing* very well. -This of course means that other functionalities take a back-seat and exist merely to check a box on their marketing website (just to say they have the feature). - -**In all of my courses, before selecting a learning technology, I do a very careful scan of the landscape, weigh the pros and cons, consider the privacy implications, the convenience aspects, and then select the ones that I believe will best support my teaching goals at minimal inconvenience to students. In general, I also use tools that are fun to use!** - -I hope you will be patient with all the tools used in this course, I hope I can demonstrate value to you by using them in our course. -If you have any feedback about my usage of the tools, I'd be happy to [get your (anonymous) feedback](page_feedback) and though it may not always be possible to make changes mid-semester, I will certainly keep your feedback in mind as I plan the next iteration of this course. -``` - -All tools used in the course will be used in a [FIPPA-compliant](https://universitycounsel.ubc.ca/subject-areas/access-and-privacy-general/access-to-information/about-fippa/) manner, with your privacy top of mind. -New tools may be added to the course as the need arises, and I will update this section with the appropriate information and make an announcement if a new tool is added midway through a course. - -There is no cost to the student for any of the tools used in this course. - -```{tip} -Even though the tools above are required for this course, if you have a moral or legal objection to my use of these tools, please do reach out to me and we can likely find an acceptable accommodation. -``` \ No newline at end of file diff --git a/about/unsyllabus_bits/doing_well_cpsc.md b/about/unsyllabus_bits/doing_well_cpsc.md deleted file mode 100644 index ace600e..0000000 --- a/about/unsyllabus_bits/doing_well_cpsc.md +++ /dev/null @@ -1,44 +0,0 @@ -To prepare yourselves for this course, remember that: - -1. Learning is a contact sport. -2. Memorizing is not learning. -3. Understanding is learning, and understanding should be your goal (not grades). -4. We’ll do lots of tests. - -And some ingredients for your success: - -1. Plan. -1. Prepare. -1. Engage. -1. Practice. -1. Collaborate. -1. Do not be fooled by familiarity of the material. - -```{important} -These guidelines were adapted from [Dr. Simon Bates' Physics 117 course from UBCV](https://sites.google.com/site/simonpbates/home?authuser=0). -``` - -### ... but I've never been good at computer science! - -That's okay! -You're still more than welcome in this course. -I will do everything I can (within reason) to still make the course accessible to you. -This course is designed with your success in mind. -There are multiple opportunities for you to learn from your mistakes and improve your grades in nearly every aspect of the course. -In my opinion, the best learning happens when folks are given the opportunity to make mistakes so they get over their fear of trying new things! - -To summarize, if you've never been "good" at computers, come into the course with a healthy attitude, a desire to work for your success, and I have no doubt you will be successful in this course. -If you ever want to talk about the course, or have any feedback you want to give me, do not hesitate to reach out to me! - -### ... but I don't even like computers! - -Believe it or not, I have no expectation that every student that takes my course will have an undying passion for the subject. -Some of you may be forced to take this course by your programs, faculties, career interests, etc... -Sometimes we all have to take courses that we think we don't like, or enjoy. -That's fine! -No judgement from me, you are more than welcome in this course. -I just ask that you not make any snap judgements about the class, the material, the instructor (me), or the teaching team. -Whatever your motivations are for taking this course, give us a chance, maybe you don't HAVE TO be miserable taking this course! -You might even enjoy the feeling of community and camaraderie that develops over the course of the semester :-). - -I hope you're not miserable, if you do feel miserable, come talk to me - maybe I can help you see the light at the end of tunnel? \ No newline at end of file diff --git a/about/unsyllabus_bits/doing_well_physics.md b/about/unsyllabus_bits/doing_well_physics.md deleted file mode 100644 index ab2d66e..0000000 --- a/about/unsyllabus_bits/doing_well_physics.md +++ /dev/null @@ -1,46 +0,0 @@ -For full details, please see the page {ref}`page_doing_well`. - -To whet your appetite on what you'll read there, here are some guidelines on preparing yourselves for this course: - -1. Learning is a contact sport. -2. Memorizing is not learning. -3. Understanding is learning and understanding should be your goal. -4. We'll do lots of