FOSS Course, UPenn, Murphy

Revision as of 14:12, 16 August 2016

HERE WE GO!

0. Overview

1. Learning Objectives

• objectives & prerequisites should be active, student-centered, specific, and measurable
  • the student will be able to...
• for the entire course, and/or for FOSS-specific parts of the course
• might include content & process skills
• might consider all levels of Bloom's taxonomy

2. Methods of Assessment

Each week, students are expected to post to their public blogs a 200-300 word response to the weekly reading assignment. In some cases, specific prompts may be given but in general the prompt is open-ended. Blog posts are assessed on the following scale:

• Exceptional: a blog post that is particularly insightful, thorough, or thought-provoking
• Satisfactory: a blog post that demonstrates that the student has read the articles, understands their main points, and can synthesize a response including personal insight
• Unsatisfactory: a blog post that demonstrates that the student has not read the articles, does not understand the main points, and/or is simply summarizing the readings but not relaying any personal insight
• Not submitted: when it's... ya know... "not submitted"

Students are also expected to attend and participate in all discussions of the reading assignments. Participation is assessed on the following scale:

• Exceptional: numerous contributions to the discussion that are particularly insightful, thorough, or thought-provoking
• Satisfactory: multiple contributions to the discussion that reflect the student's personal insight
• Unsatisfactory: few or no contributions to the discussion, or contributions that do not offer any insight
• Unexcused absence: when they're... ya know... "absent" (without a verified excuse)

Students are also expected to contribute to an open source project. The project on which the student will work must be approved by the instructor. If possible, a mentor within the project community should be identified and should be available to help the student with onboarding activities, becoming familiar with the project and community, and identifying tasks to work on.

There are three milestones for contributions to the project: an initial task (usually around week 3 or 4 in a 13-week course, assuming work starts around week 2); a small task (around week 7 or 8); and a large task (at the end of the course). Each milestone is assessed by the mentor and/or the instruction staff on the following scale:

• Exceptional: contributions that exceed expectations and are of very high quality
• Satisfactory: contributions that meet expectations and are of acceptable quality to the community
• Unsatisfactory: contributions that fail to meet expectations or are of low quality

3. Course Outline

4. Notes to Instructor

• Tips, suggestions, lessons learned (warnings)...

5. Moving Forward

• what next steps are desirable or possible for this course

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