Wednesday, 13:00 - 14:00 Riverside Hall #202
Office hours coincide with the Research Computing Department office hours:
Zoom links and up-to-date schedules can be found at this Google Calendar.
Under Idaho law (Section §67-5909D), some university courses with content related to diversity, equity, inclusion, or critical theory may be subject to certain restrictions. However, the law affirms and does not limit free discussion in the learning environment.
Like all Boise State courses, this course supports open inquiry, intellectual honesty, and respectful engagement with a range of perspectives, all of which are consistent with student rights and responsibilities described in the Student Code of Conduct (Policy 2020).
Some courses may include content that touches on concepts related to diversity, equity, inclusion (DEI), or critical theory or concepts some may consider to be related to these concepts. If these topics are included, it is because they are relevant to the learning outcomes for this course and are explored to support critical thinking, deeper understanding, and respectful engagement with different perspectives. As part of any course, you may be asked to apply or explain ideas that come from a particular perspective. However, you are not required to adopt such perspectives as your own. The law does not “limit the free discussion of ideas in a classroom setting” and does not bar the discussion of DEI concepts in all courses.
Our learning environment is a space for open dialogue and thoughtful discussion, including complex or challenging topics. Everyone is expected to engage with curiosity, listen respectfully, and contribute in ways that support a productive and welcoming learning environment. Boise State and the Idaho State Board of Education affirm the importance of free expression and academic inquiry. As outlined in SBOE Policy III.B: “Membership in the academic community imposes on administrators, faculty members, other institutional employees, and students an obligation to respect the dignity of others, to acknowledge the right of others to express differing opinions, and to foster and defend intellectual honesty, freedom of inquiry and instruction, and free expression on and off the campus of an institution.” Disruptive behavior that interferes with the learning environment will not be tolerated and may result in removal from this course, in line with university policy (See Policy 3240 Maintaining Effective Learning Environments).
In this course, I will foster critical discussion and analysis, and a respectful consideration of a wide range of ideas, in accordance with the Faculty Code of Rights, Responsibilities, and Conduct (Policy 4000). You are encouraged to think critically, question ideas, and form your own conclusions. As always, you have the freedom to choose courses that align with your academic goals—if you have concerns about course content, please talk with your instructor or advisor. Refer to the academic calendar for important deadlines related to course withdrawal.
To learn more about the law and its impact at Boise State, visit the Provost Office’s Information Regarding Section 67-5909D page.
This course aims to involve students in the scientific research process by implementing solutions for research projects using small-scale compute. These computers are inexpensive, modular, portable, and extensible to provide a wide variety of options for data collection, analysis, and automation. Students will interact with Principle Investigators, design solutions for those PI’s research problems, and implement part or all of the solution using the compute resources and sensors. Students will interactive with Boise State researchers, and help design and implement solutions for those researcher’s specific problems. Along the way, students will learn fundamentals of research, project management, documentation, coding, and basics of computer hardware.
After successful completion of this course, students will be able to:
The University enriches it’s student base by:
This is an in-person course that will meet once per week. Some meetings may be in designated places on campus, such as the MakerLab.
This VIP mostly involves the scientific research process. The solutions we provide to research problems/questions will involve small-scale computers and sensors, as well as the supplementary information and data required for that project to be maintained going forward. Students will be expected to work with other students, faculty, and Research Computing staff to solve research problems. There are many aspects to these problems and solutions include documentation (of the problem and the solution), recording the process so as to not repeat failures, and writing analytical software, web interfaces, and other software to incrementally approach a viable solution for each problem.
None
All required materials will be provided, and if time and funds allow, students may request the purchase of more equipment. There will be a small library of reference materials available to students (some books, some electronic formats).
Reflections will be turned in the second week, mid-semester, and during finals week. Reflections are meant to where the students are at in regard to skills and understanding of the goals of the course. They should be a few paragraphs, and describe personal progress or roadblocks.
Projects will be created as research problems are identified. Students are expected to make progress on the project that they choose to work on for the semester.
