A site to explore cultures, cities, and computing at varying senses and scales. Updated by Ar Ducao, with content from classes at NYU, MIT, CUNY and more.
Agenda Assignment For all weekly assignments, you can use AI, but you must verify any information you find. Don’t be surprised if I ask about your sources.
For all weekly assignments, you can use AI, but you must verify any information you find. Don’t be surprised if I ask about your sources.
Please come to class prepared to verbally discuss the following items without a device in front of you. (Paper-based notes are okay.)
What’s a surprising fact about minoritized people in the United States during the 1800s?
What’s a surprising facts about technology from the 1800s?
What’s a surprising face about Toni Morrison?
What type of primary research might you like to conduct on 1800s technology? Note: for this class, survey-based primary research will generally not be accepted, but we can discuss on a case-by-case basis.
Contents OVERVIEW Prerequisites top LEARNING GOALS Graded deliverables top top COURSE Materials Required Materials Additional Materials top SCHEDULE The general schedule is in this spreadsheet (NYU login required).We’ll follow this general structure on days when we don’t have field trips: top GRADING Midterm Final Additional Grading Notes top ATTENDANCE Policies…
What does diversity mean in the context of the United States? How does diversity, equity, inclusion, representation and belonging impact the way that technology is designed, developed and scaled in the United States?
2026 is the 250th anniversary of the United States. This year’s Diversity & Technology course will explore disruptive technology’s effect on US diasporic communities around the time of the United States Civil War, with a particular focus on technology’s role in slavery, enslavement, and colonialism.
To examine disruption on diasporic communities, we will use the novel BELOVED by Toni Morrison as the central class reading.
To examine disruptive technology on diasporic communities, you will identify technology in BELOVED, then conduct primary research on such technology.
Except during specified research, discussion, and field trip segments, class is a computer- and phone-free space — we will engage in a number of non-digital activities to develop your critical thinking on the roots of disruptive technology.
Prerequisites
EXPOS-1 and one TCS elective course.
This TCS Advanced Seminar is intended to be a capstone of the student’s TCS experience. Although some sophomores might meet the prerequisites, normally this course would be taken in the junior or senior year. For this 4-credit course, students should expect to do 6.6 hours per week of supplemental time as defined by NYU’s guidance on credit hours.
Recommended prerequisites: This course uses seminal, historical literary work influenced by and influential on feminist theory, queer theory, and critical race theory, with the goal of supporting the values of transformative justice and creating space for transformative learning. Students ideally have theoretical experience in sociocultural analysis or practical experience in movement-building and organizing work.
Understand what diversity means under federal, state and city human/civil rights law and history;
Use close literary reading, as well as secondary and tertiary research, to understand disruptive technology and diasporic community in the context of early America;
Develop primary research to build scholarly knowledge beyond the public internet;
Connect this research to your own personal identity, experience, and interests.
Graded deliverables
A Capstone Article of 14-20 pages, due at the end of the semester.
Primary Research in the Field: this entails planning, obtaining my approval, conducting, and video-recording primary research on US disruptive technology between 1820-1880. Your primary research will be the basis of your capstone article. Primary research plans may include
an 30-minute (or longer) interview with a relevant scholar of your choosing
a visit to a scholarly archive to record research on physical artifacts
a class field trip (no video-recording required) to a relevant exhibit near NYU Tandon
a special an investigation of 1800s gynecological artifacts from McGill University’s Medical Library (Prof will provide artifact photos)
Student-Led Discussion: this entails leading at least one 30-minute class discussion on class reading assignments. Your discussion questions must be accurate, relevant, non-trivial and novel. Your discussion should include at least 2 clips from the BELOVED audiobook to reinforce passages for discussion. These discussions will be computer- and phone-free times except for the classroom computer.
Handwritten Timed Exercises: You must bring a pen(s) to class! Most weeks will involve in-class timed writing exercises. You will be expected to write legibly, using your own pen. You won’t be able to use a computer or phone during the exercises, though you can use any printed material you wish. I will also have some copies of BELOVED on hand for reference.
You can use your timed exercises as a secondary basis for your final article.
Diversity Style Guides for various protected (from SFSU Journalism School). This includes guides on race/ethnicity, gender/sexuality, disability/ability, mental health, religion, and more.
50% Midterm report of 1500+ words (plus bibliography). This report should be a write-up of your primary research so far, along with an appendix of any emails, communications, and video recordings of your research. Please also discuss: How is your research related to BELOVED? How is it related to your identity, interests, and major? What went well? What’s still to do?
