Campus Compact » Computer Science

Web-GIS and Environmental Justice

tdomf_26a6d — Fri, 11 May 2001 00:00:00 +0000

This is the second GIS Applications workshop that is focused on the theme of Environmental Justice and GIS. It is intended to provide a forum where students can share their portable technical skills with community groups that bring place-based knowledge to a project. The cooperation between Cornell CRP and the Community University Consortium for Regional Environmental Justice is unprecedented. This workshop reflects two agendas: 1) identifying and developing strategies for planners and technology to assist community-based organizations in their day to day struggles for environmental and economic justice, and 2) the need to produce a system of web-pages that presents community defined environmental problem areas for Internet publishing.
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Locations/Day/Time

Lectures/Discussions:
Day/time: Tuesday 3:35-4:25 (?? 5 p.m.).
Location: Sibley Hall, Room 318

Lab sessions:
Wednesdays 10:10-12:05
Location: GEDDeS Lab, Sibley Hall, Room 222

Field Trips:
At least 2 weekends (possibly mid-September and end-of-September)

Background

In the past few years, the availability and accuracy of Federal data relevant to environmental justice has exploded. As a result, a wide variety of decisions by private industry and by federal, state and local government are increasingly driven by the analysis of readily-available data sets like the Toxic Release Inventory, the Census, and the American Housing Survey.
This "information revolution" has not trickled down to communities struggling for environmental justice. When data-driven decisions (like RCRA permitting, emergency planning, or Clean Air Act attainment) are made, environmental justice communities have not consistently been able to mobilize data resources in their efforts to participate in decision-making. Other stakeholders in such decisions have a variety of "lenses" at their disposal through which to analyze and to use environmental data. The lack of such tools for EJ communities often leads to decision-makers overlooking key environmental justice issues. Equally important, the lack of "data lenses" tuned to communities· needs reduces the set of options available to all stakeholders. A number of GIS efforts in the past have attempted to mobilize data resources for a combination of reasons, including inappropriate complexity, lack of sustainability, and lack of accessibility. The Community University Consortium for Regional Environmental Justice is creating a model of enhancing Geographic Information Systems to address this void: the Web-GIS. The goal of the Web-GIS project is to provide community organizations and communities with a simple, community-specific way to access, to visualize, and to communicate information critical to their day-to-day work on local environmental issues.
The end product of this course will include a system of webpages that will serve as model/prototypes for the Web-GIS·s regional and national implementation later in 1999. Heavy emphasis will be placed on the design process to ensure that the interface developed grounds the data in the community·s experience and usefully represents their understandings of the geography of pollution in their community. A second product from the course will focus on the process of community mapping itself. A report on this model of University/Community partnership will be developed to provide other areas interested in this type of community-planning partnerships with an easily replicable step-by-step training manual.
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Fall 2000 Workshop Tasks

In the fall of 2000, we will work with Magnolia Tree (Brooklyn, New York), Greater Newark Conservancy in collaboration with IronBound Community Corporation (Newark New Jersey), and South Bronx Clean Air Coalition.
The main workshop activities will include:
a. Lectures and discussions tied to key readings on environmental justice, social justice, advocacy planning, public domain data sets and web-GIS technologies.
b. Toxic Tours to be led by community leaders – Students involved with this workshop will tour communities and learn rich histories of community planning and development from the perspective of the community leaders. While on the tour, students will take photos and record key information about each site, in addition to noting geographic locations, landmarks and addresses. They will focus on situating problem areas of urban congestion, and environmental hazards in relation to housing, points of pride, community facilities (including schools and churches), parks and open spaces.
c. Community risk mapping (CRM) – CRM allows the development of a group understanding of environmental hazards in large and small settings. Community residents begin by brainstorming the risks they faced in their communities. During that process, it is important for students to "facilitate" not "lead" activities. By design, the brainstorming is specific, naming the environmental risk along with its location in the community. Once the brainstorming was complete, the lists will be grouped and color-coded to represent a more manageable list of risk categories (e.g. air risks in red, hazardous waste in blue, etc.). Residents will then be asked to draw their communities on poster-board. In some cases the community organization will already have a map with boundaries, streets and landmarks. A combination of these physical and "mental" maps will then be transcribed onto large sheets of paper.
d. GIS mapping and Web page preparation – GIS technology (an information system for analyzing spatial data) makes this type of layering and spatial analysis much easier while the Internet provides the medium for making the data accessible a wider population base. Public domain GIS data sets will be collected and clipped to community boundaries. Different low-cost methods will then be explored for creating interactive web-GIS technologies attuned to the tasks that community-based organizations want to perform.
e. End of semester symposium – Representatives from CUCREJ and the community groups will be invited to Cornell to attend the students· final presentations and participate in a symposium on community-university partnerships. This symposium will be open to all.