Progress is defined as going through some process of trial and error. Success is not necessarily a working prototype, but may be a well-documented process of what was tried, and if it did not succeed, making sure that we (the VIP and future students) don’t go down the same path. See the projects page for more information on available projects.
Students will keep a project specific journal tracking progress and roadblocks as the semester progresses. This as meant to be a running history of what has worked, why things were done (or not done) in a specific manner, and a reference for future students. These entries will live in the web forum of the class, and are viewable by everyone in the class. Journal entries are meant to document the process for future and current students, and is similar to a formal laboratory notebook.
Participation during class is crucial because it is an important avenue for learning. This participation grade serves as a way to credit you with the effort and work you are putting into the class in and out of the classroom. However, I understand that we all have different levels of comfort regarding speaking in class. Participation will thus be counted as speaking to the whole group, in smaller groups, and completing in-class activities. If you are fully engaged in at least two of those three activities, you will earn full points. If you have questions/concerns about being able to participate in class, I encourage you to contact me.
The grading scale for this course is:
| Grade | Grade Score |
|---|---|
| A+ | 97–100% |
| A | 93–96% |
| A− | 90–92% |
| B+ | 87–89% |
| B | 83–86% |
| B− | 80–82% |
| C+ | 77–79% |
| C | 73–76% |
| C− | 70–72% |
| D+ | 67–69% |
| D | 63–66% |
| D− | 60–62% |
| F | 0–59% |
Our goal is that every student is successful in this course, but I need your help to achieve that. In order to do your part to ensure your success in this course, please:
Attend class. We will be using class time to practice and apply what we are learning, so it is important for your and your fellow students’ learning that you are present and participatory. You can miss two class periods without it affecting your grade. If you have to miss beyond two classes, please email us as soon as possible to discuss ways to help you participate in classroom activities asynchronously as appropriate.
Ask questions. Learning is all about asking questions, so always feel free to do so in this class.
Be respectful of your fellow students.
While working together to build this community, we ask all members to:
Share their unique experiences, values, and beliefs, if comfortable doing so.
Listen deeply to one another.
Honor the uniqueness of their peers.
Create a respectful environment in this course and across the campus community.
Check announcements or e-mails regularly. Announcements will serve as courtesy reminders and also point you to any new materials or changes.
Do the pre-class assignments. In order to make the most of our class time, it is important that all students complete the pre-class assignments so we can jump into our application activities.
In support of our goal that every student be successful in this course, you can expect that we:
Will be available to answer questions throughout the course. I encourage you to visit me during Student Hours to ask any questions about the course material or to further your curiosity in the subject matter. You may also email me with questions or concerns or ask to meet via Zoom or on campus outside of the Student Hours, and I will do my best to accommodate your needs.
Will provide regular feedback on your work in a timely fashion. I will return completed work to you, with feedback, within one week of the due date.
Will continuously work on improving your learning experience through my own class observations and based on your feedback. You will have the opportunity to provide feedback to me at the midpoint of the semester, and via the end of course evaluations.
Students in this class represent a rich variety of backgrounds and perspectives. The (program/dept) is committed to providing an environment where similarities and differences are respected, supported, and valued. While working together to build this community, we ask all members to:
As your instructors, our goal is to make sure that our learning environment is effective for everyone. This means, in part, that each student is encouraged to share perspectives relevant to the course material and that our class activities and discussions are conducted in a way that supports everyone’s learning.
If you are struggling for any reason (e.g., family emergency, financial/basic needs, mental/physical health concerns, caregiving responsibilities, etc.) and believe these struggles may impact your performance in the course, I encourage you to reach out to me if you are comfortable doing so, and I will refer you to an appropriate university resource. You may also reach out directly to the outreach team in the Office of the Dean of Students at (208) 426-1527 or email studentoutreach@boisestate.edu for support. The Student Life Essentials page is also a great place to find helpful resources. If you notice a significant change in your mood, sleep, feelings of hopelessness or a lack of self worth, consider connecting immediately with Counseling Services (1529 Belmont Street, Norco Building) at (208) 426-1459 or email healthservices\@boisestate.edu.
