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% classname
\newcommand\className{Computer Science III}
\newcommand\classNumber{CIS~205}
\newcommand\classFullName{\classNumber~\className}
\newcommand\semester{Spring 2024}
\newcommand\semesterNumber{202309}
% /classname

\begin{document}
\title{Syllabus: \classFullName}
\author{Brian C. Ladd}
\date{\semester}
\maketitle

\section*{Catalog Description}
\begin{quote}
  \texttt{More advanced programming: modeling problem domains with
    user-defined classes and class hierarchies, composing classes to
    program solutions; implementing generic containers; programming to
    an abstract interface. Testing code to document its behavior,
    communicating what it does and how to evaluate its
    correctness. Analysis of more complex algorithms with empirical
    measurement. (3 credits)\\
    \textbf{Prerequisite:} CIS 203 with minimum grade of 2.0.\\
    Laboratory required. (1 credit)\\
    Fall and Spring. }
\end{quote}

\section*{Objectives}
Computer science is the study of \emph{digital}, \emph{binary},
\emph{general-purpose} computers: designing, implementing, testing,
and debugging \textbf{algorithms} and \textbf{data structures} to
efficiently generate correct results. There are five (5) important
phrases in that sentence.



\noindent
\lstinline{Computer Science III}, builds on your learning in
previous programming courses by:

\begin{itemize}
\item introducing \emph{inheritance} to permit the sharing of
  \textbf{implementation} as well as \textbf{interface}.
\item using \emph{packages}, automated \emph{testing}, \emph{build
    tools}, and \emph{version control} (remember \lstinline{git}?) to
  support solving more \textbf{complex} problems with computer
  programs.
\item studying \emph{data structures} beyond arrays and linked-lists,
  using \textbf{access patterns} in evaluating the \textbf{efficiency}
  of different data storage methods.
\end{itemize}

Using \textbf{data structures} builds on what you know about
\emph{encoding} information into the (arbitrary) sequences of bits
that comprise the memory of the modern computer. As always with a
\emph{strongly-typed} language like Java, the computer must be
programed on how to interpret the contents of memory, be it as
\lstinline{int}, \lstinline{String}, or a tree full of domain-specific
objects.

\subsection*{Calendar Considerations}
\begin{itemize}
\item The last day to \textbf{add}: 2025-01-27
\item The last day to \textbf{drop}: 2025-02-10
\item The last day to withdraw: 2025-04-07
\item The last day to select S/U: 2025-05-09
\item \textbf{Spring Recess}: 2025-03-08 -- 2025-03-16 (days w/o classes)
\item \textbf{April Recess}: 2025-04-17 -- 2025-04-20 (days w/o classes)
\item \textbf{Last Day of Classes}: 2025-05-09
\item \textbf{Final Exam}: 2025-05-15 12:30 -- 14:30
\item Additional Calendar Information:
  \href{http://www.potsdam.edu/academics/calendar}{SUNY Potsdam Academic Calendar}.
\end{itemize}

\section*{Student Learning Outcomes}
\lstinline{Computer Science III} deepens and broadens students
\emph{knowledge} and \emph{skills} through hands-on development of
increasingly complex computer programs. Upon finishing this course,
students should be able to:

\hspace{0.5\baselineskip}
\begin{enumerate}
\item \textbf{OOP}. \emph{Use} object-oriented programming (OOP)
  techniques, \emph{i.e.},
  \textbf{polymorphism}/\textbf{inheritance}/\textbf{interfaces},
  \textbf{encapsulation}, and data \textbf{abstraction} (generics) to
  solve increasingly complex programming problems. (Synthesize)
  \textbf{[Problem Solving, Layers]}

\item \textbf{Data Structures}. \emph{Use} sequential, singly-linked,
  and \textbf{multiply-linked} data structures, along with appropriate
  iterative and \textbf{recursive} methods to implement efficient
  programmed solutions. (Synthesize) \textbf{[Problem Solving]}

\item \textbf{Tools}. \emph{Use} modern software engineering
  tools/techniques, \emph{i.e.} \textbf{build tools}, \textbf{version
    control}, \textbf{iterative development}, and \textbf{automated
    testing}, to improve their own programming efficacy. (Use) \textbf{[Problem Solving]}

\item \textbf{Theory}. \emph{Apply} algorithm analysis and logic tools
  to discuss the \emph{resource usage} and \emph{correctness} of
  computer programs. (Use) \textbf{[Logic]}
\end{enumerate}

\paragraph{Note:} It would be a \emph{very} good idea to review this section
of the syllabus before exams (especially the final). You can also use
it when filling out course evaluations to review what the class taught
and what it was expected to teach.