tests. - -And some ingredients for your success: - -1. Plan. -1. Prepare. -1. Engage. -1. Practice. -1. Collaborate. -1. Do not be fooled by familiarity of the material. -1. Practice Math. - -### ... but I've never been good at physics or math! - -That's okay! -You're still more than welcome in this course. -I will do everything I can (within reason) to still make the course accessible to you. -This course is designed with your success in mind. -There are multiple opportunities for you to learn from your mistakes and improve your grades in nearly every aspect of the course. -In my opinion, the best learning happens when folks are given the opportunity to make mistakes so they get over their fear of trying something! -At the beginning of the term, we will all do a Math Diagnostic (not for marks) to check if you have the required math background for this course. -If you do not, I have some supplemental material for you to catch up. -My expectation is that you'll complete the exercises and review the supplemental material in the first couple of weeks. - -To summarize, if you've never been "good" at physics or math, come into the course with a healthy attitude, a desire to work for your success, and I have no doubt you will be successful in this course. -If you ever want to talk about the course, or have any feedback you want to give me, do not hesitate to reach out to me! - -### ... but I don't even like physics or math! - -Believe it or not, I have no expectation that every student that takes my course will have an undying passion for the subject. -Some of you may be forced to take this course by your programs, faculties, career interests, etc... -Sometimes we all have to take courses that we think we don't like, or enjoy. -That's fine! -No judgement from me, you are more than welcome in this course. -I just ask that you not make any snap judgements about the class, the material, the instructor (me), or the teaching team. -Whatever your motivations are for taking this course, give us a chance, maybe you don't HAVE TO be miserable taking this course! -You might even enjoy the feeling of community and camaraderie that develops over the course of the semester :-). - -I hope you're not miserable, if you do feel miserable, come talk to me - maybe I can help you see the light at the end of tunnel? \ No newline at end of file diff --git a/about/unsyllabus_bits/getting_help.md b/about/unsyllabus_bits/getting_help.md deleted file mode 100644 index 7577ed3..0000000 --- a/about/unsyllabus_bits/getting_help.md +++ /dev/null @@ -1,19 +0,0 @@ -The best way to get personalized help in this course is to attend the "Student Hours" we have scheduled for this course. -They are all done on Zoom and this is time that the instructor and TAs have set aside to help YOU personally, 1 on 1! -I understand it might feel intimidating to come to Student Hours, but we don't bite! -We would love to hear about you, what your interests are, and if you have any career advice. -If nobody comes to the Student Hours, we end up sitting in a Zoom room all by ourselves, all alone, and sad. - -A few other notes: - -- We will be using {{ FORUM_LINK }} for Announcements in this course. -- For **all** course-related questions you can reach out to the teaching team including instructors and TAs via {{ FORUM_LINK }}. -- You are encouraged to post questions publicly whenever possible so others can benefit. For private and personal issues, you can send private messages on {{ FORUM_LINK }}. -- Any student may visit the student hour for any member of the teaching team (TA or instructor)! In other words, you can go to the student hour of ANY TA, not just the one whose lab/tutorial you are registered in. - -### Why should I take {{ COURSE_CODE }}? - -```{include} syllabus_bits/course_teaser.md -``` - -
\ No newline at end of file diff --git a/about/unsyllabus_bits/grading_practices_detailed.md b/about/unsyllabus_bits/grading_practices_detailed.md index 10d7a63..b30966c 100644 --- a/about/unsyllabus_bits/grading_practices_detailed.md +++ b/about/unsyllabus_bits/grading_practices_detailed.md @@ -2,10 +2,9 @@ The grading scheme for this course is: | Item | Weight | Due date(s) | |------------------|---------------|-----------------| -| Self Reflections | 10% (10 x 1%) | Fridays at 6 PM | +| Team Project | 50% (5 x 8%) | Bi-monthly | | Lab Assignments | 30% (6 x 5%) | TBD | | Participation | 11% (11 x 1%) | Weekly | -| Team Project | 40% (5 x 8%) | Bi-monthly | | Teamwork | 9% (2 x 4.5%) | TBD | ```{attention} diff --git a/about/unsyllabus_bits/important_details.md b/about/unsyllabus_bits/important_details.md index 699d82e..b887da6 100644 --- a/about/unsyllabus_bits/important_details.md +++ b/about/unsyllabus_bits/important_details.md @@ -3,14 +3,14 @@ |------------|---------------------------------| | Course | {{ COURSE_CODE }} | | Term | {{ TERM }} | -| Instructor | {{ INSTRUCTOR }} | +| Instructor | {{ INSTRUCTOR1 }} and {{ INSTRUCTOR2 }} | | Lectures | {{ MEETING_TIMES }}: {{ ROOM }} | -| Mode of Delivery | In-person (All course activities and assessments, including the Final Exam, will be conducted in-person) | -| Student Hours | To get live 1 on 1 help in the course, use {{ ZOOM_LINK.replace('CANVAS_ID',CANVAS_ID) }} at various times (see below for schedule). | +| Mode of Delivery | Online | +| Student Hours | To get live 1 on 1 help in the course, use {{ FORUM_LINK }} or see {{ ZOOM_LINK.replace('CANVAS_ID',CANVAS_ID) }} at various times (see below for schedule). | | Canvas URL | {{ CANVAS_LINK.replace('CANVAS_ID',CANVAS_ID) }} | | Course Discussion | To ask any course-related questions, use private (personal, not useful for anyone else) or public (helpful for other) messages on {{ FORUM_LINK }} | -You can find all the important term dates in the [UBC Academic Calendar](https://vancouver.calendar.ubc.ca/dates-and-due dates). +You can find all the important term dates in the [UBC Academic Calendar](https://vancouver.calendar.ubc.ca/dates-and-deadlines). ```{warning} If there is a lab and/or tutorial listed on the SSC for this course, You **must** register for all course elements without conflicts, otherwise the department will remove you from the course! There are usually lab or tutorial exemptions for some students (i.e. those repeating the course) and instructions for that will be in this syllabus. diff --git a/about/unsyllabus_bits/late_submissions.md b/about/unsyllabus_bits/late_submissions.md new file mode 100644 index 0000000..8898c1d --- /dev/null +++ b/about/unsyllabus_bits/late_submissions.md @@ -0,0 +1,18 @@ +For all course components, if you have extenuating circumstances, contact us privately on Slack (preferred) or at cpsc455-staff@cs.ubc.ca ASAP, ideally in advance, and we will try to handle the situation empathetically, reasonably, and respectfully. If you contact us on Slack, please add ALL course instructors (Ian and Firas) to your Slack chat. + +A few components have specific additional rules, see below. + +### Individual Assignments + +Individual assignments are graded by a live demo. As a result, managing late assignments is rather burdensome! We do allow a single late submission to be graded by demo at the next Saturday workshop (last repo push Friday night) with an ostensible 20% point deduction for being late. If you need to take this option, you must contact us privately and reasonably promptly so we can plan for the late demo. However, note: + +- The 20% point penalty is just to disincentivize being late. We expect to waive it if late submissions don’t get abused. +- On the other hand, if you are late more than once, we may impose additional penalties or disallow further late submissions. If the logistics of late assignments prove too challenging, we may stop accepting late assignments 🙁. + +### Scrum reports + +We do not accept late Scrum updates. Instead, update us on where you are when the time comes for the update! (We’ll allow a reasonable grace period. If your computer was hit by a bus with the flu, please get to a library branch or UBC lab as soon as you’re able and post your (rather exciting) update!) + +### Final showcase: + +It would be logistically challenging to consider late final presentations and impossible to consider them fully. Try to arrange, even in emergencies, that someone on your team can handle the presentation. Of course, contact us in case of emergencies! diff --git a/about/unsyllabus_bits/misconduct.md b/about/unsyllabus_bits/misconduct.md new file mode 100644 index 0000000..d56a206 --- /dev/null +++ b/about/unsyllabus_bits/misconduct.md @@ -0,0 +1,17 @@ +Our course builds on the [department's academic integrity statement](https://www.cs.ubc.ca/students/undergrad/resources/academic-integrity) with additional rules designed to create a professional but collaborative environment. + +For **group submissions**: + +- Group submissions are the joint effort of your group. We place no specific limits on your collaboration except where we explicitly ask you to document and discuss it (Scrum updates, peer evaluations, individual components of presentations/reports, etc.). Collaborate productively so that everyone learns! +- The majority of your project should be yours, as a group. However, we encourage you to find help and resources, as you would in a professional setting! Where you use or adapt existing code, you must cite it and be cognizant of its license. Where you get help from others, you must acknowledge that help. (This is especially critical for classmates, as it may benefit their participation grade!) Citations/acknowledgments should be in a clear section in your main README.md, in your license (if you have one!), and repeated locally where you used the