CSE 111 Syllabus

Overview

CSE 111 students become more organized, efficient, and powerful computer programmers by learning to research and call functions written by others; to write, call, debug, and test their own functions; and to handle errors within functions. CSE 111 students write programs with functions to solve problems in many disciplines, including business, physical science, human performance, and humanities.

Prerequisites

Before beginning CSE 111, you must successfully complete one of the following:

• CSE 110 - Programming Building Blocks (2)
• CS 101 - Introduction to Programming (2)
• CIT 160 - Introduction to Programming (3)
• A minimum score of 110 on the LUC test

Learning Outcomes

Successful graduates of CSE 111 will do the following:

1. Write and call functions in programs to accomplish meaningful tasks in a variety of domains
2. Research and call functions written by others
3. Write programs that can detect and recover from invalid conditions
4. Write programs that use libraries and objects written by others
5. Follow good practices in designing, writing, and debugging functions

Topics

Students in CSE 111 will study the following topics:

• functions, parameters, default parameter values, return
• variable scope, arguments, named arguments
• exception handling
• lists, dictionaries
• text files, CSV files, csv Reader
• testing using pytest
• nested functions, lambda functions, higher order functions

Textbook

There is no textbook for this course. Instead, I‑Learn contains links to videos and web pages with the preparation material students will need.

Technology

In this course, you will use Python 3 and Visual Studio Code (VS Code). These applications are free and available for Windows, MacOS, and Linux. Each student must have a laptop or desktop computer that can run these applications.

Students will use Microsoft Teams for communication about the course and I‑Learn to submit assignments and quizzes.

Organization

This course is organized into a series of lessons. In the semester version of this course, students will complete one lesson each week. In the block version of this course, students will complete two lessons each week.

Each lesson is organized as follows:

• Prepare: Content—Articles and videos that each student should read and watch before beginning the other activities in the lesson.
• Prepare: Checkpoint—A small individual programming assignment designed to help each student practice the concepts taught in the preparation content.
• Teach: Team Activity—A one-hour programming activity that students will complete in groups of 3–5 students. Campus students will complete this activity during class. Online students will complete this activity during a synchronous video conference that they arrange.
• Prove: Programming Assignment—An individual programming project. Most of these span two lessons, with a milestone deliverable due at the end of the first lesson.
• Ponder: Check your understanding—Every other lesson includes a multiple-choice quiz to help students check their understanding of the topic.
• Ponder: Reflection—Every other lesson will contain a two question quiz to allow students to reflect on the things they are learning.

Learning Model

We encourage you to learn by study and also by faith D&C 88:118).

The three processes (prepare, teach one another, ponder and prove) of the BYU-Idaho Learning Model will help you deepen your learning experience. In this course, the Prepare phase of the Learning Model is delivered through the prepare content (articles and videos). The Teach One Another phase is facilitated through the team activities. The Ponder and Prove phase is measured through the weekly prove assignment.

The Five Principles (exercise faith; teach by the Spirit; lay hold on the word of God; take action; and love, serve, and teach) of the learning model is where you, the student, can take personal responsibility and invite the Spirit to be part of your study and learning process.

Grading

Each assignment in this course fits into one of five groups. Each group of assignments will contribute to your final grade according to the following percentages:

• 15%—Checkpoints
• 20%—Team Activities
• 50%—Prove Assignments
• 10%—Check Your Understanding
• 5%—Reflections

Prove Assignments will be graded in broad categories according to the following:

• 0%—Nothing submitted
• 50%—Some attempt made
• 75%—Developing (but significantly deficient)
• 85%—Slightly deficient
• 93%—Meets requirements
• 100%—Shows creativity and exceeds requirements. This will be explained in the individual assignments, but there is an expectation to show creativity and extend your assignments beyond the minimum standard that is specifically required.

Letter grades will be awarded as follows:

Late Work

For all assignments, there is a 10% penalty for each day that has passed since the due date, up to a maximum of 50% penalty for any given assignment. This means that you can earn partial credit for assignments that you submit after the due date. Extenuating circumstances should be discussed with the instructor prior to the assignment due date.

Student Support

As a faculty member, I am committed to creating a learning environment that supports the well-being and development of all students. If you are experiencing stressors or situations that impact your academic experience or personal wellness, seeking professional help may be an important step for you to take. The following resources are available to support you and your well-being at the university:

1. BYU-Idaho's academic support center
2. Dean of Students Office: a central place for students to seek support in navigating personal challenges. 290 Kimball Building, 208-496-9200
3. Counseling Center: licensed counselors who assist students in identifying and resolving emotional, mental, and interpersonal problems. Student Health Center 200, 208-496-9370
4. 9-8-8 Suicide & Crisis Hotline: Available 24/7 by call or text message, the 988 hotline connects you to a trained crisis counselor who provides free and confidential emotional support and crisis counseling to people in suicidal crisis or emotional distress and connects them to resources.

If you experience a crisis, I encourage you to reach out to me so we can discuss ways for you to be successful in my course.

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