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@@ -43,110 +43,89 @@ In the first 7 weeks, we'll study 3 interfaces and 6 applications of data struct
 
 In the final 2 weeks, we'll wrap up the course by reflecting on our journey through computing.
 
-## Deliberate practice
-
-In a traditional classroom, you attend class while a teacher lectures at them until time is up. Then, you go home and do the important work of applying concepts toward practice problems or assignments. Finally, you take an exam to show what you know.
-
-Research shows that this doesn't work for science, engineering, and mathematics.[^1] Think of learning computer science as learning how to ride a bike. Quite a few people know how to ride a bike. But how many of them learned to ride a bike through traditional lecture three times a week? Probably no one---learning to ride a bike requires riding an actual bike! We might start with training wheels but we eventually remove the training wheels as you develop proficiency over time. Likewise, learning computer science requires **deliberate practice**.
-
-[^1]: Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. [Active learning increases student performance in science, engineering, and mathematics](https://doi.org/10.1073/pnas.1319030111).
-
-1. Sustained motivation.
-1. Tasks that build on prior knowledge.
-1. Immediate, personalized feedback on tasks.
-1. Repetition of all the above.
-
-The course is organized into five (5) two-week modules: *Abstractions*, *Autocomplete*, *Priority Queues*, *Shortest Paths*, and *Portfolio*. Modules include multiple activities, some of which are designed to be completed on your own while others are designed for section teams or project teams.
-
-1. On your own before class, prepare for learning by completing the **pre-class preparation**.
-1. In section teams during class and quiz section, collaborate on the **in-class guided practice**.
-1. On your own after quiz section, complete the **checkpoint** and record your own **explanation** video.
-1. In project teams throughout the module, apply design, analysis, and critique skills in the **project**.
+## Values and Policies
 
-As a 4-credit course, expect to spend 4 hours in class and 8 hours outside of class working on this course. Depending on how you plan your project work, some weeks may be more work or less work than other weeks. If you find the workload is significantly exceeding this expectation, talk to your TA for advice.
+The education you receive in this course can help prepare you for programming jobs, but this isn't the only purpose for learning computer science.[^1] Education is not only about yourself and your personal gain, but also about all of us and our capacity to live together as a community.
 
-## Community of learners
+[^1]: Mark Guzdial. 2021. [Computer science was always supposed to be taught to everyone, and it wasn't about getting a job](https://computinged.wordpress.com/2021/11/26/computer-science-was-always-supposed-to-be-taught-to-everyone-but-not-about-getting-a-job-a-historical-perspective/).
 
-This course is more than concepts and learning objectives. We are a community of learners defined by how we conduct ourselves, how we communicate with each other, and ultimately how we care about each other. We believe everyone can succeed and grow as a whole human being together through our community of learners. But to realize this vision, we'll need to work together to act compassionately and treat everyone how they wish to be treated. We are only as good as we are to each other.
+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 Duwamish, Puyallup, Suquamish, Tulalip and Muckleshoot nations. Among the traditions of the Coast Salish peoples is a value for the connectedness between all living things and a recognition of the unique ways that each of us comes to know something.[^2]
 
-But in the western scientific worldview, learning is for individual gain to help you achieve your goals. Knowledge is measured using standardized assessments for the purposes of comparing and evaluating people---in the most literal sense, to assess the social value of a person. This worldview serves an economic purpose. But if the primary purpose of learning is to help yourself, and learning is about competition, then why collaborate? Why help anyone but yourself? So far, we've discussed **what we will be learning** and **how learning occurs**, but perhaps we should also ask **why learn at all?**[^2]
-
-[^2]: Jess Cleeves. 2020. [Can Learning be Fair?: Explicit Acknowledgment of Structural Oppression as a Teaching Tool](https://youtu.be/MnRZcPeEAv0?t=1833).
-
-Cartesian Dualism
-: I think, therefore I am
-: Mind/body separation
-: Competitive
-: Learning for individual gain
-: **Measures** intelligence against a single norm
-
-Cartesian dualism describes mind/body separation, or the idea that rational thinking occurs independently of your physical being. Whether you learn alone or learn collaboratively makes no difference because knowledge is standardized: it doesn't matter who, when, where, or how it was learned. If knowledge is a standardized commodity, and commodities can be purchased, then learning a concept in one way is the same as learning that same concept in any other way.
-
-But not all traditions understand learning as dualism. 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 Duwamish, Puyallup, Suquamish, Tulalip and Muckleshoot nations. Among the traditions of the Coast Salish peoples is a value for the connectedness between all living things and a recognition of the unique ways that each of us comes to know something.
+[^2]: Roger Fernandes. 2012. [Roger Fernandes: Artist/Storyteller/Educator](https://youtu.be/O6sS1ZI8dDk).
 