Adherence to Technology Policies (see below)
Adherence to Attendance Policies (see below)
Final
15% In-class timed exercises
35% Participation and discussion leadership
50% Final Essay of 3000+ words (plus bibliography). This essay must discuss your primary (technology) research, how it relates to BELOVED and its diversity topics, and how it relates to your identity and larger interests. Include an an appendix of any emails, communications, and video recordings of your research.
Adherence to Technology Policies (see below)
Adherence to Attendance Policies (see below)
Additional Grading Notes
I will drop your 5 lowest timed exercise scores. As such:
If you miss class, there is no option to make up the timed exercise. (The two potential exceptions are a Moses Center accommodation, or an excused leave of absence over multiple weeks.)
If you don’t miss any timed exercises, you will have the option to convert the extra timed exercise grades into extra credit.
You can lead a second class discussion for extra credit. Available slots will be limited — the number will be determined by the post-add/drop class size.
Please arrive on time. I’ll give you 10 minutes to trickle in, but late arrivals are disruptive and stressful for me.
Illness-Related Absence
For short illness: up to one calendar week’s (2 consecutive sessions) absence from class due to illness will be excused, without a healthcare provider’s note. Please try to notify me via email (arlduc [at] nyu.edu) by 11am on the day you’ll be absent. I’m not able to check email between 12-4pm on class days.
Chronic and long-term illness should be registered with the NYU Moses Center and the Office of Student Advocacy (see “NYU Policies” below for contact info).
Other Types of Absences
Unexcused absences: 5 points will be deducted from your midterm and final grades for every class in which I don’t receive 3 hours advance notice. Meaning: I’m flexible if you communicate with me well in advance!
If you have multiple unexcused absences, please contact the NYU Office of Student Affairs to get help devising a make-up plan (see “NYU Policies” below for contact info).
To be clear: an absence is unexcused unless you notify me and receive confirmation in advance of class (or the same day, in cases of emergencies).
If there’s a structural issue that’s keeping you from regularly attending in-person sessions, I will refer you to the Office of Student Advocacy for further mediation and support.
If you start to feel you can’t keep up with your assignments for this class, I urge you to let me know sooner (e.g. days/weeks ahead) rather than later (e.g. the day of the deadline, or after the deadline has passed). This can be hard to do, especially for minority and marginalized people, but it’s important to ahead of the problem so I can work with you and plan accordingly. I CAN’T STRESS THIS ENOUGH. “Sooner rather than later” is an important rule of thumb for professional settings!
Except during News and Research Planning segments, class is a computer- and phone-free space — we will engage in a number of non-digital activities to develop your critical thinking on the roots of disruptive technology. I hope you can enjoy this break from screens! But for accountability purposes:
The first two violations of this policy will result in a warning.
The next two violations will result in a 1% deduction from your final grade.
After that, every additional violation will result in a 5% deduction from your final grade.
Policy on Generative Artificial Intelligence
You may use generative AI to assist in preparing your capstone article due at the end of the semester.
You may also use it for research on secondary and tertiary sources (e.g. any research involving pre-existing books, articles, and other media).
You are responsible for the accuracy, comprehension, and composition of your work.
You must cite generative AI when you use it.
If you use AI to analyze a primary research interview, you MUST obtain consent from your interviewee.
To protect the privacy of your interviewee, please use Google Gemini for any AI interview analysis, since NYU’s enterprise license with Google prohibits the company from using any of your Google Workspace files as AI training data. Please review AI @ NYU for more information.
I also reserve the right to use generative AI to review your work. I would use Google Gemini for the reasons explained above. I am responsible for letting you know if and when I do so.
Monday and Wednesday by appointment, preferably before or after class. Ask me or e-mail arlduc [at] nyu.edu to make an appointment. I’ll respond within 1 business day. Appointments can be conducted in person or over Zoom.
All work for this class must be your own and specific to this semester. Any work recycled from other classes or from another, non-original source will be rejected with serious implications for the student. Plagiarism, knowingly representing the words or ideas of another as one’s own work in any academic exercise, is absolutely unacceptable. Any student who commits plagiarism must re-do the assignment for a grade no higher than a D. In fact, a D is the highest possible course grade for any student who commits plagiarism.
DISABILITY & ACCESSIBILITY
If you are student with a disability who is requesting accommodations, please contact NYU Moses Center for Students Accessibility at 212-998-4980 or mosescsd@nyu.edu. You must be registered with CSD to receive accommodations. Information about the Moses Center can be found at www.nyu.edu/csd. The Moses Center is located at 726 Broadway on the 2nd floor.