\subsection*{Computer Science Program Student Learning Objectives}

The Computer Science department has adopted five \textbf{program}
learning objectives for students completing any undergraduate major in
the department [See \href{url}{https://cs.potsdam.edu} for the complete
list.] \lstinline{Assembly Language} addresses PSLOs \#2 and \#3:

\noindent
Students graduating from the Computer Science department at SUNY
Potsdam are expected to be able to

\hspace{0.5\baselineskip}
\begin{enumerate}[label=\Alph*.]
\item Apply logic and mathematical proof techniques to computing
  problems, including computability, formal languages, and complexity
  of algorithms.
\item Solve problems through analysis and implementation of tested
  programs that use data structures and algorithms.
\item Program the multiple layers (e.g. compiler, operating
  system, network, assembly language) between a high-level programming
  language and the underlying hardware.
\item Evaluate ethical outcomes of professional policies, practices,
  and products at societal, organizational, and personal scales.
\item Apply, alone and in teams, responsible software engineering
  methodology, tools, and practices.
\end{enumerate}


\section*{Assessment}
In this, the final introductory computer sciecne course, you will
learn how to use more advanced OOP techniques in Java to solve more
complicated and, sometimes, less completely specified problems.

This course, as with all CS classroom courses that will count toward a
CS major or minor, is graded \textbf{numerically}.

\subsection*{Philosophy}
Learning requires you, the student, to do the hard work of
\emph{rewiring} the neurons in your brain. The teacher's job is to
create experiences that introduce new concepts, scaffold your use of
them as you get used to them, and then have you practice them over and
over. After all of that, the teacher also evaluates how well you have
learned the material.

\subsection*{Feedback}
The teacher, at the beginning of a new concept, provides almost
instant feedback to help you put the correct concept into your
brain. The scaffolded practice provides guardrails to guide you in
following the right sequence of steps; the guardrails and embedded
questions get you started giving yourself feedback. The practice, be
it in problems, practice tests, or programming assignments, gives you
a chance to test out what you actually know. Doing the work early and
carefully gives you a chance to ask for additional feedback to help
with your learning.

Programming project assignments will be accompanied by a
\emph{rubric}, a list of the items being evaluated on the project when
it is turned in. \textbf{All} assignments will have some number of
points in the rubric for proper documentation, coding and naming
conventions, and aesthetics. The remainder of the rubric will be tied
to the learning outcomes at the top of the assignment.

\subsection*{Mistakes}
When doing homework, labs, programming problems and the like:
\textbf{Avoid} looking at the text, your notes, or on-line. Looking
the answer up is a crutch and you will \emph{depend} on it, failing to
internalize the material. Of course you will use documentation or
models or the text \emph{eventually}, but if you do not treat each
problem as a quiz to be solved by your \emph{recall} alone, your brain
will not strengthen its understanding of the material. \footnote{You
  are also required to do your \textbf{own} work and looking up
  and copying answers is academic dishonesty. ChatGPT is \textbf{not}
  a friendly tutor.}

Mistakes are a \emph{good} thing: they lay bare where the brain
rewiring is incomplete. Yes, making a mistake in front of your peers
can be embarrassing. If we \textbf{all} can treat that as a
\emph{teachable-moment}, a chance to correct misconceptions and get
better, we can make it a little less intimidating for all the
students.