code/help. +- Critically, be able to justify and explain your design: no piece should be obscure to your group as a whole, and little should be obscure to any individual team member. + +For **individual submissions**: + + +- Except where a tutorial used for the assignment guides you to do so, do not copy-paste code. Ask for help only from course staff or in “public venues” from fellow students: during lab or workshops or on public Slack channels. Otherwise, ensure you follow the group submission guidelines for citation and acknowledgment! +- Critically, be able to justify and explain all of your design. + +We hope these rules encourage collaboration that helps you learn. Please inform us if you find they are imposing unreasonable limits on your work! + + diff --git a/about/unsyllabus_bits/missed_things.md b/about/unsyllabus_bits/missed_things.md index 208dc40..0343eda 100644 --- a/about/unsyllabus_bits/missed_things.md +++ b/about/unsyllabus_bits/missed_things.md @@ -1,57 +1,9 @@ -### What if I miss labs, tests, or the exam due to an illness, health, or other personal situations? +**Emergencies**: If you’re ill or an accident or emergency occurs, contact the course staff and your group ASAP to let them know at least that you will be or did miss because of an emergency. Follow-up with the course staff with enough details for us to be able to accommodate your absence in terms of grades. Expect to put in a lot of work to make up the missed time! -Normally, most due dates in this course have a generous grace period. -If you require an extension beyond the grace period, please contact the instructor on {{ FORUM_LINK }} (ideally before the deadline passes) to discuss your options. +**Planned absences from workshops**: If you will miss a single workshop in the term because of scheduling conflicts, communicate that to the course staff RIGHT AWAY and by at least a week before the add/drop deadline. We may be able to accommodate that. Also be sure your group knows once you’ve formed a group. If you will miss two or more workshops, you should drop the course. That’s the equivalent of missing four weeks of lecture in a regular course that has mandatory lecture attendance and is NOT ACCEPTABLE. See rubric for absences here. -Students who, because of unforeseen events, are absent during the term and are unable to complete tests or other graded work, should normally discuss with their instructors how they can make up for missed work. -If ill health is an issue, students are encouraged to seek attention from a health professional. -Campus Health and Counselling will normally provide documentation only to students who have been seen previously at these offices for treatment or counselling specific to conditions associated with their academic difficulties. +**Planned absences from labs**: If you have to miss a small number of labs over the term for good reasons, we should be able to accommodate that. Be sure to let us and your group know in advance. If possible, we may want you to attend the other day’s lab. -```{tip} -If you miss a course component due to an illness, health, or other personal situation, please reach out to me as soon as you are comfortable, and I'll work with you to get you back on track. -``` +**Planned absence from final showcase**: Treat this like missing two or more workshops (as discussed above) or a course’s final exam. You should likely DROP THE COURSE. -### What if I have dependents that rely on me for care and unpredictable emergencies may arise? - -Let's talk, send me a private message and we can discuss it. -I do not necessarily need to know all the personal details, just a high-level summary of your situation and what you think an ideal solution would be. - -I'm sure we will come to some agreement, generally the earlier you let me know of any special circumstances or accommodation, the more I'll be able to do for you! - -### What if I have to miss a deadline because of a wedding, birthday, funeral, religious holiday, or personal event ? - -No problem! There's not even any need to tell me, or ask for permission to miss due dates. -The course is designed to give you maximum flexibility: - -- Every deadline has a {{ GRACE_PERIOD }} grace period that is automatically applied. -- There is no late penalty if you use the grace period -- You can use the grace period an unlimited amount of time in the course (though if it happens every week and for every assignment, I might check in with you and gently encourage you not to leave things to the last minute) - - - -If you miss a deadline by more than the grace period, the general course policy is that you will not be able to get full credit for it, and in many cases, may even get a 0 for it. -In the cases of Tests, it is not possible to get partial credit, or complete it at times other than within the scheduled windows. -In some cases, I reserve