Grading
* Class/project participation 20%
* Group Report 20%
* Web-GIS 20%
* Peer Evaluation 20%
* Mid-semester individual writing assignment 10%
* End-of-semester individual writing assignment 10%

Reading List

Section 1: Background information about CUCREJ and partners
* Package on "CUCREJ·s Vision For WEB-GIS". Prepared by Dr. Michel Gelobter.
* CUCREJ WEB SITE

Section 2: Introduction to Environmental Justice Issues
* A Place at the Table: a Sierra Roundtable on Race, Justice, and the Environment." Sierra May/June1993, 51-58, 90-91.
* McGranahan, G., J. Leitman and C. Surjadi. 1998. Green Grass and Brown Roots: understanding environmental problems in deprived neighborhoods. journal of environmental planning and management 41(4):505-518.
* Bullard, Robert. Environmental Justice: Strategies for Creating Healthy and Sustainable Communities(check Abstract and Transcript)

Additional References:

* Bailey, Conner et.al. 1995. Environmental Justice and the Professional. In Bunyan, Bryant ed. Environmental Justice: Issues, Policies, and Solutions. Washington, DC: Earth Island Press. pages 35-44
* Bunyan, Bryant. 1995. Issues and Potential Policies and Solutions for Environmental Justice: An Overview. In Bunyan, Bryant ed. Environmental Justice: Issues, Policies, and Solutions. Washington, DC: Earth Island Press. pages 8-34
* Faber, Daniel. 1998. The Struggle for Ecological Democracy and Environmental Justice. In Faber, Daniel, ed. The Struggle for Ecological Democracy: Environmental Justice Movements in the United States. New York, New York: Guilford Press, pp. 1-26.
* Ferris, Deeohn and David Hahn-Baker 1995. Environmentalists and Environmental Justice Policy. In Bunyan, Bryant ed. Environmental Justice: Issues, Policies, and Solutions. Washington, DC: Earth Island Press. pages 66-75.
* Handouts from United States Environmental Protection Agency

Section 3: Gathering information with community groups
* Heiman, M. K. 1997. Science by the People: Grassroots Environmental Monitoring and the debate over scientific expertise. Journal of Planning Education and Research 16(4):291-299
* Garcia, M. 1997. Science and the people: a response to science by the people. Journal of Planning Education and Research 16(4):299-300
* Heiman, M.K. Ours is not to question why, ours is just to quantify: a response. Journal of Planning Education and Research 16(4):301-303
* Dewar, M. E. and C.B. Isaac. 1998. Learning from difference: the potentially transforming experience of community university collaboration. Journal of Planning Education and Research 17(4):334-347.
* Briggs, X. 1998. Doing democracy up-close: culture, power, and communication in community building. Journal of Planning Education and Research 18:1-13.
* Mudrak, L. 1979. Sanborn fire insurance maps: a tool for identifying closed landfills and other sites that may contain hazardous wastes. Ithaca, NY; Community Environment Program, Dept. of Natural Resources.

Section 4: Information technologies and communities
* web.mit.edu/sap/oldfiles/www/colloquium96/papers (Preface, Introduction, Chapters 6,7,8 in "High technology and low income communities: prospects for positive use of advanced information technology")
* Kellog, W.A. 1999. Community-based organizations and neighborhood environmental problem solving: a framework for adoption of information technologies. Journal of Environmental Planning and Management 42(4):445-469.
* Kellog, W.A. 1999. From the Field: Observations on Using GIS to develop a neighborhood environmental information system for community-based organizations. Journal of Urban and Regional Information Systems Association 11(1): 15-32
* McMaster, R.B., H. Leitner and E. Sheppard. 1997. GIS-based environmental equity and risk assessment: methodological problems and prospects. Cartography and Geographic Information Systems 24(3): 172-189.
* Schroeder, P.C. 1999. Changing Expectation of Inclusion: Toward Community Self-Discovery. Journal of Urban and Regional Information Systems Association 11(2): 43-51
* Sieber, R.E. 2000. GIS Implementation in the Grassroots. Journal of Urban and Regional Information Systems Association 12(1): 15-29 (Winter 2000)
* Talen, E. 1997. Visualizing Fairness: Equity Maps for planners. Journal of the American Planning Association 64(1):22-38.
* Talen, E. 2000. Bottom-Up GIS: A New Tool for Individual and Group Expression in Participatory Planning. Journal of the American Planning Association 66(3); 279-294.

