Course Syllabus
---Note: This course code has changed from CIT 365 to CSE 325. You may occasionally see references to the old course code or title.
Outcomes
Upon successful completion of this course, a student will be able to:
- Define the role of the .NET platform and the Microsoft Visual Studio Integrated Development Environment (IDE) in the software development industry
- Develop a working competency of the C# language using common control structures and object-oriented principles
- Demonstrate a working competency in using the MS Visual Studio platform developing applications with C#
- Plan, design, and develop Windows applications given functional and developmental specifications
- Plan, design, and develop dynamic web content using ASP.NET with the Razor syntax and core web technologies (HTML, CSS, JavaScript)
- Leverage the power of the Model-View-Controller (MVC) design pattern and plan, design, and develop ASP.NET MVC web applications
- Categorize and utilize the .NET libraries, technologies, and add-ons
- Analyze, design, develop, and test web-based applications using ASP.NET with C# in a small team environment
Description
This course leverages a student's background and experience in HTML, CSS, JavaScript, and fundamental, object-oriented programming with the Visual Studio IDE running the .NET framework using the C# programming language. During the course, students will build upon a C# foundation using the .NET framework to design and develop scalable, standards-based websites, applications, and services using contemporary methodologies and established design patterns. Teamwork and programming deliverables will be required.
Learning Model Architecture
Students will participate in regular learning patterns within each week. Students will prepare by completing the assigned readings and online activities. Students will teach one another by participating in peer reviews of code and developer discussion boards, and will also work in programming teams. Students will ponder by applying the principles and correlating them with their discipline and work-based learning opportunities. Students will prove competency by completing knowledge assessments and programming projects: some with well-defined functional specifications and others with less definition.
This course attempts to balance the concepts of hands-on training with professional, academic education—both of which are essential parts of lifelong learning and success in the industry.
Course Theme
In Mosiah chapter 4, King Benjamin counsels us to impart of our substance to others and do all things in wisdom and order. At BYU-Idaho we follow a structured learning model of preparing, teaching one another, pondering, and proving. As such, our course theme is based upon Mosiah 4:15: “but ye will teach them to walk in the ways of truth and soberness; ye will teach them to love one another, and to serve one another” and Mosiah 4:27: “and see that all these things are done in wisdom and order; for it is not requisite that a man should run faster than he has strength. And again, it is expedient that he should be diligent, that thereby he might win the prize; therefore, all things must be done in order.”
Prerequisite Knowledge
In order to successfully begin and progress through this course, a student will need to have a solid foundation in programming logic and design, objected-oriented principles, basic database concepts, and in the core web technologies of HTML, CSS, and JavaScript. This course requires that students build upon or develop a working knowledge and competency of collaborative technologies using git and GitHub specifically. In addition, students will need to be comfortable installing and troubleshooting software programs on their chosen platform and within the console.
Required Materials
C# Programming Yellow Book by Rob Miles: Free PDF Version
Visual Studio Community: This free, integrated development environment by Microsoft is required to complete the exercise and project assignments. Student systems must be capable of meeting the minimum system requirements. In summary, Visual Studio is an integrated development environment (IDE) for creating applications for Windows, Android, and iOS, and for building contemporary web applications and cloud services. ASP.NET is the free web framework for developing websites, mobile sites, web APIs, and web applications using a foundation of core technologies of HTML, CSS, and JavaScript.
OS X users may elect to not use the Visual Studio for Mac version and would need to install and run Visual Studio Community in Windows using Boot Camp, VirtualBox, VMware Fusion, or Parallels Desktop installation on your Mac. Microsoft Windows is free through the department-provided Microsoft On The Hub student account.
