COMP B10 - Fall 2024
Welcome to Class
My Contact Information
Bill Moseley, Ph.D.
bmoseley@bakersfieldcollege.edu
www.bmoseley.com
Phone (Voice and Text): 661-376-0010
Office: B3E (Business Building, Panorama Campus)
Student / Office Hours
As your instructor, it is important that you are able to reach me with questions, concerns, or other ways I can support you.
How to Reach Me...
I will be available for in-person office hours in the following locations/days/times:
Southwest Campus
Tuesday and Thursday, 20 minutes before and 10 minutes after class (9:15-9:35 am, 11:10-20 am, Room 221)
Panorama Campus
M-Th, 2:30-3:30pm, in B3E
Also remember that you can reach me via email, text message, Canvas inbox, and phone, using the numbers above.
Time or Day doesn't really matter. If I don't respond right away, then I'm not available and I will get back to you as soon as I can.
** Remember when you send me a question that I'm not a mind-reader! Include all of the information you can, and I will be able to help you much more quickly**
Course Information
I offer several sections of COMP B10 every semester. This syllabus is shared between them.
Here is the information specific to each section of this course:
71612 - BC Panorama (M/W 1:00-2:25, Bus11)
FINAL EXAM: Wed., Dec. 11 from Noon-1:50PM
71672 - BC Southwest (T/R 9:35-11:00, 221)
FINAL EXAM: Tues., Dec. 10 from 10:00-11:50AM
71614 - B10 Online
71615 - B10 Online
71616 - B10 Online
71617 - B10 Online, Second 8 Weeks
Course SLOs:
SLOs are the critical things you will learn as a result of compleitng this course:
1. Upon successful completion of the course, the student will be able to describe and apply the software development life-cycle to a given problem.
2. Upon successful completion of the course, the student will be able to describe, design, implement, and test structured programs using currently accepted methodology and control structures.
3. Upon successful completion of the course, the student will be able to explain what an algorithm is and then be able to translate an algorithm into a programming language.
About Me...
Professional Info.
Professionally, my journey has been intertwined with my personal life and interests. I've loved technology for as long as I can remember, and my appreciation for video games goes all the way back to the Pong console my family had when I was 4-5 years old. It could play about 5 games, but all of them were basically "Pong".
Games and art were driving interests throughout much of my life, and inspired me to try programming (to make my own games, of course).
I did my undergraduate work in Psychology with a minor in Art/Design (I loved computers, but hated school, and had convinced myself in high school that I didn't have the math chops for a computer science major - bad call, and dead wrong). My M.A. is from Pepperdine in Learning Technologies, and my Ph.D. is from University of Nebraska-Lincoln in Educational Leadership.
Learning doesn't stop when school is over, so I have continued to push myself to learn new things after my doctorate. I love learning, and hope I never stop challenging myself.
The rapid growth of the Web in the late 90's sparked my renewed interest in computers after a detour to study psychology, and in 1998 I took a job as the Internet Services Specialist at Bakersfield College. In the 23 years that followed, I became a faculty in the Computer Science Department and then in 2017, the college's first Dean of Academic Technology. In January 2022, I became the college's first Vice President of Innovation and Development. Later that summer, I was informed that the college was heading in a different direction, and so rather than returning to a dean role, I decided to give myself the gift of returning to the classroom, and here I am.
I have also taught at Pepperdine University, in the Graduate School of Education and Psychology, since Summer of 2003. My favorite teaching moments at Pepperdine were in 2007, when we held a virtual hot tub discussion in Second Life with Daniel Pink, author of a Whole New Mind (which was covered by the NYT),
and holding discussions on Learning Theorists in various locations in World of Warcraft.
I've also invested a fair amount of time in Minecraft as a platform for teaching things like computational thinking
and user experience design
You can read more about the wide variety of things I like to work on, and access some of my professional wriitng, by visiting my personal web site, at www.bmoseley.com
To me, learning and technology are creative adventures with almost limitless potential. I'm thrilled to be back in a teaching role.
Personal Info.
On the personal side, the most important thing to know about me is that I'm a husband to an amazing woman and father of seven. Growing up an only child to a single mom, I never imagined what a household of nine would look like, or the many unique situations that only siblings can understand. However, our life journey often brings us to places we don't expect.
As you can see, five of our seven kids are adopted. While adoption – especially trans-racial adoption – can be a complicated issue, my wife and I are very open about our adoption journey, and are happy to share on a personal level (It's probably more info than one would normally include on a syllabus, but I will say this: It's been the most powerful and life-changing experience I've had.)
Here are a few more details about me, and my crazy family:
Our oldest started swimming at 5 years old, and just completed her MA in Industrial / Organizational Psychology, but swam through her undergraduate years at the University of Tennnessee. Here is a video of her relay team winning SEC Championships (she swims 4th in the third lane from the bottom):
I'm also very interested in the writing process, and writing as a discipline. I usually have several projects in the works, and a couple of years ago I self-published my first novel.