Section 5: Web-GIS technologies
* Harder, Christian. 1998. Serving Maps on the Internet: geographic information on the world wide web. Redlands, CA: Environmental Systems Research Institute.
* www.maps.ci.ithaca.ny.us(City of Ithaca dynamic GIS Web mapping)
* www.mapcruzin.com/EI/index.html(Environmental Inequality Silicon Valley Toxics and Demographics)

Communication: Tech Tutors

tdomf_26a6d — Thu, 25 Jan 2001 00:00:00 +0000

Course Description
The focus of this service learning experience is applying the techniques and knowledge gained in the classroom to the real and practical demands of a designer /client relationship. Student designers work onsite, using technology to solve the communication needs of non-profit agencies. Students develop needs analyses and write and implement proposals to meet their community partners' needs. These may involve print, Multimedia, design for the Web, networking, and other Computer applications.

Course Description
The focus of this service learning experience is to apply Management and Design Principles to identify the needs of the community to bridge the Digital Divide, and to collaborate in the identification and implementation of a solution(s). This could include training community members to use or install technology. In collaboration with partners, which could include K- 12 students and teachers, adults, and employees and constituency of non-profit agencies, students develop needs analyses, write and implement proposals to meet the training and technological needs of the agency. These may involve tutoring in basic computer literacy, multimedia production, networking, and other Computer applications. Students use their skills and knowledge acquired in their studies to help fill significant community needs for local non-profit organizations, while learning about, and reflecting on community issues.

Thematic Issues

Deliverables

Journals = 20% of your grade
You are responsible for keeping, a weekly journal of your service learning experience. Your journal should document your actions, interactions, observations and, most importantly, your reflections. Your journal should clearly illustrate the connections You are making between the campus community, the service learning community, your specific community partner, the local community, your chosen profession, and the larger society.

Proposal = 15% of your grade
You will write a proposal to be delivered to and accepted by your service partner/client defining the project and solutions. It will include:

Panel and Threaded Discussions = 20% of your grade
Working in collaboration with the 361 course, student teams will organize and lead a panel discussion on the Digital Divide in the Monterey Bay Region. The discussion will be open to the entire CSUMB Community, the service partners and their agencies, and the general public.
You will be responsible for participating in weekly, online threaded discussions. Each week will be devoted to a specific service learning issue. Your ability to contribute to the "conversation" will require outside research and preparation, as well as thoughtful insights and reflection.

Professional Service and Client Evaluation = 30% of your grade
The course requires that you commit to a minimum of 33 hours of on-site service at your agency. Like a job in the "real world," You will be expected to maintain regular hours and to produce quality work.
As a group in-class project develop and deliver a workshop for teachers and parents to inform them about all the uses of the technology.

Term Paper = 15% of your grade
Choose a theme for your paper that synthesizes your experience at your service learning site, your reading, the activities and tile threaded discussion. Support your paper with a multimedia presentation that will be viewed on finals week.

Readings
Required text:
The Japanese in the Monterey Bay by Lydon, Sandy

Supplemental weekly handout

Reading: White Privilege and Male Privilege: A Personal Account of Coming to See Correspondence Work in Women's Studies*

Activity: Self-Mapping: Given an outline of human body, students fill in by percentage how they identify themselves by cultural components and write a short explanation and rationale, answering the question "What percent of me is what? ", "How does each segment influence how I respond to life "How do all the segments combine to determine my identity?"

Evidence: Class presentation, Graphic

Reading: New Technologies and the Global Race
The Japanese in the Monterey Bay_

Resource: Film Series Virtual Equality: The Information Revolution and the Inner City, Crossing the Divide: Creating a High-Tech Work Force

Evidence: Term paper

Reading: The Haves and Haves-Nots
The Technology Gap. Losing Ground Bit by Bit: Low-Income Communities in the Information Age

Resource: Film Series — Wired for What? The Dividends of Universal Access

Activity: Community Scan – walk the community in which you serve, observe, eat lunch, talk to people, ask shop owners if they use telecommunication technology, if they have access to it, how they perceive it, etc. Compare and contrast how your cultural identity influences your attitudes and skills regarding technology with that of someone of another culture.

Evidence: Survey results, paper

Reading: High Technology and Low-income Communities: Prospects for the Positive use of Advanced Information Technology

Resource: Film Series — Virtual Equality: The Information Revolution and the Inner City, Crossing the Divide: Creating a High-Tech Work Force

Activity: Analysis in "Best Practices in Training and Tutoring in the Use of Technology"

Evidence: Proposal, Implementation of proposal

Reading: High Technology and Low-income Communities: Prospects for the Positive use of Advanced Information Technology

Problem Solving Resource: Fair Play: Achieving Gender Equity in the Digital Acre

Activity: Conference with community partners, Interview Constituency.
Plan and implement workshop for teachers, parents, and other members of the community.

Evidence: Lesson plans, installation plans, design documents, client evaluation

Reading: Stewardship: Choosing Service Over Self-Interest

Activity: Survey, reflection

Evidence: Survey, journal, and term paper

Science and Technology in Contemporary Society

tdomf_26a6d — Thu, 25 Jan 2001 00:00:00 +0000

Using computers and nuclear weapons as case studies, this course will introduce you to important dimensions of science and technology in our society, namely

1. impact of technological development on everyday life,
2. debates about the cultural significance of science and technology
3. the ideological foundations and significance of scientific developments
4. approaches to social policy in technological growth.