the right to grant an extension or make alternate accommodations as needed. - -### What should I do if I need accommodations to be successful in this course? - -Accommodations are intended to remove barriers experienced by individuals with disabilities. -As a matter of principle, UBC is committed to promoting human rights, equity and diversity, and it also has a legal duty under the BC Human Rights Code to make its goods and services available in a manner that does not discriminate. -[Policy 73](https://universitycounsel.ubc.ca/files/2019/02/policy73.pdf) (Accommodation for Students with Disabilities) sets out principles and processes governing the accommodation of students with disabilities. - -All accommodations for this course are handled through the [Centre for Accessibility](https://students.ubc.ca/about-student-services/centre-for-accessibility) and I encourage you to contact them to book an appointment. - -### Compassion - -Overall, my philosophy is that I think we could all use some extra compassion and humanity wherever and whenever it's possible. -If you're going through something that is affecting you (in the course or otherwise), you are always welcome to come and talk to me about it. -If I am not able to help you myself, then I can probably direct you to the right person or resource on campus. -If you need extra help, or extra time to deal with something you're going through, just ask. -You will *never* owe me an explanation about your physical health, mental health, or those of your family members, friends, etc... I will believe you, and I will trust you. -I will not judge you, nor think any less of you. -I will do everything in my power to work out something that is both reasonable and fair. -This, I promise! \ No newline at end of file +Contact us privately on Slack (preferred) or at cpsc455-staff@cs.ubc.ca in all of these cases. If you contact us on Slack, please add ALL course instructors (Ian and Firas) to your Slack chat. \ No newline at end of file diff --git a/about/unsyllabus_bits/privacy.md b/about/unsyllabus_bits/privacy.md new file mode 100644 index 0000000..930f966 --- /dev/null +++ b/about/unsyllabus_bits/privacy.md @@ -0,0 +1,3 @@ +We will require you to register with a variety of web-based tools that may be hosted outside Canada. In some cases, we may register you directly for such services using your @ugrad.cs.ubc.ca email alias (as listed in https://www.cs.ubc.ca/getacct). + +Thus, we want to remind you to keep your @ugrad alias private, just as you would any other account information. If you choose not to keep your @ugrad alias confidential, please note that UBC will proceed on the assumption that you do not object to the services we use potentially identifying you personally, and that you are consenting to the storage of personal information on their servers outside Canada. \ No newline at end of file diff --git a/about/unsyllabus_bits/teaching_philosophy.md b/about/unsyllabus_bits/teaching_philosophy.md deleted file mode 100644 index 5313431..0000000 --- a/about/unsyllabus_bits/teaching_philosophy.md +++ /dev/null @@ -1,35 +0,0 @@ -For a detailed description of my teaching philosophy and values (including a list of references and citations), you can [read it here](https://firas.moosvi.com/cv/teaching-philosophy/). -Here are the key principles I intend to apply in this class: - -1. Student learning is vastly improved through active learning -1. Learning technologies must be leveraged to scale instructor effort across multiple classes. -1. Inter-disciplinarity is the future of education. -1. Effective teaching is inclusive teaching. - -### How will this course be taught ? - -This course will be taught as a [Blended Learning classroom](https://en.wikipedia.org/wiki/Blended_learning) where some elements of a [flipped classroom](https://www.youtube-nocookie.com/embed/BCIxikOq73Q) will be mixed with a more traditional coding classroom with live demos, clicker questions, and worksheets. -Briefly, this requires students to watch videos and engage with the assigned reading prior to the classroom meeting (knowledge transfer). -During the class meeting, the instructor guides students through clicker questions, worksheet problems, and other activities to help the students make sense of the material (sense-making). -See {numref}`masterymodel1` for a mental model of how learning works {cite}`Ambrose2010`. - -```{figure} ../images/masterymodel1.png ---- -width: 750px -name: masterymodel1 ---- -To develop mastery in a concept, students must first acquire the necessary skills, then practice integrating them, and finally know when to apply what they have learned. This figure was adapted from Figure 4.1 of the book "How Learning Works". -The terms "knowledge transfer" and "sense-making" applied in this context is generally attributed to [Dr. Eric