Grading Policies
This course assesses student learning and content literacy in five major areas: professionalism, concept fluency, application, team projects, and teaching/learning. Throughout the course, students will be able to track their progress using the Grades tool, which will provide an estimate of their current letter grade. Individual assignment grading rubrics are included in the assignment instructions, and feedback will be given by the instructor through the Grades tool or via email. Students may email the instructor to question individual assignment grades and seek additional feedback. Final letter grades are given at the end of the course based upon the following assessment weighting. The letter grade based on total percentage distribution follows the assessment descriptions.
| Grading Distribution | ||
|---|---|---|
| Assessment | Description of Assignments and Activities | Weight |
| Professionalism | Discussion board contributions; peer and instructor interactions, instructor evaluation, and teaching reflections and self assessment. | 30% |
| Concept Fluency | Completion of reading and activity comprehension quizzes for fluency. | 5% |
| Application Exercises | Development exercises and peer reviews to well-defined projects | 35% |
| Team Projects | Programming exercises and larger, ill-defined projects | 30% |
Professionalism (30%)
Developer Forum Participation
Each week provides an opportunity for students to asynchronously post questions and answers to a discussion board about concepts and activities. Participation is required and supported by the instructor. Some of the Developer Forum activities have discussion prompts and are worth a few more points given the direct discussion prompt for participation.
| Points | Baseline Assessment Criteria |
|---|---|
| 3 | Original post or reply was on-topic, original, relevant, and contributed to the quality of the discussion. Responses are clearly written and use supportive, positive language. The appropriate number of postings has been made. |
| 2 | Generally a reduction of one point is based upon the quality of the original posts or replies. The response is still well-written and supportive but may lack relevant substance or did not add to the quality of the discussion. |
| 1 | Original posts and replies are on-topic, but lack originality and/or lack a significant contribution to the quality and required quantity of the discussion; or the student shows a weekly pattern of posting and replying in one session near the due date. |
| 0 | No successful posting was made or the posting was completely off-topic and/or not original. |
Instructor Interaction
The instructor will evaluate student interactions and professionalism throughout the course from postings, emails, conversations, and participation. The instructor may elect to schedule a one-on-one interview or interviews during the course to help gauge performance and provide support and feedback . The concept is that the instructor has a development manager role in the course and as part of the student performance evaluation, he or she will assess a student's professional soft skills in areas such as listening, adaptability, teamwork, attitude, work ethic, professional reasoning, and ego management.
| Points | Assessment Criteria |
|---|---|
| 0-50 | Professional soft skills based upon the above-named interactions will include listening, adaptability, teamwork, attitude, work ethic, professional reasoning, and ego management. |
Peer Interaction
You will have the opportunity to work with a smaller group of peers during the course and will be required to meet regularly to help one another with the programming exercises and the team projects. An anonymous peer evaluation report of activity and teamwork will be assigned twice during the course.
| Points | Assessment Criteria |
|---|---|
| 0-30 | Professional soft skills based upon the above-named interactions will include participation, responsiveness, adaptability, teamwork, attitude, work ethic, professional reasoning, and team dynamics. |
Teaching and Learning Reflection Journals
The purpose of teaching outside of the class and reflecting upon that teaching is based upon the principle of learning and retention by teaching. Students will briefly teach concepts and principles from the week to an individual or small group, and report on questions or insights that have arisen by taking this opportunity. This often happens naturally as students apply what they are learning to the world around them.
| Points | Assessment Criteria |
|---|---|
| 1–3 | Included information such as the audience, what principles or concepts were taught, and reflection on learning and teaching. |
| 0 | No teaching reflection submitted. |
Concept Fluency (5%)
Quizzes
The purpose of quizzes is to assess student comprehension and fluency with the assigned subject matter presented in the required readings and materials. The quiz is open-text and internet and students are required to take the quiz until 100% completion and accuracy. The ideal is that students know the concept and just need to quickly review some details to answer the question properly to move forward
| Points | Assessment Criteria |
|---|---|
| various | The system will automatically assign points for each question. Quizzes will act as gateways for advancing to the next lesson. |
Application Exercises (35%)
Programming Activities
These development exercises are learning activities where students are given well-defined programming problems. Typically these exercises will be completed on an individual basis; however, peer review and participation in the Developer Forum will be complementary, assessed elements of these activities.