The class will function as a service-learning course that grants four credits. Members of the class will work with adolescent and adult residents from the North Capitol and Mt. Pleasant neighborhoods of Washington, DC as part of a joint effort between Georgetown University and our community partners to bridge the "Digital Divide" between middle class and working class people in America. We will meet weekly with our community partners to share knowledge about computer technology, build and learn to use computer tools such as community webpages, enter, analyze and present research data using computerized data bases, and investigate the role of computers in potentially addressing social problems such as youth violence. As the final assignment for the class, the community partners, Georgetown students and professors will collectively prepare proposals to submit to various federal agencies for funding to support the program.

What will Georgetown students receive from this approach to the class?
1. a fourth credit for this course
2. experience working with inner city youth in an ongoing service-learning project
3. enhanced understanding of information technology
4. knowledge of and experience writing a research grant proposal
5. experience developing approaches to a major social policy issue.

Key Texts:

US Dept of Commerce, NTIA: Falling through the Net: A report on the Telecommunications Gap in America,

Hugh Gusterson, Nuclear rites: a weapons laboratory at the end of the Cold War

Stefan Helmreich, Silicon Second Nature: Culturing Artificial Life in a Digital World

Lisa Yoneyama, Hiroshima Traces: Time, Space and the Dialectics of Memory

Gene I. Rochlin, Trapped in the Net: the Unanticipated Consequences of Computerization

Collection of readings about grant proposal writing.

Grading:
You will receive grades on three exercises.

1. Critical book review of Rochlin·s Trapped in the Net (30 points)
2. Midterm examination (40 points)
3. Research Paper (30 points)

Critical Book Review: Prepare an analysis of Gusterson·s book highlighting and assessing the validity of key points. Limit of 5 pages typed, double-spaced.

Midterm Examination: You will prepare one question from a list of questions given to you on the last class prior to the examination date. You will write the answer during class on the examination date using notes, books etc. This will only cover material about nuclear weapons

Grant proposal: Write a 25 page typed, double-spaced grant proposal being developed as part of the "Bridging the Digital Divide" project. You will write and submit this paper as an individual even though you will be working with a group preparing the proposal.

Science and Technology in Contemporary Society
Project on "Bridging the Digital Divide"

The US Government has identified a "Digital Divide" separating knowledge, access to and applications for information technology between middle class and working/underclass Americans, particularly with respect to having computers and Internet access in the home (US Department of Commerce 1999). With respect to inner city adolescents, the computer gap functions as an aspect of their overall diminished opportunities when compared with middle class adolescents. Community-based organizations serving these neighborhoods also have less access to information technology than organizations in more affluent communities. Georgetown University has partnered with residents and organizations in the neighborhoods to help overcome these conditions. The project helps inner city students learn about information technology while investigating issues in the life of their community such as housing for immigrants and the underlying causes of interpersonal violence. The project also has built a web-enabled community information bank designed to archive, analyze and display important statistics about the neighborhoods and their resources. The class will join these efforts and, through the systematic and collective preparation of grant proposals, seek funds to sustain them.

We will divide ourselves into three groups with two groups working with adolescents in North Capitol adolescents and one group working with Mt. Pleasant residents and leaders. Each group will meet at least one time per week in the neighborhoods. During these meetings, the groups will work on various projects that the are developing concerning life in their neighborhoods. Approximately every three weeks, we will meet altogether to work on and review progress on the grant proposals.

Group One
Co-instructor: Sam Marullo, Ph.D.
Topic: Causes and methods to reduce violence to and among adolescents
Participants: North Capitol adolescents from Tyrrell Middle School and Georgetown students

Group Two
Co-instructor: Anita Bonds
Topic: Youth and Computers: the case for and against
Participants: North Capitol high school adolescents from the Village Network and Georgetown students

Group Three
Co-instructor Krishna Roy
Topic: "State of the Latino Community"
Participants: Staff of the Council of Latino Agencies (Mt. Pleasant)

ASSIGNMENTS

The Impact of Technological Development on Everyday Life

August 31 & September 5
Film: Dr. Strangelove or How I learned to stop worrying and love the bomb: classic Stanley Kubric film about the logic of nuclear detante.

September 7
Class meets at Perry School Community Center – bus transportation will be provided. Meet at entrance to St. Mary·s Hall at 4:15 pm.