RELIGIOUS ACCOMMODATION
NYU’s Calendar Policy on Religious Holidays states that members of any religious group may, without penalty, absent themselves from classes when required in compliance with their religious observances. You must notify me in advance of religious holidays or observances that might coincide with exams, assignments, or class times to schedule reasonable alternatives. Students may also contact religiousaccommodations@nyu.edu for assistance.
Severe Weather
In the event that weather or other disruptions close the campus, we will meet at our regular time on Zoom. I will put the Zoom link in Brightspace.
ADDITIONAL SUPPORT
If you find yourself needing additional interpersonal, professional, emotional, and/or other kinds of support in the course of this semester, I strongly encourage you review the policies and absence form at the Office of Student Advocacy. You may also email advocacy.tandonstudentlife@nyu.edu. Professors are working with Student Advocacy to increase the likelihood of your academic success. Professors also follow NYU Guidance on Student Support.
NYU COMPLIANCE + REQUIREMENTS
For further information on NYU guidelines for compliance, please visit the following sites. I will refer to these if we need to address larger policy issues in the class.
Intro: News Items (20). If you didn’t add a technology-related news item that came to mind during your reading/listening assignment, please add it now. This is a required part of your weekly assignments.
Research & Cultural Competence Skills/Announcements (25)
Read/listen, take notes, and be ready for in-class timed exercises & discussions on:
The epigraph and Introduction of Medical Apartheid by Harriet A. Washington, available in ePub and audio. Note that this book was written in 2006; much of its information is (sadly) still correct; but some of its terminology is no longer in keeping with the MLA and APA guidelines on inclusive language.
“Sonny’s Blues” by James Baldwin, available in epub and audiobook (NYU login required).
With the audio: start in Part 3 at 35:38 and end at Part 4 at 55:37.
What current technology issues come to mind from your reading? Please find a news item about a relevant technology issue, and add its URL to the 9/25 tab in D&T News Items 2024.
Please log into Brighspace now and note the availability of all Timed Exercise extensions. All students must be caught up by this Sunday. No more extensions without an accommodation via Student Advocacy, the Moses Center, or the office of Spiritual Life.
I’m grading exercises as they come in, but will refrain from publishing grades until everyone is caught up.
Agenda
Intro: News Items (25). If you didn’t add a technology-related news item that came to mind during your reading/listening assignment, please add it now. This is a required part of your weekly assignments.
Timed Exercise (25) in Brightspace.
If today is your first class, please complete the 09/04 exercise.
If today is your second class, please complete the 09/09 exercise.
Otherwise, you should be caught up and ready to complete the 09/18 exercise.
For the 09/18 exercise, you will refer to previous readings/listenings such as the 1619 Project, the PBS excerpts of Empire of Cotton, and the UN pamphlets on Bodily Autonomy.
Read/listen, take notes, and be ready for in-class timed exercises & discussions on:
The epigraph and Introduction of Medical Apartheid by Harriet A. Washington, available in ePub and audio. Note that this book was written in 2006; much of its information is (sadly) still correct; but some of its terminology is no longer in keeping with the MLA and APA guidelines on inclusive language.
“Sonny’s Blues” by James Baldwin, available in epub and audiobook (NYU login required).
With the audio: start in Part 3 at 35:38 and end at Part 4 at 55:37.
What current technology issues come to mind from your reading? Please find a news item about a relevant technology issue, and add its URL to the 9/23 tab in D&T News Items 2024.
Practice Reading/Listening (10): Beloved in audiobook & epub format
Note: For Beloved, I’m using the audiobook sections to divide up the reading. Each section is about 01:15:00. You can listen to the audiobook and/or reading the ePub. (And of course, you can purchase the book if you wish.)
While listening, please write down a question you’d like to ask the class.
Practice Discussions (20)
Assignment
Finish reading the syllabus to make sure its writing/reading-intensity is right for you.
Read/listen, take notes, and be ready for in-class timed exercises & discussionson:
Epigraph, Dedication, and Foreward of Beloved (only available in theePub version)
Beloved Part I, Section 1, up to “How fine and loose and free” (~1hr 15 min) in the audiobook or ePub
What current technology issues come to mind from your reading? Please find a news item about a relevant technology issue, and add its URL to the 9/9 tab in “D&T Share-outs 2024.”
Contents Overview What does diversity mean in the context of the United States? How does diversity, equity, inclusion, representation and belonging impact the way that technology is designed, developed and scaled in the United States? As generative artificial intelligence has grown into a ubiquitous technology, how might it impact —…
What does diversity mean in the context of the United States? How does diversity, equity, inclusion, representation and belonging impact the way that technology is designed, developed and scaled in the United States? As generative artificial intelligence has grown into a ubiquitous technology, how might it impact — and be impacted by — the most challenging diversity-related issues in the United States?