\newpage
\subsection*{Grading Distribution}

\begin{multicols}{2}

\begin{tabu}{lr}
  \toprule
  \textbf{Category}&\textbf{Percentage}\\\midrule
  \makecell[lt]{Reading\\\hspace{1em}Practice}&No Grade\\\midrule
  Quizzes&0.10\\
  \makecell[lt]{Participation\\\hspace{1em}Group Work}& 0.10\\
  Programs&0.50\\
  Exams&0.20\\
  <Lab> & 0.10\\\bottomrule
\end{tabu}

\begin{tabu}{lr}
  \toprule
  \textbf{Percent}&\textbf{Grade}\\\midrule
  >= 93 & 4.0\\
  >= 89 & 3.7\\
  >= 85 & 3.3\\
  >= 80 & 3.0\\
  >= 77 & 2.7\\
  >= 73 & 2.3\\
  >= 70 & 2.0\\
  >= 67 & 1.7\\
  >= 64 & 1.3\\
  >= 60 & 1.0\\\bottomrule
\end{tabu}

\end{multicols}

\begin{description}
\item[Reading \& Practice] Assignments in the textbook (and,
  sometimes, on-line), worksheets, and overnight design exercises are
  \emph{practice}. They \emph{may} be collected so that you can
  receive feedback; note will be taken of the effort you put into them
  and feedback will be given on your explanations.

  These are practice for a reason: you are learning how to solve the
  problems. Making mistakes is \emph{encouraged}. These are
  \emph{formative} assessment, assessment that helps form your
  knowledge. Learn from your mistakes. Do \emph{not} give up
  easily. The harder you work your brain in \emph{practice}, the
  easier tests and graded assignments will be.

\item[Quizzes] Learning science shows that the best way to strengthen
  memory and learn to use new knowledge is to practice \emph{recall}
  and \emph{application} without notes. This class will foster recall
  and application with \textbf{daily} quizzes.

  The first eight (8) minutes of each class period (where there is not
  a test) are dedicated to a \emph{quiz}. The quizzes will then be
  collected with the expectation that they will be graded and returned
  the following class (during that class's quiz).

  Quizzes will be collected at 0808; you need to practice reading,
  understanding, and answering questions \emph{quickly}.

  Quizzes cover: readings (including assignments), code tracing,
  drawing data structures and calling stacks, and programming
  techniques. There is no making up quizzes. \textbf{Be on time.}

  Quizzes will generally be scored out of 3:
  \begin{itemize}
  \item [0] - Absent or late. No quiz recorded.
  \item [1] - Turned in poor work.
  \item [2] - Turned in moderate work. Not quite complete or not quite
    correct.
  \item [3] - Quiz is answered with a good, sincere effort. Mostly
    correct and complete (or more).
  \end{itemize}

\item[Participation] How do \emph{you} learn things that are important
  to you? A commitment to sustained, disciplined practice is part of
  it for most things, including both mental and motor skills.

  I \textbf{invite} you to make such a commitment to
  \lstinline{Computer Science III}, agreeing to: read the textbook;
  work through examples and practice; join the class on time, every
  time and be part of the learning community.

\item[Group Work] Once in a while you will meet with your assigned
  group to do a group worksheet during the class meeting time. This is
  another form of practice with the answers coming from the
  \emph{consensus} of the group.

  The point of these exercises is to work together with the other
  members of your group: talking about the material, \textbf{aloud},
  following each other's thought process, reading and writing
  together. The questions in the group work \emph{are} practice but
  doing them alone is not nearly as helpful as participating in a
  discussion about discrete math with your peers. If you get the
  material easily, helping others has been shown to cement it in your
  memory; if you struggle with some topic, being able to ask your
  peers for assistance can be less intimidating than seeing the
  instructor or tutors.

  Dr. Ladd will put a 0--4 score, a lot like that in the
  practice, in for each group work session. Each will weigh the same as any
  other participation score or a group worksheet.

\item[Exams] There are two in-class exams and a \emph{double} weight
  final exam.

  Exams \textbf{cannot} be made-up.
\end{description}


\section*{Textbook and Readings}

The textbook for this course is Horstman, \emph{Big Java: Late Objects
  2E}. Wiley and Sons, 2017. Print (loose-leaf, ISBN
\lstinline{111939872X}) or electronic (Kindle, ASIN
\lstinline{B01MTOHTS9}), the \textbf{second} edition is what is
important. In this course, most readings will come at or after Chapter
8.

\section*{General Rules}

Your choices make your fate. Information arms you to make your best
decisions and enjoy the best fate. This section describes the class
expectations so that you can meet them (or decide not
to).

\section*{Instructor Expectations of Students}
\label{sec:instr-expect}

\subsection*{Communication}
\label{sec:communication}

Read/respond to e-mail. Read/respond to the Brightspace site. These
are the two primary means of communication in the class. You should
make use of them.