September 12
Text: US Dept of Commerce, NTIA: Falling through the Net: A report on the Telecommunications Gap in America, p 1-88 inc charts
On reserve in Lauinger library
Or: http://www.digitaldivide.gov/reports.htm

September 14
Project: Meet with community partners

September 19
Text: Rochlin, Trapped in the Net: The Unanticipated Consequences of Computerization, pgs. 3-128

September 21
Project: Meet with community partners

September 26
Text: Rochlin, Trapped in the Net: The Unanticipated Consequences of Computerization, pgs. 129 – end

September 28
Project: Class meets at Perry School Community Center for review of progress and work on grant proposal

Debating the Cultural Significance of Nuclear Weapons

October 3
Text: Hugh Gusterson: Nuclear Rites, p. 1 – 164
Paper Due: Critical review of Rochlin, Trapped in the Net

October 5
Project: Meet with community partners

October 10
Text: Hugh Gusterson: Nuclear Rites, p. 165- 250
October 12
Project: Meet with community partners

October 17 & 19
Film: Remembrance of August
October 24
Text: Lisa Yoneyama, Hiroshima Traces, p. 1-84

October 26
Project: Class meets at Perry School Community Center for review of progress and work on grant proposal

October 31
Text: Lisa Yoneyama, Hiroshima Traces, p. 85-150

November 2
Project: Meet with community partners

November 7 (Tuesday)
Project: Meet with community partners

November 9 (Thursday)
Text: Lisa Yoneyama, Hiroshima Traces, p. 150-218

November 14
MIDTERM EXAMINATION IN CLASS

November 16
Project: Class meets at Perry School Community Center for review of progress and work on grant proposal

November 21
Film: Black Rain

November 23 THANKSGIVING – NO CLASS

IDEOLOGICAL FOUNDATIONS OF SCIENTIFIC DEVELOPMENTS

November 28
Film: Black Rain
Text: Stefan Helmreich, Silicon Second Nature, p 3-106

November 30
Project: Presentations of "Specific Aims & Background and Significance" at Perry School Community Center

December 5
Text: Stefan Helmreich, Silicon Second Nature, p. 107-256

December 7
Project: Presentations of "Research Design & Methods and Budget" at Perry School Community Center
December 12
Project: Submit grant proposals

CSC 450/CSC 300 – Intro. Software Engineering

tdomf_26a6d — Thu, 25 Jan 2001 00:00:00 +0000

This document is an adjunct to the CSC 450 Course Policy Statement.

Instructor: Dr. Peter Sanderson 203B Cheek Hall
Office Hours: 11-12 MW, 3:30-5 T'R, or by appointment.
Meeting Time: By arrangement.

Objective: The purpose of the Service Learning component is for students to provide software development computer system consulting services for a nonprofit or social service organization (hereafter referred to as the community partner). The software engineering practices studied in CSC 450 will be applied to a real-world software development situation, providing a valuable learning opportunity.

Grading Policy: You will receive separate grades for CSC 450 and CSC 300. The grading policy for CSC 450 is in its (separate) course policy statement. Your grade for CSC 300 will be based on: (a) completion of 40 hours of service, (b) feedback from the community partner and CASL administrators, and (c) a series of written reports submitted on specified dates. Part (a) does not affect your grade unless you fail to meet it (see Attendance, below). Part (b) is 20% of your grade and is based on the On-Site Visit report plus the Student Evaluation Form submitted by the community partner. I will translate the ratings and comments into an appropriate numerical score in the range 0-100. Part (c) is the remaining 80% of your grade; each report carries the same weight and is assigned a score in the range 0-100 (see Project Requirements, below). Your grade will be based on the average score according to a 90-80-70-60 scale, subject to completion of the required 40 hours.

Attendance: You are required to complete 40 hours of service above and beyond the time required for your CSC 450 term project. If this requirement is not met, you will receive a failing grade for CSC 300. This is nonnegotiable. You are also required to attend an orientation program prior to beginning your service. Time you spend at the orientation counts as part of the required 40 hours. You are responsible for periodically reporting your hours on a signed time sheet.

Details will be provided at the orientation meeting, which will be held Monday August 30 from 4-5 PM in Plaster Student Union room 3 12. It will be repeated at the same time and place on Tuesday August 3 1. You need attend only one of the two meetings. The Citizenship and Service Learning office is located at 318 Carrington.

Project Requirements: We will determine the Service Learning project during the first three weeks of class. Your input is always appreciated. The project will take one of two forms: either develop a software system, or provide computer consulting services. The former will be a team activity and the latter an individual activity.

If your project is to develop a software system, you will be working as part of a team and the project will serve as your CSC 450 term project. Ideally, members of the team will be Service Learning participants. In addition to fulfilling all the CSC 450 project requirements, you will be expected to submit a series of reports describing your Service Learning experience. I will provide details once the project and set of deliverables is determined. Expect the hours of service to be distributed unevenly through the semester; much time will be spent in the early part of the project becoming familiar with the organization and their software requirements. Specific instructions and guidelines will be provided at the beginning of the project.