In this year’s D&T course, we will examine the root causes of diversity issues through the work of five literary writers (Toni Morrison, James Baldwin, Audre Lorde, Ursula K. Le Guin, and Octavia E. Butler) who have led critical thought on sociocultural identity in the American context. This Advanced Seminar is a reading, discussion, writing, and research-intensive course that will encourage students to take personal narratives of demographic representation and apply them to issues of disruptive technology
Through research, literary and critical analysis, timed exercises on reading comprehension and ideation, class discussion, occasional field trips, and guest speakers, this course will explore the relationships between many kinds of technology and many kinds of diversity. Literary works will be used in particular to explore identity formation and meaning-making amongst users and creators of technology.
Students will be required to choose one of the class’s five main topic areas, then use its required reading, plus recommended reading and their own research, to write a peer-reviewed, 15- to 20-page research article in the second half of the semester. Student research articles will examine not only how diversity has and hasn’t impacted technology, but also how technology has and hasn’t impacted intersectional social movements toward diversity, representation, justice, and inclusion.
Required Prerequisites: EXPOS-1 and one TCS elective course.
This TCS Advanced Seminar is intended to be a capstone of the student’s TCS experience. Although some sophomores might meet the prerequisites, normally this course would be taken in the junior or senior year. For this 4-credit course, students should expect to do 6.6 hours per week of supplemental time as defined by NYU’s guidance on credit hours.
Recommended prerequisites: This course uses seminal, historical literary work influenced by and influential on feminist theory, queer theory, and critical race theory, with the goal of supporting the values of transformative justice and creating space for transformative learning. Students should have theoretical experience in sociocultural analysis or practical experience in movement-building and organizing work.
Understand what diversity means under federal, state and city human/civil rights law and history.
Use close literary reading to understand the American context of language, gender, race, spatial sovereignty, and bodily autonomy.
Use close literary reading to conduct sociocultural analyses of generative AI in the context of language, gender, race, spatial sovereignty, and bodily autonomy.
Develop techniques to use information outside the public internet;
Train with critical analysis and information literacy tools that show how to identify and evaluate the technological oppression of marginalized groups in various contexts;
Examine modes of technological production in a socioeconomic and cultural setting;
Write a research paper that combines the course’s required literature with the student’s own research on generative AI in the context of language, gender, race, spatial sovereignty, or bodily autonomy.
Diversity Style Guides for various protected (from SFSU Journalism School). This includes guides on race/ethnicity, gender/sexuality, disability/ability, mental health, religion, and more. Note the outdated terms that are used in this course’s literary reading.
For the following topics, students will be required to read and discuss at least 50% of each required text, as directed by Prof. All required texts are available in both e-book and audiobook. For their final writing project, students will choose one of the following topics, then read the entirety of the recommended and additional texts as part of their research. Since this is an Advanced Seminar, you will be trained to create your own bibliography of scholarly journal articles.
Bodily Autonomy
Literary text: Beloved by Toni Morrison
Data-driven text: Medical Apartheid by Harriet Washington
Race
Literary texts by James Baldwin: The Fire Next Time, Going to Meet the Man, and excerpts from Notes of a Native Son and Nobody Knows My Name
Data-driven text: Race After Technology by Ruha Benjamin
Language
Literary text: Sister Outsider by Audre Lorde
Data-driven texts: Research by Emily Bender (including “On the Dangers of Stochastic Parrots” and the profile “You Are Not a Parrot” about Bender’s work
Spatial Sovereignty
Literary text: Dawn by Octavia Butler
Data-driven text: The Age of Surveillance Capitalism by Shoshanna Zuboff
Gender
Literary text: The Left Hand of Darkness by Ursula K. Le Guin
We’ll follow this structure on days when we don’t have field trips or guest speakers.
25 mins: Discussion on your news items (led by Prof)
25 mins: Timed Exercise
35 mins: Your collaborative discussion activity (led by students assigned to that session)
25 mins: Research skills (led by Prof)
Weekly Schedule
The following weekly schedule is an approximate plan that’s subject to change. We will check in the Add/Drop deadline to finalize class policies. Please note that
Each student will be required to lead two 35-minute sessions of discussion time, as assigned by the professor.
When the weather starts getting cold, we may have more remote sessions.
No class on October 14 (Fall break); class on October 15 instead.
Our last class: December 11.