Brightspace contains the course \emph{schedule}. That schedule
contains readings, writings, programs, presentations, and homework
deadlines appear. If anything is missing or you find discrepancies,
ask.

Students are expected to have a copy of the textbooks (if any) and are
expected to complete reading assignments \emph{before} the beginning
of class the day they are due. In-class participation requires you to
have engaged the reading. \textbf{Note:} this is particularly true for
the original source assignments. If you have not read the assigned
portion of the project, you will get nothing out of the discussion.

Students are expected to listen actively in class. They are also
expected to take notes in class. These two activities (which are
linked) correlate strongly with understanding the material
presented. Do not copy slides or board notes directly: digest them and
restate them in your own words. Mark where you expect test questions
to lurk (sometimes the instructor will even help with this).

Advanced courses often use a version control system (such as
\texttt{git}) to retrieve and submit source code and programming
assignments. This requires you to understand how to use \texttt{git},
to understand the difference between the \emph{class} repository
(which belongs to the instructor) and \emph{assignment} repositories
(which belong to you).

\subsection*{Attendance}

American undergraduates are old enough to join the army, vote, and
even get married. You are each mature enough to make your own
decisions about attending class. Be aware that your decisions have
\emph{consequences}.

Students are expected to attend every class. Students are responsible
for all material covered in every class meeting. There is no taking of
attendance in this class (see `old enough' in the previous paragraph).

The study of computer science is cumulative; past experience shows a
strong correlation between high absences and low grades.

The registrar schedules the final exams every semester; I am not able
to move them and do not give early finals. Take-home final exams are
due \emph{before} the end of the scheduled exam period (it \emph{will}
be accepted early).

\subsection*{Do Your Own Work}

Do your own work. That should go without saying but it appears that
for some students it bears repeating. Doing your own work means
\textbf{not} using online resources such as \lstinline{chegg.com} to
look up answers or asking \emph{ChatGPT} (or the generative AI of the
moment) to solve problems or design code. Those constitute
\textbf{academic dishonesty.}

Code you plan to turn in for an individual grade should not be shared
with any other student; you should never look at another student's
project code, not even for `guidance.'

I \emph{want} you to discuss assignments and show off results of your
playing with programming different things. Discussion at a high-level,
even if it includes details on data structures is fine; debugging
assistance is also acceptable though the depth of code analysis
necessary for debugging skates on thinner ice; directing someone else
on exactly what methods a given class should have or the exact format
of a programmer-controlled file should take is beyond the pale.

This does \emph{not} apply to group work: in a group project, all
members of the team are expected to see and understand all parts of
the project. Cross-disciplinary understanding is a highly valued skill
in the real world and a major reason for group work in our curriculum.

\subsection*{AI and You}
\textbf{Artificial Intelligence} Note that ChatGPT (or some other new
language model) can appear to help you by writing answers for you. Do
\textbf{not} do this. It is \textbf{cheating}. I do not care what
\emph{kind} of entity wrote your answers. If it was not \textbf{you}
then it is not \emph{your} answer and not \emph{your} work.

\subsubsection*{Introduction}
The explosive growth of \emph{large language models} (LLM) and other
\emph{generative artificial intelligence} (GenAI) technologies means that
there are many opportunities to use these tools, for good or ill, in
one's education. The growth of possibilities has far outstripped
guidance for appropriate and ethical use of these tools. This policy
is aimed at addressing this issue for WAYS 103 Algorithms of Oppression.

To examine the use of AI in American Culture, students will,
necessarily, be exposed to sites offering the use of LLM. You cannot
examine what GenAI does without learning how to use it.

Students and staff (users) are expected to abide by this policy for
\textbf{all} material that is \emph{used in the classroom} or
\emph{turned-in for grading}. Failure to follow these guidelines will
be treated as \textbf{academic dishonesty} as defined at SUNY Potsdam.

\subsubsection*{Calculators and Collage}
Why shouldn't a first-grader use a calculator to do their addition
worksheet? Because they are doing the worksheet in order to
\textbf{learn} what addition is. The calculator \emph{short-circuits}
their learning.