If your project is to provide computer consulting services, you will be expected to periodically submit a written report concerning your consulting activities. I will provide specific instructions at the beginning of the project.

The Service Learning course web page is: www.cs.smsu.edu/-pete/csc300

CSC 450 Course Policy Statement – Fall 1999
Instructor. Richard Martin
Office: 201A Cheek Hall

Office Hours:
MONDAY 9:00-10:00 TUESDAY NONE
WEDNESDAY1:00-2:00 THURSDAY 1:00-2:00
FRIDAY 9:00-10:00
(other hours by appointment)

Catalog Course Description: Prerequisite: CSC 325. Principles, techniques and tools used to effect the orderly production of medium and large-scale computer programs will be studied. These techniques will be applied to programming projects with students working in teams and managing all phases of a programming project.

Attendance: It is to your advantage to attend class. Completing Problem of the Day exercises on five randomly chosen days will encourage attendance and participation. Late arrival and early departure is discouraged as rude to your fellow computer scientists. It is your responsibility to obtain information presented in your absence.

Academic Honesty: The University has published policies concerning plagiarism, cheating and responsible use of computer resources. See "'Student Rights and Responsibilities"' in the Undergraduate Catalog or check the World Wide Web. Violation of these may result in a failing grade for the course. On assignments or projects assigned to you as an individual, you may discuss design techniques with others, but must work as an individual when the coding stage begins, including hand-written code. Blatant copying of individual assignments will result in zero credit among the persons involved for a first offense and an F in the course thereafter.

Textbooks: The textbook Software Engineering, 5th edition by Ian Sommerville is required.

Computer Use: If you use any University computer then the University·s Policy and Ethics bind you for Computer Use. Any violation of these policies may result in University disciplinary actions.

Grade Weighting:
Midterm exam 10%
Assignments (individual) 25 % (at least 5)
Project (group) 45%
Final exam (Comprehensive) 15%
Problems of the Day 5% (5 days)

For the purposes of determining a grade for the course, the grades from exams, assignments, and projects will be combined as shown above. The course grade will be determined by 90% and above 4 =A, 80% and above = B, 70% and above = C, 60% and above = D, below 60 = F. The numeric requirements for letter grades may be lowered to reflect a curve but will not be raised.

Examinations: Exact dates for exams will be announced in class at least one week prior to the test. The final exam will be comprehensive, and will be on Tuesday, Dec. 14 at 1:15 p.m. – only prior arrangement or exceptional circumstances may make up 3:15 p.m. Missed exam(s) may be made up by prior engagement or exceptional circumstances.

Homework Assignments: Homework will be an assortment of pencil-and-paper and programming problems, and each will have specific instructions on what to turn in. Each assignment will be graded on a 0… 100 scale. Assignments may be turned in late* with a penalty of 10% of the total per calendar day.

Projects: The project will be broken into components, each with its own due date and grade weighting (details later). Components (other than oral presentations) may be turned in late with a penalty of 20% (twenty) per calendar day.

Disability Accommodation: SMSU makes reasonable accommodations for students with disabilities. Please see the instructor.

Nondiscrimination: SMSU is an Equal Opportunity/ Affirmative Action institution. For more information contact Affirmative Action Officer, Office of Human Resources, Southwest Missouri State University, Carrington Hall 128, Springfield, Missouri 65804.

Web Site Design and Management

tdomf_26a6d — Thu, 25 Jan 2001 00:00:00 +0000

Spring 2000

I. Overview: This class is designed for the student who has experience with HTML and basic site building and focuses on user interface, navigation design, and information architecture. These issues are discussed in lively lectures-/seminar setting, using real-time interaction with live Web sites. With a strong emphasis on community service and group learning, teams of students design and build fully functioning Web sites for Bay Area organi-zations. In addition to the team project, students independently create five Web site projects: 1) Low Bandwidth/Browser Safe Color and Back- ground Titles; 2) Site Navigation; 3) Tables for Optimizing Graphics; 4) Web Animation and 5) Frames.

Prerequisites:
Senior or graduate level standing.
DAI 626 Computer Graphics
DAI 475 Exploring the World Wide Web.
Portfolio evaluation: (substitution for DAI 626 and DAI 475)
Evidence of HTML experiences. Web page development using HTML or editor.Visual design experiences using PhotoShop or related software.
Web Site URLs, Interactive projects.
E-mail account (SFSU) with remote Internet access.
Consent of the instructor.

Mission Statement: Design and Industry Mission Statement
Educate a culturally diverse population of students through interdisciplinary problem solving activities about technology related industry.

This education is provided through experiential, hands-on, up-to-date curriculum that offers liberal arts and technical skill courses.

Conflict Resolution: Conflicts or disagreements between student(s) and/or instructor- must be addressed in the following order:1) Instructor; 2) Department chairperson and 3) Dean.

