Oregon State Univerity, School of Electrical Engineering and Computer Science
About the Instructor
For 30 years, I have designed print and online promotional materials for small and medium companies in the USA. For 10 years, I have been selling my fine art paintings at exhibits on the West Coast. And for 10 years, I've been teaching technology courses at OSU. Combining these activities keeps me whole!
Philosophy of Teaching/Learning
Challenging both sides of your brain (the creative side and the logical side)
will transform you into a well-rounded designer. Some of you are already that designer and
some of you don't know yet that you can become that person who creates
beauty out of code!
play_for_workGoogle has this icon called Play for Work.
To me it represents the joy I feel when being creative with logical languages. I expect to transfer that joy to you!
Get yourself to that place: Be a Listening Genius:
How to create and promote a dynamic website using existing frameworks/libraries:
Designing, developing, publishing, maintaining, and marketing dynamic websites;
web security and privacy issues; emerging web technologies; running a website marketing campaign.
Prerequisite: CS 195 or basic HTML and CSS skills.
Two 1:50min lecture/demonstration/practice sessions per week (Tues/Thurs).
Extended office hours are provided in lieu of a separate lab.
assessmentMeasurable Student Learning Outcomes
Upon completion of this course, students will be able to:
Envision, design, prototype, produce, test, and promote a web site which uses:
Compliant HTML and CSS
Database-driven structure and content
Secure forms with dynamic user interaction
Content Management Systems (CMS) such as a blogs, forums, wikis, and galleries.
Recognize quality design elements and compliant code.
Discuss best practices in web site security, user interface design, content management, and new issues.
Review the scoring criteria and other requirements before you submit your work. I will not rescore projects that did not meet guidelines.
Check your scores every few days.
Each lesson includes points for being complete and on time.
I will score your work as soon as possible after you submit it in Canvas, so you can continue working ahead. In some cases, you won’t want to work on the site until I’ve scored it. To view the comments left in the Gradebook, please do one of the following:
Click the week’s Module in Canvas.
Click the Score in the Grades area in Canvas.
If I left questions, or if you suspect a grading mistake, please copy all the notes from the Grades area into an email message (using your ONID email), along with a link to your site and your question, and I will review it. I don’t want to discuss grading issues in public but will rely in written communicates so that we both have a record of the exchange.
OSU’s definitions and guidelines for quarter credits implies that for each hour in class, you’ll spend 2 hours outside of class. For this 4-credit course that means a total of 12 hours per week (8 hours outside of class). And for the summer 4-week intensive, that means potentially 12 hours per assignment more than once per week. Be sure to Chat often to help save time!
The following is adapted from Dr. Susan Shaw, Oregon State University
Make a personal commitment to learning about, understanding, and supporting your peers.
Assume the best of others in the class and expect the best from them.
Acknowledge the impact of sexism, racism, ethnocentrism, classism, heterosexism, ageism, and ableism on the lives of class members.
Recognize and value the experiences, abilities, and knowledge each person brings to class. Value the diversity of the class.
Participate actively in the discussions, having completed the readings and thought about the issues.
Pay close attention to what your classmates write in their online comments. Ask clarifying questions, when appropriate. These questions are meant to probe and shed new light, not to minimize or devalue comments.
Think through and re-read your comments before you post them.
Never make derogatory comments toward another person in the class.
Do not make sexist, racist, homophobic, or victim-blaming comments at all.
Disagree with ideas, but do not make personal attacks.
Be open to be challenged or confronted on your ideas or prejudices.
Challenge others with the intent of facilitating growth. Do not demean or embarrass others.
Encourage others to develop and share their ideas.
Be willing to change.
The instructions will insure your success as long as you stay engaged and try what you read.
During the next __ weeks, you'll plan, design, and market a dynamic, database-driven site.
Each module is due on a Monday morning by 8:00am. Modules turned in late will incur a reduction in points.
live_helpWeekly Tech Support Chat (10 points)
Earn one point per week/Module/Chapter.
You may ask a ridiculous number of questions!
Don’t have a question? Then provide a resource online that relates to the Chapter's content.
The Tech Support Chat is located in the online textbook below each Lesson.
Include the URL to the page you need help with.
buildWeekly Chapters with multiple Lessons
Chapter 1 ( points)
Chapter 2 ( points)
Chapter 3 ( points)
Chapter 4 ( points)
Chapter 5 ( points)
Chapter 6 ( points)
Chapter 7 ( points)
Chapter 8 ( points)
Chapter 9 ( points)
Chapter 10 ( points)
assignmentFinal Exam (10 points)
Take the hand-written Exam during week 11 (Finals week) in the classroom. (Check the OSU Catalog after week 6 for date and time).
assessmentStudent Assessment of Teaching
During the last week you will be asked to evaluate the teaching of this course. Some courses can be evaluated via Canvas and Student Online Services. Your Feedback is greatly appreciated!