Further, what if the calculator, rather than always being correct,
simply looks at all the answers ever given for \lstinline{1596 + 7589}
and reports one, randomly selected, as the answer? The answer,
\lstinline{9185}, is a \textbf{collage} of other (published(?))
answers. It may or may not be correct and the student has no
experience with which to judge.

This same \emph{short-circuiting} of learning and the user's
\emph{inability} to judge answer quality is massively amplified by
GenAI.

\subsubsection*{Published(?)}
The question mark is important: LLM's must use \textbf{exabytes}
(\emph{millions} of \emph{terabytes}) of input for training. That
certainly includes work under \textbf{copyright} and other restrictive
licenses. Given the nature of LLM answers, generated by random walks
through the word network on which it was trained, the output is
influenced by works that may or may not have been ethically
sourced. With most models now being trained by other models, this
taint attaches to each new generation of GenAI as well.

Note further that queries are copied by the GenAI and are used to
train future models. This means that using personally identifying
information, confidential data, or copyrighted data in a query means
that information will end up in future answers.

\subsubsection*{Acceptable Usage and Citation}
\begin{enumerate}
\item GenAI tools can be used to generate \textbf{educational tools}, that
  are not turned in, without citation.

  Flash cards, outlines, reading lists, and even diagrams can be
  produced by GenAI; these are all acceptable as long as users do not
  claim authorship nor submit them.

\item GenAI tools can be used for \textbf{inspiration} and \textbf{must} be cited.

  Inspiration means GenAI results are used to spark creativity and are
  \textbf{not} quoted or used to direct overall structure of the work.

\item Some GenAI tools can \emph{explain} and help \textbf{improve} user
  writing. Such use \textbf{must} be cited at the point GenAI
  suggestions are added to the work.

  To fit in this category of usage, users must have written a draft
  \textbf{without} GenAI tools /before/ asking. GenAI changes to the work
  should be noted as specifically as possible.

\item GenAI can \textbf{write entire documents} (essays, diagrams)
  from an assignment description. This use is \textbf{unacceptable}
  and \textbf{prohibited}, even with citation.

\item GenAI can be used to generate inappropriate images, audio,
  video, and text, to simulate an actual person, group, or corporation
  misleadingly and to demean individuals. Note that the behavior,
  inappropriate image, fraudulently stealing an identity, or demeaning
  another, is a violation of SUNY Potsdam policy. The use of GenAI
  does not somehow make it acceptable.
\end{enumerate}

\subsection*{Turning In Work}
Start early, everything takes longer than you think.

As mentioned earlier, reading is to be done \emph{before}
class. Homework assignments are also due at the beginning of class so
please complete them before class.

Assignments have a due time: a date and a time when they are due. If
they are due electronically (they all are), make sure you submit them
the expected way by the expected hour. The clock on the receiving
computer (Brightspace or the \lstinline{git} server) determines
on-time/late. Do not cut things too close.

Make sure you check the spelling and arithmetic in your
assignments. It does not help your grade (or my mood) to turn in
sloppy work.

\subsection*{Attitude}

Learning is not always easy. Learning is not always
comfortable. Students must actively engage the material and be able to
ask for help. This does not mean look at the problem for fifteen
seconds and throw up your hands because it is `hard.' It does mean
beating your head against it for a bit and then asking me for
guidance.

Be respectful. Trust me that I actually have a plan and I know where
we are going (okay, I don't \emph{always} know exactly where we are
going at every moment but I do have a plan). The readings, the
assignments, the lectures, they all go together.

\textbf{Start early!} Everything takes longer than you think.


\section*{Student Expectations of the Instructor}
\label{sec:stud-expect-instr}

\subsection*{Communication}

You may expect me to state and keep office hours (you know where my
office is, right? Performing Arts Center 223.  My office hours appear
on the course schedule and printed outside my door.

You may expect fairly prompt answers to e-mail (next morning is
typical).

If you are seeking programming assistance, you should make a copy of
your current code available to me. Easiest way to do that is to commit
your current work to \lstinline{git} and push it to
\lstinline{cs-devel} and then shoot me an e-mail or Discord message
about where it is.

Except in so far as I am obligated to report sexual harassment, you
may expect confidentiality: I will not discuss your grades with anyone
except my departmental colleagues (and then only to make sure that I
am doing my job correctly). I will not share work you have done
without your permission.