Plagiarism: Plagiarism and cheating will not be tolerated. Academic dishonesty will result in a failing grade for this course and will be reported to the University.

Attendance: Attendance is required. Your attendance and active participation in class discussion and activities are a crucial part of your learning process. In order to provide the best learning environment, you need to be present in class. Excessive absences and/or late arrival will severely impact your ability to learn the course goals. Therefore, two unexcused absences will lower your final course grade one full letter. Of course, should an emergency arise for which you can provide proof, those absences will not be counted against you.

II. Rational, Purpose and Target Audience for this Course
The San Francisco Bay Area is widely regarded as the birthplace of the interactive media industry, and when it comes to job creation, Interactive Media is San Francisco fastest growing industry. A recent study commissioned by the City of San Francisco, reviled that the interactive media industry employed 35,000 people in 1997 that is an increase of 69 percent over the pervious year (MDG.org, 1997). Skills essential to the Interactive Media industry include: graphic and digital artists, writers, programmers, animators, interface designers, content developers, production specialist, technical consultants, content designers, producers and project managers.

This course is intended to prepare future Web designers, produces and interactive media artist entering the Interactive Media Industry. This course is also intended to respond to the needs of senior standing undergraduates and graduates in all majors with the desire to: 1) adapt Web based design and management skills to their particular field of study; 2) increase their awareness of the Interactive Media Industry and 3) for those student looking to participate in a design course with a community service learning component.

The primary target audience of this course is senior standing and graduate level Design and Industry students. This course is open to all majors.

III. Course Format A lecture/laboratory format utilizing software demonstrations/instruction by instructor and students. Emphasis placed on problem solving "hands-on activity" utilizing Power Macintosh computers and related hardware resources will constitute primary in-class activity. Teaching and learning methods will include reading and written assignments, lecture and discussion, large and small group work, individual student presentation, student critiques, and case studies. Attendance is required.

IV. Class Schedule 575.1 Class meets for 3 hours Tuesday and Thursday evening from 6:10 PM- to 8:55 PM. Each class will have a 15-minute break at midpoint. You are expected to attend all class meetings. Attendance is required. 575.5 Class meets for 6 hours, Saturday from 9:10 – 12:00 and 1:10 -3:55. Attendance is required

V. General Course Objectives
The learning experience in this course with the selected topics should enable each student to:
1. To learn professional design principals necessary to create effective Web sites.
2. To gain experience using Dreamweaver 2 and Photoshop software programs.
3. To provide the opportunity for students to learn how to integrate images, sound, and video into Web site design.
4. To gain insight and understanding concerning the interrelationship between digital design issues and outline principles.
5. To be introduced to roll-overs, behaviors and style sheet capabilities.
6. To develop an understanding regarding how Web masters maintain their sites.
7. To gain experience working as a member of a design team.
8.To learn project management skills.
9. To improve their oral communication and visual presentation skills
though a variety of class presentations assignments.
10. To integrate academic study, community service field work with structured reflection and interdisciplinary problem solving activities, integrating university and experiential community service learning.

Key Concepts Examples
Some examples of Key concepts taught in the course are listed below:
Background Tiles – Cascading Style Sheets – Color Aesthetics
DHMTL – Flowcharts – Frames – GIF Animation – Imagernaps
Information Architecture – Low Bandwidth Graphics – Navigation
Project Management – Rollovers – Strategy – Storyboards – Tables
Transparent Art – Web Typography

VI. Required Text Book
Textbooks are available in the school bookstore, retail bookstores and online via lynda.com books or amazon.com .

Required Text:
Deconstructing Web Graphics. 2
by Lynda Weinman and Jon Warren Lentz
New Riders Publishing -ISBN:1-56205-859-2

Designing Web Graphics. 3
How to Prepare Images and Media for the Web
by Lynda Weinman
New Riders Publishing – ISBN: 1-56205-715-4

Dreamweaver 2 – H.O.T
Hands-On Training
by Lynda Weinman
Peachpit Press – ISBN: 0-201-35452-7

Suggested Text:
Yale C/AIM Web Style Guide Available at the school bookstore or
online at http://info.med-yale-edu/caim/manual/
Two Zip Disk for project files.
Binder for Project Book and Class Notes

VII. Required Consumables
1. Two Zip Disk for project files.
2. Binder with dividers for Project Book and Class Notes
3. Tracing Paper Pad 11 x 14
4. Pens and Pencils

See Materials List
Required Text and Comsumables:
Estimated cost: $161

VIII. Evaluation Methods
Grade Distribution:
Plagiarism:
Letter Grade Scale:
1.Reading reviews and other written assignments and Student presentations/review of readings
2. Individual Web P
3. Midterm Exam and Practice
4. Term
5. Team Project and FieldWork
In progress and final oral report(s) by team members regarding total site and individual contributions. Includes Team Project Report: a written report detailing your Design Team Project and activities.
6. Project Book Notes, flowcharts, storyboards, design docs, etc. forIndividual and Team projects.