I don't expect to become rich or famous as a result of my writing, but I really do it for my own satisfaction anyway.
Course Policies
Read through each of the course policies below by clicking a title to expand that section.
Studies show that grades actually harm student learning, and I would not give any grades if I didn't have to.
- You only get grades for things that get you closer to the learning goals of the class. That also means that I don't give extra credit.
- This class is about mastering a set of ideas, so credit for assignments is all or nothing. If you don't get credit on your first try, I will give you feedback about what you need to change and you can resubmit it without penalty.
- You will know exactly what you need to do to get credit for each assignment.
- The grading scale for the class is made to be as simple as possible, and to prioritize the assignments, which are the most important part of the class.
- I don't want there to be any suprises when it comes to grading for this class.
The most important thing about grades in this class is that I don't want them to get in the way of your learning.
Here is the grading scale I will use in the class:
|
185-140 |
A |
|
139-124 |
B |
|
123-109 |
C |
|
108-93 |
D |
|
92 and under |
F |
You may notice that the points for each grade don't correspond directly to the typical percentages for grades. For, example 140 points is still an A, but. is only about 75% of the total points possible. It's not that I'm bad at math – 100% in the class is actually 155 points total. I have structured the class in such a way that you can choose which assignments to complete in order to get the grade you want. If you want to focus on the earlier assignments and work through from the beginning in order, that's great. If you are an an experienced programmer, and you want to focus on the more advanced parts of the class, that's good too. I want everyone to get something useful out of this class, and this allows that to happen.
So you have absolute freedom to complete whatever projects you want to get the grade you want, with 2 exceptions: A1 and A5 must be completed by the hard drop deadlines, or you will be dropped from the class. This is to ensure that students don't fail because they forgot to do the work and got too far behind.
- The A1 Assignment must be submitted by September 4, 11:59 pm (October 27 for the late start section), or you will be dropped.
- Assignments A1 - A5 must be submitted by October 15, 11:59 pm (November 20 for the late start section), or you will br dropped.
The reason for these hard deadlines is that in my experience, students who don't meet these deadlines end up failing the class. Basically, I'm doing this to protect. you from yourself.
Our Learning Pact
What I expect from you:
- Treat people with respect.
- Participate actively and regularly.
- Communicate with me.
- Challenge yourself.
- Be patient with technology.
- Fail powerfully.
- Remember that I'm on your team.
- Do your own work.
What you can expect from me:
- I will treat you with dignity and respect.
- I will provide a great course.
- I will respond to your communication.
- I will reach out to you when I sense that you need support..
- I will bring on my A game every week for you.
- I will trust you.
Weekly Schedule
Every assignment in this class has a due date. I will accept late work with the following limitations:
- The A1 Assignment must be submitted by September 4, 11:59 pm (October 27 for the late start section), or you will be dropped.
- Assignments A1 - A5 must be submitted by October 15, 11:59 pm (November 20 for the late start section), or you will br dropped.
The reason for this policy isn't just to be a mean professor. Rather, it is to protect you from forgetting you have a class and ending up with an F, or getting so far behind that you can't catch up. Be sure that if you are struggling in the class, you reach out to me and get help.
Monday
Tuesday
First Lecture
Wednesday
Thursday
Second Lecture
Week Ends
Week 1
8/26/2024
8/27/2024
Module 1 (The Basics)
Intro S1 & A1
8/28/2024
8/29/2024
Module 2, Part 1 (Variables)
Intro S2
9/1/2024
Week 2
9/2/2024
No Class - Labor Day
9/3/2024
Module 2, Part 2 (Str Methods)
Intro A2
9/4/2024
9/5/2024
Module 3 (Operators)
Intro S3 & A3
9/8/2024
Week 3
9/9/2024
9/10/2024
Module 4, Part 1 (Branching)
Intro S4
9/11/2024
9/12/2024
Module 4, Part 2 (Branching)
Intro A4
9/15/2024
Week 4
9/16/2024
9/17/2024
Module 5, Part 1 (Loops)
Intro S5
9/18/2024
9/19/2024
Module 5, Part 2 (Loops)
Intro A5
9/22/2024
Week 5
9/23/2024
9/24/2024
Module 6, Part 1 (Functions)
Intro S6
9/25/2024
9/26/2024
Module 6, Part 2 (Functions)
Intro A6
9/29/2024
Week 6
9/30/2024
10/1/2024
Module 7, Part 1 (Lists)
Intro S7
10/2/2024
10/3/2024
Module 7, Part 2 (Lists)
Intro A7
10/6/2024
Week 7
10/7/2024
10/8/2024
Module 8 (String Manipulation)
Intro S8 & A8
10/9/2024
10/10/2024
Module 9 (Algorithms)
Intro S9
10/13/2024
Week 8
10/14/2024
10/15/2024
Module 10 (Exceptions)
Intro S10 & A10
10/16/2024
10/17/2024
Module 11 (Modules)
Intro S11 & A11
10/20/2024
Week 9
10/21/2024
10/22/2024
Module 12 (Files)
Intro S12
10/23/2024
10/24/2024
Module 12 (Files)
Intro A12
10/27/2024
Week 10
10/28/2024