Mazur](https://mazur.harvard.edu/files/mazur/files/flip_your_course_online_07.pdf). -``` - -### What does this mean in practical terms? - -{numref}`masterymodel2` shows a handy table to help guide you and organize your learning in this course: - -```{figure} ../images/masterymodel2.png ---- -height: 500px -name: masterymodel2 ---- -This table describes how I think each course activity should be classified between knowledge transfer and sense-making. -``` diff --git a/about/unsyllabus_bits/tools/canvas.md b/about/unsyllabus_bits/tools/canvas.md deleted file mode 100644 index e69de29..0000000 diff --git a/about/unsyllabus_bits/tools/ed_discussion.md b/about/unsyllabus_bits/tools/ed_discussion.md deleted file mode 100644 index da347f7..0000000 --- a/about/unsyllabus_bits/tools/ed_discussion.md +++ /dev/null @@ -1,13 +0,0 @@ -### Ed Discussion [Required] - -In this course, we will be using {{ FORUM_LINK }} for class discussions. -You will need to sign up for a (free) Ed Discussion account to participate in the discussions for this course. -The system is highly catered to getting you help fast and efficiently from classmates, the TA, and myself. - -```{tip} -In general, please do NOT email questions to the instructor and TAs unless it is a legitimate emergency (or if you cannot access Ed Discussion). If you do this accidentally, it's okay - we will send you an automated response letting you know that emails will not be answered and you should re-post your question on Ed Discussion. -``` - -```{warning} -Data on Ed Discussion is stored on servers outside Canada. When you access this site by clicking on the link through Canvas, you are being transferred to these servers. In order to protect your identity, UBC obfuscates your user ID before it is sent to the site. However, Ed Discussion does require you to create an account on their servers. While Ed Discussion adheres to strict U.S. privacy regulations (FERPA), UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever using personal information. You may wish to use a pseudonym to protect your privacy if you have concerns. -``` diff --git a/about/unsyllabus_bits/tools/github.md b/about/unsyllabus_bits/tools/github.md deleted file mode 100644 index 4b805fb..0000000 --- a/about/unsyllabus_bits/tools/github.md +++ /dev/null @@ -1,20 +0,0 @@ -### GitHub [Required] - -Git is a modern and open-source distributed version control system that aims to facilitate collaborative software development, data analysis, and [even writing poetry](https://writerly.dev). -We use Git because it is technically sound, very good at what it does, and is a system where many communities (perhaps uniquely!) have largely converged on a single system (with some exceptions, see below) for version control. -In the [2022 Stack Overflow Developer survey](https://stackoverflow.blog/2023/01/09/beyond-git-the-other-version-control-systems-developers-use/), 93% of respondents reported using Git as their system of choice for version control. - -Git is the underlying system that facilitates distributed work on code bases, and GitHub is one cloud-based provider that hosts Git repositories, and offers useful convenience features to facilitate collaboration between multiple developers (and even single developers). -Of course, there are alternatives to GitHub for hosting Git repositories (similar to how there are various email providers that will host your email like Google, Yahoo, Proton Mail, etc...). -We chose to use GitHub.com mostly because of the existence of GitHub Classroom, which helps instructors with a lot of the logistics of repository management. - -```{warning} -Data on GitHub (typically your course labs, assignments, and projects) is stored on servers outside Canada. When you access this site by clicking on the link through Canvas, you are being transferred to these servers. GitHub does require you to create an account on their servers. **There is no requirement from this course for you to share any personal information on GitHub servers.** UBC cannot guarantee security of your private details on servers outside of Canada. Please exercise caution whenever using your personal information online. You may wish to use a pseudonym account to protect your privacy if you have concerns about this. -``` - -Here is a quick video to show you how to create a GitHub account: - -
- - -