IX Description of written Assignments, Projects and Project Book Items

1. Bibliography ""My Favorite Web/Multimedia Resource"
Bibliography with one paragraph description. Cost (if any).
Bring hard copy to class and post to DAI listServe at dai575-1 {at} sfsu(.)edu
Siegel, D. (1997). Secrets of Successful Web Sites. Indianapolis, IN: Hayden Books. Cost: $49-99

This example uses the APA style of documentation.

2. Written Assignments, Reading Assignment
Written assignments must be word-processed and due at beginning of class. Use this format for all assigned readings. Assignment not to exceed one page per chapter. Late assignments will not be accepted.

Name:
Date:
Assignment No.:
Chapter:

Item 1.
What were the major points learned from this chapter profile.

Item 2.
List at least one outstanding feature, concept or technique that I will apply to my
own Web design and/or Web site and why.

3. ListServe
DAI ListServe Assignment
Post URL to the class List serve (e.g dai123 {at} sfu(.)edu)
Name: Date:
This week, the hot U RL I recommend is URL; and why (the-
sign, layout, content, technique, etc.).
Use entire URL address e.g. http://dai.sfsu.edu in your post.
See Example

2. Individual Web Projects
Students independently will create 6 Web site projects incorporating the following:
Create an SFSU student Web site; 1) Low Bandwidth/Browser Safe Color and
Background Titles; 2) Tables for Optimizing Graphics; 3) Site Navigation; 4) Frames; 5) Web Animation 6) Forms and 7) DHTML.

Web Project No. 0: Create SFSU student Web site
Resource Materials: public-html folder & Index.htm page. In-class project
Web Project No. 1: Create Low Bandwidth /Browser-Safe Color and Background Tile.
Resource Materials: Chapter 4 & 6 – Designing Web Graphics
Web Project No. 2: Tables for optimizing graphics and page layout.
Resource Materials: Chapter 13 – Designing Web Graphics
Chapter 2 – Deconstructing Web Graphics
Web Project No. 3: Site Navigation. Design a navigation theme for your site.
Resource Materials: Chapter 10 – Designing Web Graphics
Web Project No. 4: Create a Frames addition to your Web Site.
Resource Materials: Chapter 10 – Designing Web Graphics
Chapter 10 – HTML for World Wide Web
Chapter 14 – Creative HTML Design Navigation
Web Project No. 5: Web Animation -Animated G IF and Javascript Rollover.
Resource Materials: Chapter 14 – DesigningWeb Graphics
Chapter 3 – Deconstructing Web Graphics
Chapter 15 – Creative HTML Design JavaScript
Web Project No. 6: Forms
Resource Materials: Chapter 6 – Dreamweaver 2 Hands-On-Training
Web Project No. 7: DHTML
Resource Materials: Chapter 23- Designing Web Graphics
Chapter 13 – Dreamweaver 2 Hands- On-Training

3. Midterm exam
-There will be a midterm exam at Week 10. The midterm will cover readings, class
demonstrations and discussion. The test will have the follow type questions:
A) Several short-answer definition questions
B) Matching examples to concept or principal
C) Web design software task

Midterm Date: March 30,2000 and April 1, 2000

4. Term Paper
There will term paper having minimum 5 pages. Paper topic will focus on the Internet/Web and related technology. Instructor will approve paper topic.

Due Dates: DAI 575.1 -April 27, 2000
DAI 575.5 -April 29, 2000

5. Team Project Web Site Development for Bay Area Organization/Community Service Learning Component

A) Student Responsibility
Students, working in teams, will be required to complete a Web site design and development for an organization located within the greater Bay Area. The student team will meet with the organization – develop the time line for achieving the goals and pro-duce the organizations' Web site. The time spent on the Web site design will be a minimum of three hours per week in addition to regular scheduled class time.

B) Student Reflection, Report and Evaluation
In addition to keeping a Project Book documenting the your team project, you will be required to provide in-class updates on the organizations Web site – discussing issues experienced. At semester end, you will give an oral and written report detailing your work on the organizations Web site and reflection upon the organization itself. The above components will be incorporate into the your grade for Team Project and Field Work participation.
Student Participation in the Community Service Model is required – and will be detailed in the class outline and course description. Students will be given a choice, from several organizations, as to the project(s) they work on. Also, students may submit recommendations of organizations seeking Web site design services.

6. Project Book
Students are required to keep a "Project Book" this is a binder/portfolio of the students work over the entire course. Lecture notes, handouts, homework assignments, group work, individual Web and team project notes and reflection. Project Book and Project Report are due during final examination.