Academic Excellence is a Shared Value at Boise State, and part of your responsibility in pursuing academic excellence includes avoiding cheating, plagiarism, and any other kind of academic misconduct. If I find a student responsible for academic misconduct in our class, the outcome of their choice to not fully engage in their learning might range from a ‘revise & resubmit’ up to an ‘F (failure) for the course.’ For more info, please read The Student Code of Conduct (Policy 2020), Section 7: Academic Misconduct Complaints, Violations, Processes and Sanctions.
As in any in-person course, attendance and participation are important for a mastery of the course material. However, I understand that life circumstances can prevent students from being able to attend every class. Therefore, I have set aside two excused absences for all students to use in order to manage personal emergencies, wellness, disability, child care, etc. I don’t expect communication regarding your reason for missing class, as it may be personal in nature.
In the pre-class survey, you can let me know about expected absences due to religious holidays or other personal conflicts with class time. During the first week of class, we will discuss how to access course materials and make up class activities for any absences. If your circumstances require you to exceed the number of excused absences, please contact me to discuss options for alternative ways for you to complete in-class work.
In this course, I want to see your thoughts, understand your reasoning, and hear your voice. However, there are moments in this course where you might find it useful to use generative AI tools in support of your learning.
You may use generative AI tools for specified activities and assignments if their use supports, rather than undermines, your learning. While generative AI can help to advance your learning, its usefulness depends on the purpose of each activity or assignment. You will find guidelines for generative AI use in the instructions for each assignment; please read them very carefully, as these guidelines differ by assignment.
If you use ChatGPT, Gemini, Grammarly, Midjourney, or other AI tools in support of your work in this course, cite any ideas, text, images, or other media generated by the tool using the instructions and format of the Modern Language Association (MLA), American Psychological Association (APA), Chicago Manual of Style, or other citation style as appropriate. When you use a tool in an assignment, include a brief, clear description of how you used it. If you use generative AI, you must not let this tool replace your thinking and work. In fact, it’s your responsibility to ensure you are fully engaging in learning and submitting authentic work. To learn more about how to learn successfully and avoid academic misconduct behaviors, please review the Student Code of Conduct with special attention to Section 8: Procedures for Academic Misconduct.
If you’re unsure of whether or when to use generative AI tools in this course, please reach out to me. I’m eager to learn about how we might use them in new ways to meaningfully advance your learning and prepare you for your future beyond Boise State.
Boise State has a Communicable Disease Policy (Policy 9270) that guides everyone working and learning in our community. The policy has two key implications:
Any illness covered by the policy must be reported to Boise State Public Health by the impacted individual,
Faculty are required to accommodate any student impacted by any illness covered by the policy as directed by Boise State Public Health.
Due dates for every assignment are provided on the course syllabus and course schedule (and posted in Canvas). Unless otherwise stated, assignments are due on those days. However, I recognize that things can happen that are out of your control. In these instances, please reach out to me ahead of the due date, or as soon as possible afterwards, so that we can make a plan for you to submit the assignment as close to the original due date as possible. If an assignment is not submitted within two weeks of the due date, and you have not contacted me about when you will be submitting it, I will enter the assignment as Incomplete in Canvas until such time that we discuss the missing assignment and agree on a course of action.
| Week | Subject |
|---|---|
| Week 1 | Syllabus Review, course layout, and expectations |
| Week 2 | Introduction to Research Computing/Problems |
| Week 3 | Introduction to Hardware/Software |
| Week 4 | Hardware Handout |
| Week 5 | MakerLab |
| Week 7 | Project Work |
| Week 8 | Project Work |
| Week 9 | Project Work |
| Week 10 | Project Work |
| Week 11 | Project Work |
| Week 12 | Project Work |
| Week 13 | Project Work |
| Week 14 | Thanksgiving |
| Week 15 | Project Wrapup |
| Week 16 | Project Ideas Update |