\ No newline at end of file diff --git a/about/unsyllabus_bits/tools/gradescope.md b/about/unsyllabus_bits/tools/gradescope.md deleted file mode 100644 index c45e51d..0000000 --- a/about/unsyllabus_bits/tools/gradescope.md +++ /dev/null @@ -1,15 +0,0 @@ -### Link your Canvas account to Gradescope - -On the left sidebar in Canvas, click on Gradescope. - - -You should then be guided through a series of steps to create an account, set a password, and link it to our course. - -This is **very** important for you to do as it'll be our primary mechanism for delivering you feedback in this course. - -```{warning} -Please verify that you do not have duplicate Gradescope accounts, this is more likely to happen when you have used Gradescope in the past with a different emails, though it has been known to happen to students who accidentally created two accounts on initial signup. - -If the email associated with Gradescope is correct, things should be all good. -If not, then you may need to merge multiple accounts together, [see details on how to do that here](https://help.gradescope.com/article/ipjyg27lg5-student-merge-accounts). -``` \ No newline at end of file diff --git a/about/unsyllabus_bits/tools/prairielearn.md b/about/unsyllabus_bits/tools/prairielearn.md deleted file mode 100644 index dde70cc..0000000 --- a/about/unsyllabus_bits/tools/prairielearn.md +++ /dev/null @@ -1,14 +0,0 @@ -### PrairieLearn - -PrairieLearn is an open source, extensible online assessment platform built on modern web technologies and is available to students at no cost. -This system replaces commerical textbook publisher platforms for homework assignments such as MasteringPhysics, WileyPlus etc. -In the past, instructors were forced to use these expensive options and pass these costs on to the students, to the tune of $60/student per course with just a temporary "subscription" to a textbook. -Today, thanks to the emergence of high-quality open-education resources (OERs), student advocacy (see the [UBC Senate policy](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/academic-assessment/fee-based-digital-learning-tools-used-assessment)) and institutional support (the [TLEF](https://tlef.ubc.ca/funded-proposals/?filter_43=&filter_42=&filter_15=&filter_34=&gv_search=PrairieLearn&mode=all) and the [ALT-2040](https://alt-2040.ok.ubc.ca/funded-projects/) projects), and free and open source software (FOSS) we have alternatives. - -In the first week of class, we will do a demo of the PrairieLearn platform together, but if you'd like to get started, you can [join the course and do the first assignment by clicking here](https://ca.prairielearn.com/pl/course_instance/2439/assessment/18407). - -```{important} -You should login by clicking "Sign in with UBC" and provide your UBC CWL credentials: - -Login options for PrarieLearn, arrows are pointing to 'Sign in with UBC' -``` diff --git a/about/unsyllabus_bits/tools/slido.md b/about/unsyllabus_bits/tools/slido.md deleted file mode 100644 index e69de29..0000000 diff --git a/about/unsyllabus_bits/why_syllabus_unsyllabus.md b/about/unsyllabus_bits/why_syllabus_unsyllabus.md deleted file mode 100644 index f3893a6..0000000 --- a/about/unsyllabus_bits/why_syllabus_unsyllabus.md +++ /dev/null @@ -1,43 +0,0 @@ -Traditionally, there has been a culture at most higher education institutions for every course to have a document that sets expectation for how the course will be conducted, what students will be expected to do, and what they will learn in the course. -The purpose of that document was for the instructor to communicate "what the course will be about" to students so they know what they're getting themselves into. -This document is typically called a "Syllabus" or a "Course Outline". -Over the years however, this document has morphed into something like a contract - a "terms of service" that students implicitly agree to by registering for the class. - -This makes me somewhat uncomfortable as an educator - I don't want to legislate how you learn and what you need to do to learn. -I also don't want there to be an unchangeable legal document governing the interactions between an instructor and a student. -What I do want is to give you suggestions and guidelines supported by my personal experience as well as the latest literature on teaching and learning. - -That being said, perhaps there are some advantages to having some elements of a course codified in a "legal document" - the "Syllabus". -For instance, the instructor for the course, the calendar course entry, the term dates, the final exam period, the passing criteria, how to file a grievance or complaint, and your responsibilities to uphold UBC's commitment to equity, diversity, and inclusion. -The items above are indeed permanent and unchanging, and deserve to be in the syllabus. - -Other things, such as what you will learn, how and when you will do it are more flexible and fluid. -For that, we have this unsyllabus. - -### What is the Unsyllabus? - -In contrast to the syllabus, the unsyllabus is not a legal document. Instead, it is a *living document* that serves students and adjusts to their needs and feedback. -Dr. John Warmer describes this best [in his article, "A syllabus is not a contract"](https://www.insidehighered.com/blogs/just-visiting/syllabus-not-contract): - -> ... this [un]syllabus is not a contract, it is a living document which