\subsection*{Attendance}
\label{sec:attendance}

You may expect me to be prepared. This means for class every day and
it means with assignments, too. You should expect adequate time to
complete an assignment after it is published. You may expect some
flexibility (with in the limitations of getting through the course
materials) in due dates.

\subsection*{Assignments}
\label{sec:assignments}

Expect assignments to be clear (correct spelling, correct
grammar). Expect most sample code to compile and run. Expect
assignments to be accompanied by a clear system by which they will be
evaluated. Expect me to follow that system.

Students should expect that their work will be evaluated on its own
contained merits and not based on how closely it follows the
instructor's personal/political views (unless I put parroting my
political views into the rubric).

\section*{Student Expectations of One Another}
\label{sec:stud-expect-one}

Wait, students have expectations of one another? Yes, they should. The
most important expectation we should all have of each other is to
create a safe learning environment. By safe I mean we should all feel
safe to ask questions, to admit mistakes, to try and to be wrong.

Students should be willing to help one another and should all be aware
of the limits.

In group work, all students in the group should expect equitable
division of labor and should expect to evaluate every member of the
group.

Students should expect to evaluate other students' work (and to be
evaluated by other students). Both parts of this process have valuable
learning outcomes.

Students should expect to feel safe being different. What does this
mean in computer science? I actually am not sure. It means respecting
each other, evaluating each other in openly communicated terms related
to computer science (since that is the topic of the course), and being
flexible, accommodating each other whenever possible.

\section*{Grading Grievances}
When graded work is returned you may have questions about how it was
graded. If the question pertains to process (\emph{e.g.,} addition,
number of points per subsection), by all means ask me as soon as
possible. Typically, if the grade is changed, you will be asked to
e-mail me the grade update so that the gradebook is current.

If, however, you feel that your grade fails to reflect the quality of
your work (you want to argue that your answer is, in fact, correct,
rather than incorrect), take a deep breath and wait. You must wait no
less than one and no more than seven days after the work is returned
to you to raise the issue with me.

After the cooling-off period, resubmit the work along with a
\emph{written} explanation of your concern. This is to assure that
your concern gets a cool, thoughtful consideration. If I agree to
regrade the work, I will regrade the entire project, replacing the old
grade with the new one.

\section*{Additional Information}

[Much of this text from SUNY Potsdam Syllabus Guidelines]

\subsection*{Accomodative Services}
If you are a student with a disability and wish to discuss reasonable
accommodations for this course, contact me privately to discuss the
specific modifications you wish to request.  If you have not yet
contacted Accommodative Services, located in Sisson Hall Room
137,lease do so in order to verify your disability and to coordinate
your reasonable modifications. For more information, visit the
\href{https://www.potsdam.edu/studentlife/support/accommodative-services}{Accommodative
  Services} website.

\subsection*{Counseling Services}
As a student at SUNY Potsdam, you may encounter various stressors that
can affect your learning and academic performance. The College
Counseling Center (CCC) offers a range of resources to support
students in their mental health, social well-being, and overall
academic experience. Students seeking to speak with a licensed mental
health professional can access free services through the SUNY Potsdam
Counseling Center. To connect with our services, please call
315-267-2330, email
\href{counseling@potsdam.edu}{counseling@potsdam.edu}, or visit us at
Van Housen 131.

\subsection*{Disruptive Student Policy}
In order to maintain a fair, just, and safe College community
environment, students are subject to SUNY Potsdam College regulations
and are expected to abide by the Potsdam Pledge, the SUNY Potsdam
Academic Catalog, and the Student Community Rights and
Responsibilities (the Student Code of Conduct). Anyone who disrupts
the academic learning environment (e.g., classrooms, labs, office
hours, online platforms, emails, or other virtual communications) will
be asked to leave for the day. Disruptions may include, but are not
limited to, interrupting/speaking over other people, excessive use of
foul or abusive or derogatory language, and repeated getting
up/leaving/returning behavior.  Students who exhibit
aggressive/violent behavior in or out of classrooms will be asked to
immediately leave. Disruptive students may be subject to disciplinary
action, potentially including administrative removal from the course.

