Student-Led Seminars (SLS) Pilot

Syllabus
Term: Spring 2015
Course: History of Computer Science
Meetings: Not Yet Decided
Location: Not Yet Decided
Student Facilitator: Rylan Schaeffer
Contact Information: ryschaeffer@ucdavis.edu
Faculty Mentor: Sean Davis
Contact Information: davis@cs.ucdavis.edu
Units: 1, P/NP
Course Description
This course covers the advent of modern computer science, from Babbages difference engine to smartphones and
supercomputers. The course will examine key developments and contributions in computer history, the individuals who
made them, and the political, social and economic environments in which they were made. The course will be a survey of
hardware, software, networks and the mathematical foundations of computation. The course will be one hour per week.
Course Learning Outcomes
1.

Students will demonstrate understanding of key developments in computer history, including

a. who made which contributions
b. in what context the contributions were made
c. the significance of those contributions over time in political, economic, environmental and societal
contexts.
2. Students will engage in an inquiry-based project, oral and written, with the following components:
a. Identify topic
b. Conduct evaluative inquiry regarding credibility, context, significance
c. Synthesize inquiry
d. Present ones findings
Pre-requisites
None
Course Outline
1.

Introduction, Why Study Computer History, What You Want Out of This Course

2. Computing in the 1800s (Babbage, Hollerith, Boole)

3. Theory of Computation: Hilbert, Gdel, Church and Turing
4. WWII and Advent of Modern Computing
5. Computing in War and Commerce in the 1950s
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6. Software, Operating Systems and Programming Languages through 1980s
7.

Mainframes to Personal Computers

8.

Advances in Programming Languages

9. Computer Networks and Internet Giants

10. In-Class Presentations
Required Texts & Materials
Martin Campbell-Kelly, William Aspray, Nathan Ensmenger and Jeffrey R. Yost, Computer: History of the
Information Machine 3rd Edition
Additional articles may be used to supplement readings.
Learning Activities & Assessment
Term Project: Choose one of the following options:
1.
2.

3.
4.
5.
6.

Choose a concept you would like to explore. Create an assignment that you would assign to help an
interested student learn that concept.
Identify a topic in computer science you would like to know more about. Find a professor or member of
industry knowledgeable on that topic and arrange for the speaker to deliver a guest lecture. Write a 2-3
page paper or prepare or deliver a 5-10 minute presentation on what you learned from the lecture.
Choose a person of interest i.e. Alan Turing. Research their contributions and the historical context of those
contributions. Write a 2-3 page paper or prepare or deliver a 5-10 minute presentation.
Choose an object of interest i.e. microprocessor. Research the evolution of this object from creation to
current day. Write a 2-3 page paper or prepare or deliver a 5-10 minute presentation.
Choose a period of interest i.e. 1950s. Research key advancements from this time period. Write a 2-3 page
paper or prepare or deliver a 5-10 minute presentation.
Choose your own term project. Seek approval from Rylan before beginning the project.

Weekly Assignments:
1.

One-page written homework composed of both student-submitted questions and questions written by
Rylan.

Policies & Expectations

Field Trip: There may be an optional fieldtrip to the Computer History Museum in Mountain View, California. This is
tentative, so until stated otherwise, presume not.

Grading Policy: Grades will be determined as follows:

Weekly Homework 30% (10 homework assignments, 1 homework assignment per week, 3% per homework.
Homework assignments will be based on classroom discussions that explore the assigned readings. Students will be
provided with the opportunity to submit potential homework questions. If a students homework question is chosen,
that student will receive extra credit equivalent to half a correct homework question.)

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Class Participation 20% (2% per week. Participation will be based on attendance plus involvement and
enthusiasm in class discussions/activities. If participation points are docked, feel free to why or ways to make up
the points.)
Project Proposal 10% (Students will submit a 1 page summary of the project they have chosen to pursue, to be
approved by Rylan.)
Term Project Rough Draft 10% (Students will submit a rough draft of their term project as proof that they are
actively working on the project.)
Term Projects 30%

Code of Academic Conduct1

Accessibility Notice (ADA Policy)
Any student who feels he or she may need an accommodation based on the impact of a disability should contact
me privately to discuss his or her specific needs. In addition, the student should contact the Student Disability
Center (SDC) at (530) 752-3184, sdc@ucdavis.edu as soon as possible to better ensure that such accommodations
can be implemented in a timely fashion. All accommodations must have prior approval from the SDC on the basis
of medical or other appropriate documentation.
Pedagogical Approach
>>>import this
The Zen of Student Led Seminars, by Rylan
You have made a commitment to my seminar. I make the following commitment to you:
The history of computer science is interesting, and we will make it so.
I (the instructor) am not omniscient. You (the students) are not dimwitted. Information will flow both ways.
Students should and will have a voice in the material that is studied.
Assignments will be engaging. If they are not, you will have the opportunity to create better assignments.

1 http://sja.ucdavis.edu/cac.html

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Table 1: Participation Rubric
Criterion

Mastery (4)

Satisfactory (3)

Developing (2)

Unsatisfactory (1)

Integration of
course
readings with
classroom
participation

Regularly
demonstrates
reflective
understanding of
relationship between
course readings and
course objectives; uses
readings to support
points; brings in
additional resources to
discuss course topics.

Regularly
demonstrates
understanding of
course readings in
discussions; uses
readings to support
points; can articulate
fit of readings with
course objectives.

References to readings
reflects superficial or
incomplete
understanding;
connects course
readings to opinions
with difficulty; not
able to accurately
connect readings with
course objectives.

Unable to refer from

readings; cannot use
readings to support
points; cannot
articulates fit of
readings with topic at
hand.

Interaction &
participation
in classroom
discussions

Always a willing
participant; responds
frequently to questions;
routinely volunteers
point of view.

Often a willing
participant; responds
occasionally to
questions; occasionally
volunteers point of
view.

Rarely a willing
participant; rarely able
to respond to questions;
rarely volunteers point
of view.

Never a willing
participant; never able
to respond to questions;
never volunteers point
of view.

Interaction &
participation
in classroom
learning
activities

Participates willingly
and actively in
classroom and online
(piazza) learning
activities; engages with
classmates
professionally; works
collaboratively during
group work, etc., poses
and responds to
questions; often
volunteers point of
view.

Participates in
classroom and online
(piazza) learning
activities; acts
appropriately during
group work, etc.,
responds to questions;
usually volunteers
point of view.

Rarely a willing
participant in
classroom and online
(piazza) learning
activities; occasionally
acts inappropriately
during group work, etc.;
responds to direct
questions when
prompted (but does not
volunteer).

Does not participate in

classroom and online
(piazza) learning
activities; often acts
inappropriately during
group work, etc.; never
able to respond to
direct questions; never
volunteers point of
view.

Demonstration
of
professional
attitude and
demeanor

Demonstrates
commitment through
thorough preparation;
arrives on time; stays
whole class meeting;
solicits instructors
feedback outside class
as needed.

Prepared for class;

rarely arrives late or
leaves early; solicits
instructors feedback
outside class as needed.

Demonstrates partial
preparation;
occasionally arrives
late or leaves early;
solicits instructors
feedback outside class
as needed.

Rarely prepared; often

arrives late or leaves
early; does not solicit
instructors feedback
outside class as needed.

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