Session
Timed exercise on
Discussion on
Reading Assignment
Writing Assignment
1
First and Second Industrial Revolutions
Overview of semester
Intro materials & Morrison 1
Take notes on the reading; find relevant technology news items
2
Intro materials & Morrison 1
Intro materials
Intro Materials & Morrison 2
Take notes on the reading; find relevant technology news items
3
Intro materials & Morrison 2
Morrison 1
Morrison 3
Take notes on the reading; find relevant technology news items
4 – Last day of Add/Drop (9/16)
Morrison 3
Morrison 2
Morrison 4
Take notes on the reading; find relevant technology news items
5
Morrison 4
Morrison 3
Baldwin 1, Third Industrial Revolution (Crenshaw)
Start midterm; find relevant news items
6
Baldwin 1, Third Industrial Revolution (Crenshaw)
Morrison 4
Baldwin 2
Work on midterm; find relevant news items
7
Baldwin 2
Baldwin 1, Third Industrial Revolution (Crenshaw)
Baldwin 3
Work on midterm; find relevant news items
8
Baldwin 3
Baldwin 2
Baldwin 4
Work on midterm; find relevant news items
9
Baldwin 4
Baldwin 3
Lorde 1
Work on midterm; find relevant news items
10
Lorde 1
Baldwin 4
Lorde 2
Work on midterm; find relevant news items
11
Lorde 2
Lorde 1
Lorde 3
Work on midterm; find relevant news items
12
Lorde 3
Lorde 2
Lorde 4
Work on midterm; find relevant news items
13
Lorde 4
Lorde 3
Butler 1, Fourth Industrial Revolution
Finish midterm; find relevant news items
14 – midterm due
Butler 1, Fourth Industrial Revolution
Lorde 4
Butler 2
Start final; find relevant news items
15
Butler 2
Butler 1, Fourth Industrial Revolution
Butler 3
Work on final; find relevant news items
16
Butler 3
Butler 2
Butler 4
Work on final; find relevant news items
17
Butler 4
Butler 3
Le Guin 1
Work on final; find relevant news items
18
Le Guin 1
Butler 4
Le Guin 2
Work on final; find relevant news items
19
Le Guin 2
Le Guin 1
Le Guin 3
Work on final; find relevant news items
20
Le Guin 3
Le Guin 2
Le Guin 4
Work on final; find relevant news items
21
Le Guin 4
Le Guin 3
Books for your topic
Work on final; find relevant news items
22
All required materials
Le Guin 4
Books for your topic
Work on final; find relevant news items
23
All required materials
Research methods & organization
Books for your topic
Work on final
24
All required materials
Research methods & organization
Books for your topic
Work on final
25
All required materials
Research methods & organization
Additional research for your topic
Work on final
26
All required materials
Research methods & organization
Additional research for your topic
Final Presentations
27
Final Presentations
Research methods & organization
Additional research for your topic
Final Presentations
28 – Last day of class (12/13)
Final Presentations
Additional research for your topic
Work on final
29 – Exam week(s)
Final Article DUE
The table above is maintained in this Google Sheet (NYU login required).
Please arrive on time. I’ll give you 10 minutes to trickle in, but late arrivals are disruptive and stressful for me.
Illness-Related Absence
For short illness: up to one calendar week’s (2 consecutive sessions) absence from class due to illness will be excused, without a healthcare provider’s note. Please try to notify me via email (arlduc [at] nyu.edu) by 11am on the day you’ll be absent. I’m not able to check email between 12-4pm on class days.
Please do your best to complete each session’s Timed Exercise on Brightspace. I will drop some of your quiz scores (see grading below), but try to keep on top of these.
Chronic and long-term illness should be registered with the NYU Moses Center and Deanna Rayment (see “NYU Policies” below for contact info).
Other Types of Absences
Unexcused absences: 5 points will be deducted from your midterm and final grades for every class in which I don’t receive 3 hours advance notice. Meaning: I’m flexible if you communicate with me well in advance!
If you have multiple unexcused absences, please contact the NYU Office of Student Affairs to get help devising a make-up plan (see “NYU Policies” below for contact info).
To be clear: an absence is unexcused unless you notify me and receive confirmation in advance of class (or the same day, in cases of emergencies).
If there’s a structural issue that’s keeping you from regularly attending in-person sessions, I will refer you to Tandon Student Affairs for further mediation and support.
If you start to feel you can’t keep up with your assignments for this class, I urge you to let me know sooner (e.g. days/weeks ahead) rather than later (e.g. the day of the deadline, or after the deadline has passed). This can be hard to do, especially for minority and marginalized people, but it’s important to ahead of the problem so I can work with you and plan accordingly. I CAN’T STRESS THIS ENOUGH. “Sooner rather than later” is an important rule of thumb for professional settings!
