We all have something to contribute to each other. Let's do it with generosity and smile.
CS 109 The Information Age:
Its Impact on Chicago's Culture
The 21st century has seen the genesis of the information age.
Advances in computer technology have made immediate access to information
and sophisticated processing
of information commonplace in business, science, medicine,
education, various professional areas, and many aspects of personal life.
This course focuses on how this has impacted Chicago's culture and
its diverse communities.
and much theory describing I/O, memory, peripherals, processor, networks,
and programming using Alice.
See some Alice examples by my
students JD and Roberto.
You are encouraged to
The general theme, Diversity in Chicago, will enable students to come to
know themselves: as individuals, as members of a community, and as citizens of
the larger global context (i.e., Chicago as a global city). Through engaged
pedagogy and collaborative learning, students will have opportunities to
understand their own place in society and develop a deeper understanding and
appreciation for the diversity that pervades all aspects of the city and
environs of Chicago (through the particular disciplinary lens), their own
place within that system, and its position as a global center.
In this course we'll work in
individually and share findings
with the whole class (Thanks JD for the youtube:). Students will keep a daily
journal of their readings and encounters with
computers that will be shared in their teams, and on the web.
Field trips will be taken to different institutions in Chicago.
Since there is so much to learn and do the different teams will
concentrate on specific topics by group interests such as movie production, web
page design, programming, etc.
One emphasis of the course is diversity. We'll explore the diversity of
our own class and make an effort to learn of the backgrounds and
particular cultures of our students.
We'll also look into the diversity of Chicago communities and computing
institutions within them. Maybe we will even discover the diversity of computer
systems, software, hardware and usage.
When we break into teams we'll make an attempt to form as diverse teams
as possible. The instructor and the peer helper will be available to students
in a neutral place such as the cafeteria or Cafe Descartes. How about
lunch during activity hour (1:40-2:40) if there are no other activities
Make sure your team meets with one or the other a couple times during the
Suggestions for improving the course curriculum are welcome. Call or
email either one (773-442-4718 and firstname.lastname@example.org).
All First-Year Colloquium courses include a field experience.
The field experience facilitates students'
general academic preparation by adding a practical component to classroom work
through research, civic engagement, service learning, or some other type.
Furthermore, it situates the FYE Colloquium as a bridge to the university
experience and higher education, as well as a matrix for future development
and active participation in society.
We'll start reading from our textbook: College Success Strategies
by S. L. Nist-Olejnik and J. P. Holschuh one chapter a week. We'll cover ch.
1-6, 10-11, 16-17. See our schedule A few topics are as follows:
Note taking ~ ~
We will proceed to reading from our computer textbook, which has only
4 chapters: The Computer Continuum by Kurt Lauckner.
A custom edition of the 4th edition. You will be quizzed on these chapters.
Other presentations include:
A sport outing: (what did you learn? any suggestions for a future
The representative from the advisement office (turn in a signed
A representative from the writing lab (Make an appointment)
A librarian (Jill Altage)
A visit to the Science and Industry Museum or
WTTW or another place your team has chosen.
Lecture on choosing a career
A representative from the International office
For each of the above a small paragraph summary is requested of you
on a weekly basis.
In the past we read from the
textbook but now programming alone with help from the Internet and myself will
1. Exploring Alice and Object-Oriented Programming
2. Developing Software Methods
3. Programming with Logical Structures
4. Event-Driven Programming in Alice
"What is important is to keep on learning, to enjoy challenge, and to
In the end there are no certain answers" - Martha Horner, President of Radcliffe College
"I will study and get ready, and perhaps my chance will come."
- Abraham Lincoln
"The difference between a successful person and others is not a lack of
strength, not a lack of knowledge, but rather a lack of will."
- Vince Lombardi
Nov. 20th: Firas, Martin, Janitza, Jesus
Let me know of any corrections to the above.
The word education means to "draw out of". It does not mean "shovel
into". A good education teaches you to think for yourself. It teaches you to
ask good questions and then how to find the answers on your own. A
good education does not give you a diploma for learning how to seek out an expert for any
question you have. It teaches you how to both listen to authorities and
come to your own conclusions. (-Al Siebert and Bernadine Gilpin from
Learning Styles: They can help or hinder)
Last updated: 10/25/09
Email your teacher at email@example.com (just copy this address and
into your email letter.)
Freshman Colloquium Core Components
FOR YOUR REVIEW:
The following had been chosen for inclusion in all the FYE Freshman Colloquium courses:
1. "College Makes the Difference"
a) differentiating the general differences between high school and university related to academic, behavioral, and social expectations;
b) understanding the expectations and benefits of a general education curriculum;
c) recognizing potential benefits of a higher education for future career success and community involvement.
2. "Learning Styles"
a) identifying own preferences/strengths;
b) recognizing instructors' preferences of delivery modality;
c) learning to adapt/expand repertoire of learning styles through active engagement.
3. "Skills for Academic Success"
a) developing appropriate listening and participating expectations;
b) developing effective note-taking skills for content area;
c) enhancing productive standards (i.e., writing and oral presentation) for the content area and general education.
d) planning for upcoming assignments, tests, etc., and utilizing time effectively;
e) understanding specific language in directions and what it is asking.
4. "Time Management"
a) budgeting of time for academic success and finding a balance between study, work, and relaxation;
5. "Critical Thinking"
a) learning to read material critically;
b) learning to evaluate sources;
c) analyzing and synthesizing various materials for similarities and differences.