| Points | Typical Assessment Criteria |
|---|---|
| 13–20 | Exercise is complete and meets most or all of the requirements in terms of functional specifications and program operation. Reductions from full credit are based upon missing components, logic errors, presentation faults, and/or grammar. |
| 6–12 | The submitted solution runs but does not produce required output; there are major logic and run-time errors of "complete" exercises and required components are missing. |
| 1–5 | The submitted solution does not run; submission consists of only design documents, text, basic template structures with minor student development. |
| 0 | No submission |
Team Projects (30%)
Students may be paired to one or more other students in the class in order to complete more involved applications. Teams will collaborate to create one solution to submit for a final evaluation for each assigned project.
| MegaDesk Desktop Application |
|---|
| Assessment Criteria |
| The application conforms to functional and development specifications. |
| The code is well-written, organized, easy to track, and can be reused. |
| Contemporary UI and UX features and principles are followed in terms of proximity, alignment, repetition, contrast, and typography. |
| MegaDesk Web Application using ASP.NET Web Pages with Razor |
|---|
| Assessment Criteria |
| The application conforms to functional specifications and purpose as proposed. |
| The code is well-written, organized, easy to track, and can be reused. |
| Contemporary UI and UX features and principles are followed in terms of proximity, alignment, repetition, contrast, and typography. |
| ASP.NET MVC Web Application Project |
|---|
| Assessment Criteria |
| Specifications: The application conforms to functional specifications and purpose as proposed. |
| Readability and Re-usability: The code is well-written, organized, easy to track, and can be reused and follows C# standards and conventions. |
| Design: Contemporary UI and UX features and principles are followed in terms of proximity, alignment, repetition, contrast, and typography. The design is original. |
| Presentation: Professional and proper coverage of functionality and features in a uniform, focused manner. |
Letter Grade Distribution
| Typical Final Letter Grade Distribution | |||
|---|---|---|---|
| Letter Grade | ~Total % Floor | ||
| A | ~93% | ||
| A- | ~90% | ||
| B+ | ~87% | ||
| B | ~83% | ||
| B- | ~80% | ||
| C+ | ~77% | ||
| C | ~73% | ||
| C- | ~70% | ||
| D+ | ~67% | ||
| D | ~60% | ||
| F | 0% | ||
Disclaimers, Procedures, and Policies
Learning and Paired Programming
The best way to learn is through experience and the second-best way to learn is to teach. A critical element of the BYU-Idaho Learning Model is to teach and learn from one another and that skill set is translated directly into the industry/work force. Developer collaboration using online tools and social media is an essential element of student development as a professional. During this course, students will be paired with a group of team members where consistent communication will be required.
Late Work
Late work will not be accepted unless a student has extenuating circumstances such as a hampering illness. Chronic situations will be assessed on an individual basis. Please contact the instructor via email as soon as possible before a deliverable is due. Students are responsible to seek means to get caught up in work that is not outside the scope of the learning management system. In addition, students will need to be very conscientious towards fellow team members in this class so as to not exact an unnecessary burden upon them.
Harassment
Title IX of the Education Amendments of 1972 prohibits sex discrimination against any participant in an education program or activity that receives federal funds, including Federal loans and grants. Title IX also covers student-to-student sexual harassment. If you encounter unlawful sexual harassment or gender based discrimination, please contact the Personnel Office at (208) 496-1700.
University Policies
Students with Disabilities
Brigham Young University-Idaho is committed to providing a working and learning atmosphere that accommodates qualified persons with disabilities. If you have a disability and require accommodations, please contact the Disability Services Office at (208) 496-9210 or visit their website and follow the Steps for Receiving Accommodations. Reasonable academic accommodations are reviewed for all students who have qualified documented disabilities. Services are coordinated with students and instructors by the Disability Services Office.
This course includes required synchronous meetings. If you are currently registered with the Disability Services Office and need an interpreter or transcriber for these meetings, please contact the deaf and hard of hearing coordinator at (208) 496-9219.
Other University Policies
Student Honor and Other Policies
Please read through the document called University Policies. It gives important information about the following topics:
- Student Honor
- Academic Honesty
- Student Conduct
- Sexual Harassment
- Student with Disabilities
- Complaints and Grievances
- Copyright Notice
Go to the Student Resources module to review further resources and information.
Course Summary:
| Date | Details | Due |
|---|---|---|