15% In-class timed exercises. An average of your 10 best exercises.
35% Participation and discussion leadership
50% Midterm Essay of 2200+ words (9 pages + bibliography). This can be an essay that compiles your notes and techno-cultural research on all the required reading so far.
Adherence to Attendance Policy (see above)
Final
15% In-class timed exercises. An average of your 22 best exercises.
35% Participation and discussion leadership
50% Final Essay of 3300+ words (14 pages + bibliography). This essay should reflect your final choice of topic, the required reading for the topic, and your relevant reflections/research from the midterm essay.
Final Essay Grading Rubric (will be finalized in a grade sheet soon)
Basics: Word count and APA inline citations, bibliography, and DOI links
Introduction: Clear theme/thesis that links your topic, literary work, and data-driven work. Your thesis should answer the question: how do these texts highlight and contextualize issues of equity, belonging and representation within your topic?
Methods: Explain the narrative analysis technique you plan to use. Do you plan to focus on character, temporality, objects, spatiality, etc? Cite specific narrative analysis models.
Literary work
Data-driven work
Synthesis of how the literary work is connected to the data-driven work. Use the narrative analysis methods you establish in the “Methods” section.
Can I use a generative chatbot (eg ChatGPT) to write my papers?
Sure, if you think it will help your paper! (Given the sociocultural complexity of your writing assignments, I’m skeptical that AI will help you more than it hurts you, but I’m open to you trying!)
If you use generative AI for your writing, you must 1) explain how you used it in the introduction of your paper; 2) check and revise the AI’s outputs as needed, such that you’re still fulfilling the writing requirements of this class. I also reserve the right to use generative AI to review your work.
Can I watch the movie/performance of the literary work(s) I choose? Can I use the Cliffs Notes, Spark Notes, etc?
You can! I find that all these things can help me understand the text more deeply. But I’ll be quizzing you on the original text, not the derivative works.
In fact, here are some supplemental films we might watch in class. You’re also welcome to watch them on your own and cite them in your research.
Monday and Wednesday by appointment, preferably before or after class. Ask me or e-mail arlduc [at] nyu.edu to make an appointment. I’ll respond within 1 business day. Appointments can be conducted in person or over Zoom.
All work for this class must be your own and specific to this semester. Any work recycled from other classes or from another, non-original source will be rejected with serious implications for the student. Plagiarism, knowingly representing the words or ideas of another as one’s own work in any academic exercise, is absolutely unacceptable. Any student who commits plagiarism must re-do the assignment for a grade no higher than a D. In fact, a D is the highest possible course grade for any student who commits plagiarism.
Disability & Accessibility
If you are student with a disability who is requesting accommodations, please contact NYU Moses Center for Students Accessibility at 212-998-4980 or mosescsd@nyu.edu. You must be registered with CSD to receive accommodations. Information about the Moses Center can be found at www.nyu.edu/csd. The Moses Center is located at 726 Broadway on the 2nd floor.
Religious Accommodation
NYU’s Calendar Policy on Religious Holidays states that members of any religious group may, without penalty, absent themselves from classes when required in compliance with their religious observances. You must notify me in advance of religious holidays or observances that might coincide with exams, assignments, or class times to schedule reasonable alternatives. Students may also contact religiousaccommodations@nyu.edu for assistance.
Additional Support
If you find yourself needing additional interpersonal, professional, emotional, and/or other kinds of support in the course of this semester, I strongly encourage you to contact Deanna Rayment, Assistant Director of Compliance and Student Advocacy, at the Office of Student Affairs. Professors are working with Deanna to increase the likelihood of your academic success.
NYU Compliance + Requirements
For further information on NYU guidelines for compliance, please visit the following sites. I will refer to these if we need to address larger policy issues in the class.
Summer 2024Prof. Ar Ducao, arlduc [at] nyu.eduTuesdays, 12:15-3:15 PMWallkill State Correctional Facility Overview ?️ ? This course will prepare students to write basic software and web pages, and it will introduce a full foundation of computer science and design coding concepts that can be applied to many kinds of technical…
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Summer 2024 Prof. Ar Ducao, arlduc [at] nyu.edu Tuesdays, 12:15-3:15 PM Wallkill State Correctional Facility
Overview ?️ ?
