This course is an exciting and unique approach to intertwining two different sets of topics in ways that the course staff believe will be synergistic.
On one hand, we will focus on techniques and strategies for academic success in all computer science courses as well as UW courses broadly. We will work on various topics such as time management, test taking, annotation, testing and debugging software, and more, as these topics are crucial for academic success. We call this aspect of the course academic skill-building. It is also related to metacognition, which means awareness and understanding of one's own thought processes. We take the view that they should be explicitly taught and explicitly learned, but this cannot happen without practice, which is exactly where the nand2tetris project comes in.
On the other hand, we will use a set of assignments from the nand2tetris program to understand how computers work from the bottom up (i.e., from 0s and 1s to an entire computer program). While certain aspects of the material overlap with CSE 311, CSE 351, CSE 369, and even several 400-level CSE courses, most of it is complementary and a useful, broad, overview. By “lifting the cover up” on a computer, we hope this course demystifies computers in an empowering way. We call this aspect of the course bottom-up computing.
As such, the two threads of the course are complementary. This is a graded, three-credit course which includes projects, a midterm, and other components you would find in any other CSE course. However, you will also have regular assignments where you will apply and reflect on how you used the academic skill-building in accomplishing the bottom-up computing. At the highest level, the goal is to learn how computers work and have increased skills and confidence for tackling future UW and CSE courses. In addition to meeting 1:1 with a TA weekly, we aim to give all students an extraordinarily supportive environment as we all work together to challenge ourselves and overcome hurdles.
For more specific course topics and deadlines, see the course calendar.
Students must have completed CSE 143 to be eligible to take CSE 390B.
By the end of the course, students will be able to:
Course grades will be calculated as follows:
Each project will include minimum requirements in order to receive a passing grade for that project (found at the bottom of each project specification). If the minimum requirements are met for each project submitted by the end of the quarter, then you will be guaranteed to receive a passing grade in the course, even if the projects are submitted too late to receive credit (defined in the Late Policies below). The end of the quarter is June 3rd, 2022, at 11:59pm PDT.
If you are falling behind, please communicate with us early so we can support you. We may be able to do more in helping you get back on track if we know that you are having difficulties with keeping up early on versus after the fact.
You have a total of five late days for the quarter. We recommend that you use these late days conservatively (i.e., in extenuating circumstances). Late days are used in 24-hour chunks (you cannot use half a late day). You can only use up to two late days on a single assignment. You do not need to tell us in advance if you are going to use one of your late days for a project. You can find the number of ldate days you have remaining on the Canvas assignment titled "Late Days Remaining" (also linked here). Even if you have used all your late days, you still must meet the minimum passing requirements of each project to earn a passing grade in this course (see Grading section above for note on passing grades).
If you find yourself in a particularly difficult situation where you need an extension beyond your allotted late days, the course staff can only provide an extension request if the request is made before the assignment deadline by contacting the CSE 390B course staff. Additionally, we encourage students to seek additional support by utilizing the resources listed in the Student Wellness section.
Please note that we are not evaluating the validity of your request or your reason(s) for making one; we believe you are best at evaluating your own situation and we trust that you are requesting an extension in good faith given your circumstances. To make an extension request, please include reflections and responses to the following questions to help inform how you will navigate your current and future situations:
For each day that a project is submitted late past any late days available, past two late days, without an extension request, or immediately after the new deadline from an accepted extension request, the project grade will be deducted 10% each additional day it is submitted late.
As part of the course, every student in CSE 390B will be paired with a CSE 390B Teaching Assistant to meet once per week for a 45-minute 1:1 session. The purpose of these meetings is for students to check in and communicate with TAs about course projects, discuss study strategies, and raise any questions, comments, concerns in a tight-knit, supportive environment. The course staff hopes that these meetings will enable you to develop effective learning habits and overcome technical hurdles in a unique and effective manner.