10/29/2024
Module 13 (Recursion)
Intro S13
10/30/2024
10/31/2024
Module 14 (OOP)
Intro S14
11/3/2024
Week 11
11/4/2024
11/5/2024
Module 14 (OOP)
Intro A14
11/6/2024
11/7/2024
Module 15 (Inheritance)
Intro S15 & A15
11/10/2024
Week 12
11/11/2024
No Class - Veteran's Day
11/12/2024
Module 16 (Images)
11/13/2024
11/14/2024
Module 16 (Images)
Intro A16
11/17/2024
Week 13
11/18/2024
11/19/2024
Module 17 (GUI / TKinter)
11/20/2024
11/21/2024
Module 17 (GUI / TKinter)
Intro A17
11/24/2024
Week 14
11/25/2024
11/26/2024
Module 18 (Pygame, p1)
11/27/2024
11/28/2024
No Class - Thanksgiving
Module 18 (Pygame, p1)
Intro A18
12/1/2024
Week 15
12/2/2024
12/3/2024
Module 19 (Data Sci, p1)
12/4/2024
12/5/2024
Module 19 (Data Sci, p2)
Intro A19
12/8/2024
Week 16
12/9/2024
12/10/2024
(M/W Final)
Final Exams
12/11/2024
(T/TH Final)
12/12/2024
Final Exams
12/15/2024
BC Resources and Information for Students
Online Student Support
The Renegade HUB is a resource for all students who need help with Canvas, App Steam, and any education-related technology. Our accessible and friendly services offer assistance seven days a week (Online Student Resources | Bakersfield College (Links to an external site.)) in various formats: in-person on the first floor of the Library past the Commons in L 130, via phone (661) 395-4477, and virtually by logging into Starfish Kiosk (Links to an external site.), selecting the problem they are experiencing, choosing the course that it pertains to, and specifying the preferred contact method. Our team responds promptly and guides students to resolve technical issues they may be experiencing with technology for their classes. For more information and help please connect with the Renegade HUB StarFish Kiosk
Technology Support
Bakersfield College has a large number of technology support resources and services available for students.
From inside Canvas, you can access these resources by clicking the question mark icon at the bottom of the left-hand side of the menu.
Canvas Support
If you are new to Canvas, you might take a look at the Canvas Video Guide.
For Canvas Help and Support, try the Renegade Online Student Hub
General Tech Support
For help with logging in, passwords, or other technical support, go to the Help Desk Page
Financial Aid and Scholarships
The Office of Financial Aid & Scholarships administers federal, state, and private organization money to assist students from various economic backgrounds to meet their educational expenses. The college aid helps students and families to cover tuition and fees, room and board, books, and other coursework supplies as well as transportation. Our goal is for students to concentrate on their academic goals and obtain a higher education through the various programs Bakersfield College offers. If faculty/staff and students have questions regarding financial aid, we encourage them to visit our virtual lobby. We have technicians ready to answer questions from staff, students, and parents (FERPA on file) and they can be reached by clicking on Contact a Financial Aid Professional. Faculty and Staff can also request a presentation to be given in their classrooms by clicking on the Presentation Request Form. Please encourage all students to apply for the Free Application for Federal Student Aid (FAFSA), California Dream Act Application (CADAA), and Scholarships.
Academic Support
Bakersfield College offers many academic support services to help you achieve your education goals, namely peer and professional tutoring, computerized learning software, and organized study groups in person or online. These venues can assist with course content, assignments, required papers, study skills, and more! Please contact the BC Tutoring Center for an appointment with a highly skilled peer tutor or a referral to other academic support services.
Disabled Student Programs and Services
DSPS Disabled Student Programs & Services (DSPS) is available to provide accommodations to students with diagnosed learning, mental, physical, and/or health-related disabilities that are either permanent or temporary. Students with disabilities needing accommodations, including those who had an IEP or a 504 plan in high school, should make requests to the DSPS office by contacting the office by phone call, email, or by visiting their Virtual Lobby. All requests for accommodations require appropriate advanced notice to avoid a delay in services. After completing the intake process with DSPS, please provide your professors with a copy of your DSPS approved accommodation checklist so that we can work together to ensure your access and success at BC. For more information, visit the DSPS Website, in person in CSS room 11, email dspsdesk@bakersfieldcollege.edu, connect to DSPS Virtual Lobby via zoom, or call (661) 395-4334 option 1 (Panorama Campus) / (661) 720-2000 (Delano Campus).
To ensure the maximum success for student accommodations, you should submit your DSPS accommodation checklist to the professor at least a week in advance of any assignment or test. This is to ensure adequate time is there to meet your testing and/or assignment needs. Failure to do this could result in the inability of staff to make appropriate arrangements.