This course will prepare students to write basic software and web pages, and it will introduce a full foundation of computer science and design coding concepts that can be applied to many kinds of technical projects. Students will be exposed to Python, HTML, CSS, and the Unix operating system. This course will take place in the computer lab, so concepts will be demonstrated and discussed through hands-on computer exercises and assignments. Concepts include data types, data structures, syntax, tags, elements, attributes, functions, variables, expressions, inheritance, statements, and version control.
Learning Goals ? ⏏️
Learn basic computer science concepts, including data types, non-decimal numeric systems, data structures, input and output, conditions, and iteration.
Work with an IDE (integrated development environment).
Write basic back-end functionality with Python.
Write basic front-end styles with HTML and CSS.
Learn best practices for writing code that other people can read.
Schedule ? ?️
This is an approximate schedule. It is subject to change based on the general work pace of the computers and the students.
?️
For each week, the assignment will be the exercises at the end of the chapters we studied. For example: Week 1’s assignment will be the exercises at the end of Chapter 1 in both the Python book and the HTML/CSS book.
Starting around Week 5, I’ll reserve the last 20-ish minutes of class for 1-on-1 meetings to check in with each of you!
Introduction and Best Practices (Chapter 1)
Python: The Way of the Program
HTML/CSS: Structure
Other: Python IDLE, Notepad, Explorer. Non-decimal numerical systems (binary and hex), Boolean logic, data types.
Additional assignment: Please write me a letter introducing your past experience with any computer or digital technologies, as well as what you’d like to learn in this class. Thanks!
Introduction Continued (Chapter 2)
Python: Variables, Expressions, Statements
HTML/CSS: Text
Writing Programs and Building Structure (Chapter 3)
Grades will be based on weekly programming assignments in the course textbooks, which can be started in class. Grades are calculated as follows:
30% Structure: Are all the parts of the program set up?
30% Implementation: Are all the parts of the program completed?
20% Style: Have you thoughtfully used comments, variable naming, and function naming so as to help make the code understandable? Is your code organized and well indented? Is your code authored by you?
20% Function: Does the program run on the computer properly? NOTE: This part can take the longest, so for the short assignments in this class, I recommend that you draft out the structure, basic implementation, and style first.
Extra credit can be earned in a few different ways:
Participate extensively in class discussions by sharing an answer or informed, respectful opinion.
Help another student with their assignments. If you write (in your assignment) you helped them that week and they verify it in writing, you’ll receive a few extra credit points for that week.
If someone helps you, please give them credit by writing an acknowledgment in your assignment submission!
Work ahead in the Python text book. If all goes smoothly with the computer lab, we will probably reach Chapter 12 in class, so completing Chapters 13 and beyond will count as extra credit.
Creative modifications to the Free Python Games modules installed on some computers. If you’re interested in this, please discuss with me in advance!
Helpful Notes As You Begin: How to Make Your Code Readable, Not Just Functional!
Optimize for the reader, not the writer Codebases often have extended lifetimes and more time is spent reading the code than writing it. Choose to optimize for the experience of the average software engineer reading, maintaining, and debugging code rather than the ease of writing said code. For example, when something surprising or unusual is happening in a snippet of code, leaving textual hints for the reader is valuable.
PROGRAM STYLE
Import all external packages at the beginning of your program, just after any module comments and docstrings and before module globals and constants.
Indentations: Be consistent in your indentations. Python IDLE should auto-format your code, but I recommend indenting your code blocks with 4 spaces or 1 tab. Never use tabs or mix tabs and spaces, because this will cause an error when you run your code.
Maximum line length should generally be 80 characters. Exceptions:
Long import statements.
URLs, pathnames, or long flags in comments.
Generally place only one statement (conditionals and iterations) per line. However, you may put the result of a test on the same line as the test only if the entire statement fits on one line.
Functions: Try to keep them short. Long functions are sometimes appropriate, so no hard limit is placed on function length. If a function exceeds about 40 lines, think about whether it can be broken up without harming the structure of the program.
NAMING STYLE
Function names, variable names, and file names should be descriptive; avoid abbreviation. In particular, do not use abbreviations that are ambiguous or unfamiliar to readers outside your project, and do not abbreviate by deleting letters within a word.
Always use a .py filename extension. Never use dashes or hyphens.
Do not use single character names except for counters or iterators.