reflects the experiences, emotions, philosophies, and goals I bring to a particular course. - -and also: - -> An [un]syllabus as a plan is a lot like an itinerary before a trip. -> There’s some definite highlights we need to hit, but if something that seems cool and worth doing crops up unexpectedly, we need to seize that opportunity in the moment. -> If something really bad happens (the equivalent of a norovirus breakout on a cruise ship) we may need to abandon something previously scheduled entirely. - -### Summary - -Having an adaptive syllabus is important to me as it allows me to be responsive to your feedback in a meaningful way. -I invite you to be co-contributors to this unsyllabus, and use the tools provided to add your own annotations, questions, and suggestions on making this syllabus work for you. -At various points in the term, I will invite you to provide feedback on how things are going in the class. -You may use those opportunities (or any other using the anonymous {{ ANON_FEEDBACK }} or {{ FORUM_LINK }}) to propose adjustments to how the class is running for consideration. - -| Document | Status | -|------------|------------------------------------------------------------------------------------------------------------------------------------------| -| Syllabus | University-mandated, like a legal contract and contains university rules about conduct and behaviour; elements will not change. | -| Unsyllabus | Living document, responsive to student feedback and adaptable to circumstances; elements may change, usually to the benefit of students and of learning. | - -```{important} Please note that I have your best interests in mind, and it is highly unlikely that I will ever change the unsyllabus in a way that negatively affects the class, or even individual students. If you believe a change is affecting you negatively, please reach out to me on {{ FORUM_LINK }}, or submit your feedback using the anonymous {{ ANON_FEEDBACK }}. -``` \ No newline at end of file diff --git a/about/unsyllabus_bits/withdrawing.md b/about/unsyllabus_bits/withdrawing.md deleted file mode 100644 index d541265..0000000 --- a/about/unsyllabus_bits/withdrawing.md +++ /dev/null @@ -1,20 +0,0 @@ -First of all, I'm sorry you're having trouble and are considering withdrawing from the course! -This is no problem, and I will not be personally offended or upset you need to do this, I encourage you to do what you feel is right for you and your situation. -Below is some information that might be helpful for you in making the decision. - -```{warning} Please note that it is the student's responsibility to check the withdrawal dates as [listed in the UBC Calendar](https://vancouver.calendar.ubc.ca/dates-and-due dates). -``` -| Withdrawal type | Effect on Transcript | Tuition refund | -|------------------------|----------------------|----------------------------------------------------------------------------------------------------| -| Before {{ W_DATE_1 }} | None | 100% refund | -| Before {{ W_DATE_2 }} | W on transcript | [See policy details](https://vancouver.calendar.ubc.ca/fees/tuition-fees/refund-tuition-fees) | -| After {{ W_DATE_3 }} ^ | W on transcript | [See policy details](https://vancouver.calendar.ubc.ca/fees/tuition-fees/refund-tuition-fees) | - -^ Note: Withdrawal after this date cannot happen without additional approvals, see [here](https://vancouver.calendar.ubc.ca/campus-wide-policies-and-regulations/withdrawal/introduction). - -There are factors other than money and your transcript to consider as well, including your mental health, graduation requirements/timelines, [course load requirements](https://students.ubc.ca/enrolment/courses/course-load-guide), eligibility for student loans, bursaries, scholarships etc. -I advise you to [read a list of some considerations](https://science.ubc.ca/students/blog/impact-of-a-w) here and consult with an advisor if you have additional questions. - -```{warning} -International students have additional factors to consider when withdrawing - you are urged to follow-up with an advisor and see the [frequently asked questions here](https://students.ubc.ca/international-student-guide/immigration/taking-time-away-school-international). -``` \ No newline at end of file diff --git a/about/waitlist.md b/about/waitlist.md new file mode 100644 index 0000000..09a984b --- /dev/null +++ b/about/waitlist.md @@ -0,0 +1,9 @@ +# Waitlist Policies + +**Waitlisted** students: Be sure to participate fully in the course to maintain your standing, and be ready to be flexible with your project group assignment. + + + +**Waitlisted students in project groups**: We may form project groups entirely from waitlisted students or by replacing students who dropped from existing teams, but we are unlikely to provide free choice of group to waitlisted students. \ No newline at end of file