 > Modern education has the idea that we all need to know the same thing. At the end of the lesson, everyone will know the same thing. That's why we have tests, that's why we have quizzes, that's why we have homework: to ensure we all know the same thing. And that's powerful---that's important---within a certain context.
 >
-> But for native culture, the idea that each listener divines or finds their own answer, their own meaning, their own teaching from the story is equally powerful---that each person needs to be able to look at the world and define it for themselves within their culture and then also find a way to live in that world according to the teachings of their people in their culture.[^3]
+> But for native culture, the idea that each listener divines or finds their own answer, their own meaning, their own teaching from the story is equally powerful---that each person needs to be able to look at the world and define it for themselves within their culture and then also find a way to live in that world according to the teachings of their people in their culture.
 
-[^3]: Roger Fernandes. 2012. <https://youtu.be/O6sS1ZI8dDk>
+Our course emphasizes the following values and policies.
 
-In'lakesh is a Mayan culture that values multiple ways of knowing.
+We are responsible for each others' success
+: Everyone has a right to feel like they belong in this course. We'll need to act with compassion and caring to collaborate with each other. Although we will need more than just unexamined commitments to collaboration, listening, empathy, mindfulness, and caring,[^3] the following guidelines offer a starting point for ensuring compassion toward each other.[^4]
 
-In'lakesh
-: I am you and you are me
-: Body/mind/spirit = integrated
-: Collaborative
-: Learning for collective benefit
-: **Values** multiple ways of knowing
+  - Listen with intention to understand first and form an opinion only after you fully understand.
+  - Take responsibility for the intended and unintended effects of your words and actions on others.
+  - Mindfully respond to others' ideas by acknowledging the unique value of each contribution.
 
-We could easily spend an entire course working to reconcile these worldviews. What can we learn from these perspectives? There's a practicality to standardized education---this course is a commodity that offers economic value and social mobility. And yet learning is also a social phenomena, one that involves all of us and uniquely shaped by each and every student in the class. When you look around you, who you see are the people who will be shaping our social futures. We are all responsible for helping each other because each opportunity taken is a vote toward realizing a better future. Learning is not just for yourself in the short-term, but for everyone in the long-term. It won't be easy because helping others requires leaving your comfort zone, but I believe we can rise to the occaision.
+: You should expect and demand to be treated by your classmates and teachers with respect. If any incident occurs that challenges this commitment to a supportive, diverse, inclusive, and equitable environment, please let the instructor know so the issue can be addressed. Should you feel uncomfortable bringing up an issue with the instructor directly, meet our advisors during [quick questions](https://www.cs.washington.edu/academics/ugrad/advising#qqs) or contact the [College of Engineering](https://www.engr.washington.edu/bias).
 
-We are here to help each other. Collaboration, listening, empathy, mindfulness, and caring are essential to creating sustainable futures. The following specific actions and behaviors we pledge to do in order to encourage compassion toward each other in this class.[^4]
+[^3]: Brian Arao and Kristi Clemens. 2013. "From Safe Spaces to Brave Spaces: A New Way to Frame Dialogue Around Diversity and Social Justice" in *The Art of Effective Facilitation*.
 
 [^4]: Asao B. Inoue. 2019. "Sample Charter for Compassion" in [Labor-Based Grading Contracts: Building Equity and Inclusion in the Compassionate Writing Classroom](https://wac.colostate.edu/books/perspectives/labor/).
 