Guidelines derived from Google’s Python Recommendations:
Type
Style
Functions
lower_with_under()
Global Constants
CAPS_WITH_UNDER
Global Variables
lower_with_under
Local Variables
lower_with_under
COMMENTING STYLE
Add an explanatory comment above every conditional and iterative statement. Example: # Iterate through each person in class for y in our_cs_class
Add short inline comments to help explain potential surprises. Example: print(eggs + chocolate + plantain_chips) #not printing cheese yet
Thanks for taking this class! ?️ ? ? ⏏️ ? ?️ ?️ ⌨️
Ideal Scenario We’re able to install new software in the lab during the spring, then we’ll be ready for CS in the summer. New software: New Books: Bonus: Blender “Donut” Tutorial Videos Less Ideal Scenario We’re not able to install new software. In this case, we would go with the…
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Ideal Scenario
We’re able to install new software in the lab during the spring, then we’ll be ready for CS in the summer.
A series of thirteen short tutorials for complete Blender beginners, culminating in an animated pile of donuts. Learning animation is oriented towards video tutorials these days, so if the students could access this donut tutorial (which apparently is the #1 beginning Blender tutorial), it could help their learning!
Less Ideal Scenario
We’re not able to install new software. In this case, we would go with the previous books:
If we can’t install new software but we ARE able to copy software between computers at PEP, this would help. The worst case scenario is that some of the computers have Python and Python games, while some don’t. In this case, students would have to work in groups and share computers all semester.
Computer Science Students worked with the following in previous semesters of PEP Comp Sci: 3D Animation Recommended free software: Blender, which does not require web connectivity to use. Blender is very popular with young animators today. Some (all?) PEP lab computers already have Microsoft 3D Viewer, but this software can…
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Computer Science
Students worked with the following in previous semesters of PEP Comp Sci:
IDLE is Python’s Integrated Development and Learning Environment.
IMPORTANT: Python 2 and Python 3 are VERY different. The same version of Python should be installed in the entire lab. (We installed Python 2 in the PEP lab back in 2019, but Python 2 is increasingly deprecated.)
Some (all?) PEP lab computers already have Microsoft 3D Viewer, but this software can only be used to view 3D models. It can’t be used to make models or animation.
This list will be updated regularly. Categories are loose groupings; some works fit in multiple categories. Please consult the syllabus for further resources. Contents Diversity Overviews [top] First & Second Industrial Revolutions [top] Bodily Autonomy [top] Third & Fourth Industrial Revolutions [top] Race [top] Language, Search, Algorithms [top] Gender &…
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This list will be updated regularly. Categories are loose groupings; some works fit in multiple categories. Please consult the syllabus for further resources.
Keywords for Today and Keywords for American Cultural Studies. Both of the “Keywords” books contain useful definitions of diversity and technology. If you plan on an unconventional use of the terms diversity or technology for your final, these books might be helpful.
In the United States, the 1978 Belmont Report (HHS.gov) is basis of institutional review boards (IRBs), the mechanism used to approve experimental research funded by the government and government-funded institutions.
HHS.gov videos that explain the background on the Belmont Report
Railroad travel relied on wrought iron, which itself relied on rapidly evolving manufacturing technologies during the first and second Industrial Revolutions.
PBS: Asian Americans documentary series, Episode 1, covers Chinese railroad workers (in America) during the time period of Beloved
Medical Apartheid by Harriet A. Washington, available in ePub and audio Note that this book was written in 2006; much of its information is (sadly) still correct; but some of its terminology is no longer in keeping with the MLA and APA guidelines on inclusive language.
Contested Relations, a book on the origins of gynecology (see “Additional Reading” in the Class Books folder)
Materials related to guest speaker, NYU alum and SAG-AFTRA organizer Melanie Ehrlich:
Related to CRISPR: a resource page on issues of informed consent and “human subjects” in research and medical experiments, particularly as it pertains to racism in the United States. If you plan to use Dawn for your final paper, and/or if you want to learn more about how informed consent is practiced in research studies, consider using resources from this page.
Spiral to the Stars by Laura Harjo (University of Arizona Press, 2019). This book is about Indigenous American placemaking, space-making and map-making with traditional and modern technologies.
Dominance by Design by Michael Ades (Harvard University Press, 2009). This book is about US government engineers and colonialist underpinnings in the development of global infrastructures.
Alluded to in the Introduction to Dominance by Design: the poem “White Man’s Burden” by Rudyard Kipling.
“My Brooklyn,” a documentary about the gentrification of Downtown Brooklyn, mentions FUREE (Families United for Racial and Economic Equality), the former organization of guest speaker Michael Higgins
Class Books (We will read some of all of some or all of these books)
Main books folder with Beloved (Morrison), work by James Baldwin, and the books Sister Outsider (Lorde), Dawn (Butler), The Left Hand of Darkness (Le Guin), and additional reading.
BONUS! Some videos about the authors of the class books:
