Maintenance of An Interactive Web Site Dissertation

Maintenance of An Interactive Web Site Dissertation

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Type	Essay
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Description/Paper Instructions

Maintenance of An Interactive Web Site Dissertation

MACC Catalog #CIT 145

CIP # 11.0101

DATE: February 2008

Moberly Area Community College

Common Syllabus

CIT 145: Web Design I

Current Term

Instructor:

Office number:

Office hours:

Contact information:

Classroom number:

Class days and time:

Catalog Description: CIT 145 Web Design I (3-0-3)

This course involves development and maintenance of an interactive Web site. Students will learn the essential concepts of HTML, XHTML, and DHTML. They will begin with developing a basic Web page and moving on to developing a dynamic Web site. Students will also work with page design, tables, and frames. Students will create Web page forms, work with cascading style sheets, and use multimedia on the

Web. Students will learn about XHTML and the use of JavaScript. Topics such as working with objects, special effects, windows, and frames will also be covered. Students will also explore working with forms, regular expressions, and event models. The last section will explore working with dynamic content and styles.

Prerequisite/Co-requisite: None (SP)

Text(s): Carey, HTML, CSS and Dynamic HTML , 5th Edition, Cengage Learning

ISBN: 978-1-1115-2643-6.

Other Required Materials:

Zip Disk or Jump/Pen Drive

Purpose of Course:

This course will help students plan and develop well-designed Web sites that combine effective navigation with the use of graphics, text, and color. Building on their HTML skills, users enhance Web pages and gain a critical eye for evaluating Web site design.

Course Objectives:

Upon successful completion of this course, students will be able to:

• Plan and develop well-designed Web sites that combine effective navigation with the use of graphics, text, and color.
• Enhanced screen shots and keep up to date with current Web design trends.
• Code projects to reflect current XHTML standards.
• Use JavaScript and Dynamic HTML.
• Demonstrate knowledge of basic Windows and Unix Commands
• Demonstrate basic skills in critical thinking, reading and writing

Course Content:

1. 1. Developing a Basic Web Page
2. Developing a Basic Web Site
3. Designing a Web Page
4. Designing a Web Page with Tables
5. Designing a Web Page with Frames
6. Creating Web Page Forms
7. Working with Cascading Style Sheets
8. Using Multimedia on the Web
9. Working with XHTML
10. Working with JavaScript
11. Working with Objects
12. Working with Special Effects
13. Working with Windows and Frames
14. Working with Forms and Regular Expressions
15. Working with the Event Model
16. Creating Dynamic Content

Statement to Connect Course with Technical Program Outcome Statement:

In compliance with MACC’s General Education outcomes, the student who successfully completes this course will be able to:

1. Demonstrate effective written and oral communication;

Assessment of Student Learning:

All students are guaranteed a grade of no lower than an A if 90% or greater is earned as an overall course grade. The standard 90, 80, 70, 60 grade scale for grades of A, B, C, D will be used. Any student with an overall grade below 60 may receive a grade of F in the course. A curve may be applied to the overall grades of all students. The instructor reserves the right to make minor adjustments (+2%) based on improvement and consistency of effort.

50% of the grade is based on a mid-term and final examination.

40% of the grade is based on completing selected projects in each chapter.

10% of the grade is based on in class and/or lab participation.

Description of Major Assignment(s)/Project(s):

Develop a professional looking website for portfolio.

Instructor Policies:

Academic Dishonesty: MACC board policy is as follows: “Academic dishonesty by students damages institutional credibility and unfairly jeopardizes honest students; therefore, it will not be tolerated in any form.” Forms of academic dishonesty include but are not limited to the following: violations of copyright law, plagiarism, fabrication, cheating, collusion, and other academic misconduct. Incidents of dishonesty

regarding assignments, examinations, classroom/laboratory activities, and/or the submission of misleading or false information to the College will be treated seriously. The procedure for handling academic dishonesty is outlined in the Student Handbook (Policy Handbook M.010). In cases of alleged academic dishonesty, the burden of proof is on the student, not on the instructor.

Attendance :

Any student who misses two consecutive weeks of class during a regular sixteen-week semester or the equivalent proportion of class time during a shorter session will be dropped from the class by the instructor unless acceptable justification is supplied. Additionally, any student who misses more than one-fourth of the entire number of in-seat class meetings in a regular 16-week semester or the equivalent

proportion of class time during a shorter session, may be dropped from that class by the instructor if, in the opinion of the instructor, the student does not have reasonable opportunity to succeed in the class. A student’s attendance rate will be calculated based upon the first day of the semester (not the student’s date of enrollment in the course).

 

Student attendance must be defined in a different manner for online, hybrid, and virtual courses. Student attendance in these courses is defined as active participation in the course. Online, hybrid, and virtual courses will, at a minimum, have weekly mechanisms for student participation, such as any or all of the following methods:

1. Completion of quizzes or exams
2. Submission of assignments
3. Participation in threaded discussions
4. Communication with the instructor

A student who does not participate in an online, hybrid, or virtual course for two consecutive weeks will be dropped by the instructor unless acceptable justification is supplied. As with ground courses, a student’s attendance rate in online courses will also be calculated based upon the first day of the semester. If a student does not demonstrate active participation in the online course within the first two weeks (or

the equivalent proportion of class time during a short session), the student will be dropped as “never attended.” Simply logging into an online class does not constitute active participation.

Students should be aware that their dropping a course and their last date of attendance in the course may impact their financial aid.

Tardiness :

Lateness will not be tolerated, each tardy will result in reduction of grade for that class period.

Make-up and late work:

No late work will be accepted! Chapter projects must be published on the due date with a date stamp of 10:00 pm.

Extra-credit work:

Extra Credit will be assigned based on the instructor’s discretion.

Schedule of Student Assignments/Activities:

As per handout.

ADA Statement

Students who have disabilities that qualify under the Americans with Disabilities Act may register for assistance through the Office of Access and ADA Services. Students are invited to contact the Access Office to confidentially discuss disability information, academic accommodations, appropriate documentation and procedures. For more information, please call either the Moberly office at (660) 263-4100 x

11240 or the Columbia office at (573) 234-1067 x 12120, or visit our web page at http://www.macc.edu/index.php/services/access-office

Maintenance of An Interactive Web Site Dissertation

RUBRIC QUALITY OF RESPONSE NO RESPONSE POOR / UNSATISFACTORY SATISFACTORY GOOD EXCELLENT Content (worth a maximum of 50% of the total points) Zero points:  Student failed to submit the final paper. 20 points out of 50:  The essay illustrates poor understanding of the relevant material by failing to address or incorrectly addressing the relevant content; failing to identify or inaccurately explaining/defining key concepts/ideas; ignoring or incorrectly explaining key points/claims and the reasoning behind them; and/or incorrectly or inappropriately using terminology; and elements of the response are lacking. 30 points out of 50:  The essay illustrates a rudimentary understanding of the relevant material by mentioning but not full explaining the relevant content; identifying some of the key concepts/ideas though failing to fully or accurately explain many of them; using terminology, though sometimes inaccurately or inappropriately; and/or incorporating some key claims/points but failing to explain the reasoning behind them or doing so inaccurately.  Elements of the required response may also be lacking. 40 points out of 50:  The essay illustrates solid understanding of the relevant material by correctly addressing most of the relevant content; identifying and explaining most of the key concepts/ideas; using correct terminology; explaining the reasoning behind most of the key points/claims; and/or where necessary or useful, substantiating some points with accurate examples.  The answer is complete. 50 points:  The essay illustrates exemplary understanding of the relevant material by thoroughly and correctly addressing the relevant content; identifying and explaining all of the key concepts/ideas; using correct terminology explaining the reasoning behind key points/claims and substantiating, as necessary/useful, points with several accurate and illuminating examples.  No aspects of the required answer are missing. Use of Sources (worth a maximum of 20% of the total points). Zero points:  Student failed to include citations and/or references. Or the student failed to submit a final paper. 5 out 20 points:  Sources are seldom cited to support statements and/or format of citations are not recognizable as APA 6th Edition format. There are major errors in the formation of the references and citations. And/or there is a major reliance on highly questionable. The Student fails to provide an adequate synthesis of research collected for the paper. 10 out 20 points:  References to scholarly sources are occasionally given; many statements seem unsubstantiated.  Frequent errors in APA 6th Edition format, leaving the reader confused about the source of the information. There are significant errors of the formation in the references and citations. And/or there is a significant use of highly questionable sources. 15 out 20 points:  Credible Scholarly sources are used effectively support claims and are, for the most part, clear and fairly represented.  APA 6th Edition is used with only a few minor errors.  There are minor errors in reference and/or citations. And/or there is some use of questionable sources. 20 points:  Credible scholarly sources are used to give compelling evidence to support claims and are clearly and fairly represented.  APA 6th Edition format is used accurately and consistently. The student uses above the maximum required references in the development of the assignment. Grammar (worth maximum of 20% of total points) Zero points:  Student failed to submit the final paper. 5 points out of 20:  The paper does not communicate ideas/points clearly due to inappropriate use of terminology and vague language; thoughts and sentences are disjointed or incomprehensible; organization lacking; and/or numerous grammatical, spelling/punctuation errors  10 points out 20:  The paper is often unclear and difficult to follow due to some inappropriate terminology and/or vague language; ideas may be fragmented, wandering and/or repetitive; poor organization; and/or some grammatical, spelling, punctuation errors 15 points out of 20:  The paper is mostly clear as a result of appropriate use of terminology and minimal vagueness; no tangents and no repetition; fairly good organization; almost perfect grammar, spelling, punctuation, and word usage. 20 points:  The paper is clear, concise, and a pleasure to read as a result of appropriate and precise use of terminology; total coherence of thoughts and presentation and logical organization; and the essay is error free. Structure of the Paper (worth 10% of total points) Zero points:  Student failed to submit the final paper. 3 points out of 10: Student needs to develop better formatting skills. The paper omits significant structural elements required for and APA 6th edition paper. Formatting of the paper has major flaws. The paper does not conform to APA 6th edition requirements whatsoever. 5 points out of 10: Appearance of final paper demonstrates the student’s limited ability to format the paper. There are significant errors in formatting and/or the total omission of major components of an APA 6th edition paper. They can include the omission of the cover page, abstract, and page numbers. Additionally the page has major formatting issues with spacing or paragraph formation. Font size might not conform to size requirements.  The student also significantly writes too large or too short of and paper 7 points out of 10: Research paper presents an above-average use of formatting skills. The paper has slight errors within the paper. This can include small errors or omissions with the cover page, abstract, page number, and headers. There could be also slight formatting issues with the document spacing or the font Additionally the paper might slightly exceed or undershoot the specific number of required written pages for the assignment. 10 points: Student provides a high-caliber, formatted paper. This includes an APA 6th edition cover page, abstract, page number, headers and is double spaced in 12’ Times Roman Font. Additionally, the paper conforms to the specific number of required written pages and neither goes over or under the specified length of the paper.
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