\subsection*{Food Insecurity}
The Prometheus Alumni Food Pantry is located in 119 Barrington Student
Union. The hours of operation can be found on their Facebook page or
Get Involved. An
\href{https://forms.office.com/pages/responsepage.aspx?id=6Caribb_Ik-bl4JqQEsZAqJymfX0JsxCp0PGrEw4bCNUM1VCUERTSjNWMkI0VFg2MEtHWjlVNjVaRC4u}{Initial
  Intake Form} is required of all visitors. Additionally, if you are
living off campus and in need of supplemental food assistance you may
be eligible for SNAP (Supplemental Nutrition Assistance Program)
benefits. To determine eligibility and to enroll, you can visit
\href{https://mybenefits.ny.gov/mybenefits/begin}{mybenefits.ny.gov}
or call Maximizing Independent Living Choices (MILC) at 315-764-9442
x405. The campus has a registered dietician to assist you; you can
contact them through the Student Health Services student portal on
BearPaws. If you have questions on any of these services or need
further assistance, reach out to the
\href{https://www.potsdam.edu/studentlife/wellness/counseling-center/bear-care-program}{Bear
  CARE Program}.

\subsection*{Land Acknowledgment}
We acknowledge with respect the Mohawk Nation, the Indigenous people
on whose ancestral lands SUNY Potsdam now stands. We are reminded by
our presence here that we have the duty to live in harmony with one
another and with all of creation. We are deeply grateful to the
families and communities who care for this beautiful place. Beginning
with colonization and continuing for centuries the Haudenosaunee
Peoples have been dispossessed of most of their ancestral lands by the
actions of individuals and institutions.  We acknowledge our
responsibility to understand and respond to those actions and to
commit to working together to honor our past and build our future with
truth.

\subsection*{Success Statement}
Success in this course depends heavily on your personal health and
wellbeing. Recognize that stress is an expected part of the college
experience, and it often can be compounded by unexpected setbacks or
life changes outside the classroom. I strongly encourage you to
reframe challenges as an unavoidable pathway to success. Reflect on
your role in taking care of yourself throughout the term, before the
demands of exams and projects reach their peak. Please feel free to
reach out to me about any difficulty you may be having that may impact
your performance in your courses or campus life as soon as it occurs
and before it becomes too overwhelming. In addition, I strongly
encourage you to contact the many other support services on campus
that stand ready to assist you including the Counseling Center \& the
Case Manager, Student Health Services, Accommodative Services, and
your academic advisor.

\newpage
\section*{SUNY Potsdam Department of Computer Science Code of Professional Conduct}\label{sec:conduct}
All members of the Potsdam Computer Science community are governed by
the ACM Code of Ethics and Professional Conduct,
\url{https://www.acm.org/about-acm/acm-code-of-ethics-and-professional-conduct},
which we have distilled into our SUNY Potsdam Department of Computer
Science Code of Professional Conduct (see below). The department
faculty are committed to modeling and promoting ethical and
professional behavior for all our students.

\subsection*{Preamble}
All members of the ACM, including the Computer Science faculty of SUNY Potsdam, are committed to ethical professional conduct as specified in the ACM Code of Ethics and Professional Conduct. Students, taking courses from the faculty, are bound by our commitment.

All members of the Department are obliged to remind one another to behave professionally. Violations should be reported promptly; however, capricious or malicious reporting of violations is, itself, a violation. When reporting, bring all relevant aspects of the incident to the faculty's attention.
\subsection*{Moral Imperatives}
As a Computer Science student I will...
\subsubsection{Respect all members of the Department.}
\begin{enumerate}
\item Be professional in face-to-face and electronic interactions.
\item Be fair so everyone is free to work and learn.
\item Be active in preventing discrimination in physical and electronic spaces frequented by Department members.
\end{enumerate}
\subsubsection{Accept and provide appropriate feedback.}
\begin{enumerate}
\item Avoid starting or spreading rumors.
\item Respect confidentiality.
\end{enumerate}
\subsubsection{Be honest, trustworthy, and respect intellectual property.}
\begin{enumerate}
\item Only take credit for my own work.
\item Respect the privacy of others.
\item Access computing resources only when authorized and report any
access risks discovered.
\end{enumerate}
\subsubsection{Contribute to society and human well-being.}
\begin{enumerate}
\item Improve public understanding of computing and its consequences.
\item Consider both the direct and indirect impacts of my actions.
\end{enumerate}

\end{document}
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