-- Listen with intention to understand first and forming an opinion only after you fully understand.
-- Take responsibility for the intended and unintended effects of your words and actions on others.
-- Mindfully respond to others' ideas by acknowledging the unique value of each contribution.
+We recognize everyone has unique circumstances
+: Do not hesitate to contact the instructor by private discussion post or [appointment](https://kevinl.info/meet/). The sooner we are made aware of your circumstances, the more we can help. Extenuating circumstances include work-school balance, familial responsibilities, religious observations, military duties, unexpected travel, or anything else beyond your control that may negatively impact your performance in the class.
+: It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with [Disability Resources for Students](https://depts.washington.edu/uwdrs/) (DRS), activate your accommodations via myDRS so we can discuss how they will be implemented in this course. If you have a temporary health condition or permanent disability that requires accommodations, contact DRS directly to set up an Access Plan.
+: Washington state law requires that UW develop 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](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the [Religious Accommodations Request form](https://registrar.washington.edu/students/religious-accommodations-request/).
 
-## Values
+We believe everyone wants to learn
+: Education is about shaping your identity as much as it is about learning things. In school, the consequences of making mistakes are relatively small. But the habits you form now---repeated over days, weeks, months, or years---determine who you will be in the future.
+: We ask that you do not claim to be responsible for work that is not yours. When you receive substantial help from someone else, include a citation. Don't request a copy of someone else's work, don't provide your work to another student, and don't post your solutions publicly.
+: Academic honesty reflects the trust (or the lack thereof) between students and teachers. We do our best to design the course in ways that ensure trust, but we know our systems are not perfect. If you submit work in violation of these policies but bring it to the attention of the instructor within 72 hours, you may resubmit your own work without further consequence. Rather than blame students, we want to fix or replace broken systems that compel students to lose trust.
 
-We welcome students of all backgrounds. The computer science and computer engineering industries have significant lack of diversity. This is due to a lack of sufficient past efforts by the field toward even greater diversity, equity, and inclusion. The Allen School seeks to create a more diverse, inclusive, and equitable environment for our community and our field. You should expect and demand to be treated by your classmates and teachers with respect. If any incident occurs that challenges this commitment to a supportive, diverse, inclusive, and equitable environment, please let the instructor know so the issue can be addressed. Should you feel uncomfortable bringing up an issue with the instructor directly, meet our advisors during [quick questions](https://www.cs.washington.edu/academics/ugrad/advising#qqs) or contact the [College of Engineering](https://www.engr.washington.edu/bias).
+## Deliberate practice
 
-We recognize that students come from varied backgrounds and can have widely-varying circumstances affect them during their time in the course. Please do not hesitate to contact the instructor by [appointment](https://kevinl.info/meet/) or via private discussion post. The sooner we are made aware, the more easily these situations can be resolved. Extenuating circumstances include work-school balance, familial responsibilities, religious observations, military duties, unexpected travel, or anything else beyond your control that may negatively impact your performance in the class.
+In a traditional classroom, you attend class while a teacher lectures until time is up. Then, you go home and do the important work of applying concepts toward practice problems or assignments on your own. Finally, you take an exam to show what you know.
 
-It is the policy and practice of the University of Washington to create inclusive and accessible learning environments consistent with federal and state law. If you have already established accommodations with [Disability Resources for Students](https://depts.washington.edu/uwdrs/) (DRS), activate your accommodations via myDRS so we can discuss how they will be implemented in this course. If you have a temporary health condition or permanent disability that requires accommodations, contact DRS directly to set up an Access Plan.
+This classroom structure isn't effective for learning science, engineering, and mathematics.[^5] Think of learning computer science as learning how to ride a bike. Quite a few people know how to ride a bike. But how many of them learned to ride a bike through 50 minutes of lecture three times a week? Probably no one---learning to ride a bike requires riding an actual bike! Likewise, learning computer science requires **deliberate practice**.
 
-Washington state law requires that UW develop 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](https://registrar.washington.edu/staffandfaculty/religious-accommodations-policy/). Accommodations must be requested within the first two weeks of this course using the [Religious Accommodations Request form](https://registrar.washington.edu/students/religious-accommodations-request/).
+[^5]: Scott Freeman, Sarah L. Eddy, Miles McDonough, Michelle K. Smith, Nnadozie Okoroafor, Hannah Jordt, and Mary Pat Wenderoth. 2014. [Active learning increases student performance in science, engineering, and mathematics](https://doi.org/10.1073/pnas.1319030111).
 