These 1:1 sessions are a required, core component of the course (factored into the Participation grade). Students are expected to attend their weekly 1:1 Student-TA sessions each week on time and prepared to participate. 1:1s will begin during Week 2 of the quarter with the meeting time determined by the student and TA’s availability for the quarter (more information about this will be announced in lecture). The following is a list of guidelines relating to 1:1 Student-TA session attendance and grading practices:
You may reschedule up to three 1:1 Student-TA sessions before you will lose participation points in the "Student-TA meeting attendance" category. Any rescheduled 1:1 Student-TA session must be rescheduled within three days of your originally scheduled 1:1 meeting date and time.
This policy is here to offer additional flexibility during any challenging circumstances during the quarter. Please be respectful of this policy and only reschedule if you absolutely need to.
You may have one absence for a 1:1 Student-TA session for the quarter. Starting with the second absence, students will lose participation points in the "Student-TA meeting attendance" category for each additional absence and will result in a negative effect on your final course grade.
This policy is also intended to provide flexibility during extenuating circumstances. Please be respectful of the purpose of this policy and utilize an absence only if you really need it. If you need to have one absence, please let your TA know ahead of time.
If you have questions related to the course material, projects, exams, or the course, we encourage you to post those on the Ed discussion board. This helps the course staff organize and respond to questions better and allows you to seek insights on a question another student may have already asked. Additionally, posting your questions on a class-wide discussion board provides the opportunity to offer help to your peers. Please read the Ed discussion board guidelines post before using the board.
The course staff wants to help you navigate difficulties and achieve your goals this quarter. If you have more personal questions, concerns, or issues, please reach out to us (see the CSE 390B homepage for various ways to contact us). We also recognize that in certain situations you may feel more comfortable remaining anonymous. You can contact us anonymously using the Allen School's Anonymous Feedback Tool.
Our priority is to support you as a human being, meaning your physical and mental health and well-being are more important than the course materials, assignments, and deadlines. We recognize that students are navigating more than just their academics and want to point out some of the different resources for support that are available to you:
The following policy is intended to encourage you to get the most out of this class that you can. It is not intended to be a strict policing of your learning, and by no means should discourage you from collaborating with your peers (in the allowed ways) or asking for help.
The projects and midterm in this class are to be done individually. You may ask the course staff for help when you are stuck. You may, and are encouraged to, discuss your high-level approach with fellow students. Here is a nonexhaustive list of collaboration guidelines we ask you to follow:
If you have any questions about what is allowed, we encourage you to reach out to us, but please do so in advance. Turning in work that is not your own is absolutely unacceptable will lead to a formal report from the university. You can learn more about academic misconduct at the Allen School here.
There is no textbook for this course. We will provide readings on the course calendar and list them all together on the Resources page.
CSE 390B welcomes all students of all backgrounds. The Allen School seeks to create a more diverse, inclusive, equitable, and accessible environment for our community and our field. You are expected and demanded to be treated by your classmates and the course staff with respect. You belong here, and we are here to help you learn and empower you in succeeding in a challenging course. If any incident occurs that challenges this commitment to a supportive and inclusive environment, please let the course staff know so the issue can be addressed.
CSE 390B and the University of Washington prohibits all forms of sexual harassment. If you feel you have been a victim of sexual harassment or if you feel you have been discriminated against, you may speak with your instructor, teaching assistant, the chair of the department, or you can file a complaint with the UW Ombudsman's Office for Sexual Harassment. Their office is located at 339 HUB, (206) 543-6028. There is a second office, the University Complaint Investigation and Resolution Office, who also investigate complaints. The UCIRO is located at 22 Gerberding Hall.
CSE 390B and the University of Washington is commited to ensuring access to a quality higher education experience for students with disabilities. Disability Resources for Students (DRS) recognizes disability as an aspect of diversity that is integral to society and to our campus community. DRS serves as a partner in fostering an inclusive and equitable environment for all University of Washington students. The DRS office is in 011 Mary Gates Hall.
Washington state law requires that the University of Washington has a policy for accommodation of student absences or significant hardship due to reasons of faith or conscience, or for organized religious activities. The UW’s policy, including more information about how to request an accommodation, is available at Religious Accommodations Policy. Accommodations must be requested within the first two weeks of this course using the Religious Accommodations Request form.
The University of Washington acknowledges the Coast Salish peoples of this land, the land which touches the shared waters of all tribes and bands within the Suquamish, Tulalip and Muckleshoot nations.