-Academic honesty is more about principles, values, and habits than it is about [rules and regulations](https://www.cs.washington.edu/academics/misconduct). In school, the consequences of making mistakes are relatively small. But the habits you form now, repeated over days, weeks, months, or years, determine who you are in the future. Academic honesty is about learning the habits for leading an honest life according to western cultural expectations.
+1. Sustained motivation.
+1. Tasks that build on prior knowledge.
+1. Immediate, personalized feedback on tasks.
+1. Repetition of all the above.
 
-To define common practices for learning, follow the golden rule: do not claim to be responsible for work that is not yours or your team's work (for team assignments). Rather than submitting work that is not yours, instead focus on learning and helping each other learn. If you receive substantial assistance from someone outside your team, include a citation in your work. We ask that you don't request a copy of someone else's work, don't provide your work to another student, and don't post your solutions publicly. We recognize that these policies reflect western values on ownership of ideas, and mistakes can happen, so if you submit work that is in violation of these policies but bring it to the attention of the instructor within 72 hours, you may resubmit your own work without further consequence.
+Consistent with our class values, learning is not only about content knowledge, but also about socioemotional motivation and support. Each week in the course will involve several different activities that are designed so that we can make the most of our class time together.
+
+1. On your own before class, prepare for learning by completing the **pre-class preparation**.
+1. In your team during class and quiz section, collaborate on the **in-class guided practice**.
+1. On your own after quiz section, complete the **assessment** and submit an explanation video.
+1. In your team throughout the module, apply your learning by collaborating on the **project**.
 
-## Grading
+Expect to spend 4 hours in class and 8 hours outside of class working on this course. Depending on how you plan your project work, some weeks may be more work or less work than other weeks. If you find the workload is significantly exceeding this expectation, talk to your TA.
 
-Computer science learning requires deliberate practice, so grading in this course encourages growth through revision and resubmission of work. Grading is organized around modules. Satisfactory completion of a module involves satisfactory completion of all components including lessons, checkpoints, explanations, and the project. Completion of each module unlocks a higher final grade.
+Grading in this course encourages learning through deliberate practice by emphasizing revision and resubmission of work. All coursework is designed around feedback loops where you try something, get feedback, then try again. Grades are based on what you eventually learn through this process. Only the requirements listed under a [Canvas]({{ site.canvas }}) module count toward your final grade.
 
 1.0 or greater
-: **Satisfactory** *Abstractions*.
-: **Satisfactory** *Autocomplete*.
+: Completion of all requirements in the **Abstractions** module.
+: Completion of all requirements in the **Autocomplete** module.
 
 2.0 or greater
-: Satisfactory *Abstractions*.
-: Satisfactory *Autocomplete*.
-: **Satisfactory** *Priority Queues*.
+: Completion of all requirements in the **Abstractions** module.
+: Completion of all requirements in the **Autocomplete** module.
+: Completion of all requirements in the **Priority Queues** module.
 
 3.0 or greater
-: Satisfactory *Abstractions*.
-: Satisfactory *Autocomplete*.
-: Satisfactory *Priority Queues*.
-: **Satisfactory** *Shortest Paths*.
+: Completion of all requirements in the **Abstractions** module.
+: Completion of all requirements in the **Autocomplete** module.
+: Completion of all requirements in the **Priority Queues** module.
+: Completion of all requirements in the **Shortest Paths** module.
 
 4.0
-: Satisfactory *Abstractions*.
-: Satisfactory *Autocomplete*.
-: Satisfactory *Priority Queues*.
-: Satisfactory *Shortest Paths*.
-: **Exemplary** *Portfolio*.
+: Completion of all requirements in the **Abstractions** module.
+: Completion of all requirements in the **Autocomplete** module.
+: Completion of all requirements in the **Priority Queues** module.
+: Completion of all requirements in the **Shortest Paths** module.
+: Highest marks across all parts of the **Portfolio**.
 
-We're looking forward to learning with you this quarter!
+## References