Editing Interdisciplinary Graduate Methods (Spring 2024)
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:'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM | :'''Class Hours:''' Tuesdays and Thursdays, 12:00–1:15 PM | ||
== | == Instructor == | ||
:'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] | :'''Instructor:''' [https://jeremydfoote.com Jeremy Foote] | ||
:'''Email:''' jdfoote@purdue.edu | :'''Email:''' jdfoote@purdue.edu | ||
:'''Office Hours:''' Tuesdays, 2–4 pm in BRNG 2156 or by appointment | :'''Office Hours:''' Tuesdays, 2–4 pm in BRNG 2156 or by appointment | ||
<div style="float:right;">__TOC__</div> | |||
<div style="float:right;" | |||
= Course Overview and Learning Objectives = | = Course Overview and Learning Objectives = | ||
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# '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week | # '''Discussion Leader:''' For a Thursday class, you will lead a discussion about the topic of the week | ||
== Research | == Research project Design == | ||
As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. | As a demonstration of your learning in this course, you will design a research project. I strongly urge you to work on a project that will further your academic career outside of the class. There are many ways that this can happen. Some obvious options are to prepare a project that you can submit for publication, that you can use as pilot analysis that you can report in a grant or thesis proposal, and/or that fulfills a degree requirement. The default expectation is that you will prepare the project on your own but it may be possible to work as a small team (maximum 3 people). Team projects are expected to be more ambitious than individual projects. Multiple intermediate assignments will help you to develop your idea and to get feedback from me and others. | ||
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=== Hypotheses === | === Hypotheses === | ||
;Due | ;Due date: January 21 | ||
;Maximum length: 1.5 pages | ;Maximum length: 1.5 pages | ||
Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. | Early on in the class, you will bring three ideas for research projects to class. For each idea, you should provide 1) a brief description of your research topic 2) your research questions, hypotheses, or objectives, and 3) a brief description of data that you could gather or use. In total, your ideas should be no more than 1.5 pages. We will circulate ideas in class and workshop them in small groups. You will then identify what you see as the most promising project, which you will submit on Brightspace. | ||
=== Literature Review === | === Literature Review === | ||
;Due date: February | ;Due date: February 21 | ||
;Maximum length: ~4-5 pages | ;Maximum length: ~4-5 pages | ||
Based on the principles discussed in class, you will complete a full draft of a | Based on the principles discussed in class, you will complete a full draft of a literature review. While norms differ for the length of literature reviews across disciplines and even across journals, this will be an exercise in making an argument with brevity, and your document should be no more than 5 pages (excluding references). | ||
=== Methods and Dummy Results === | === Methods and Dummy Results === | ||
;Report due date: March | ;Report due date: March 21 | ||
;Maximum length: ~3 pages | ;Maximum length: ~3 pages | ||
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== Leading Discussions == | == Leading Discussions == | ||
On the first day, I will ask you to sign up to lead the discussion for | On the first day, I will ask you to sign up to lead the discussion for one or more weeks during the class. When leading the discussion, you will prepare a set of discussion questions (typically ~10 questions) based on the readings for that week, which you will circulate to the class at least 24 hours in advance. Typically, we will take a few minutes at the beginning of class for housekeeping / answering outstanding questions, but these discussions will be the bulk of our time each Thursday. | ||
When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them. | When you are not presenting, I expect you to read the week's readings, read the discussion questions, and come prepared to discuss them. | ||
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= Grades = | = Grades = | ||
This course will follow a " | This course will follow a "self-assessment" philosophy. I am more interested in helping you to learn things that will be useful to you than in assigning grades. The university still requires grades, so you will be leading the evaluation of your work. At the beginning of the course, I will encourage you to think about and write down what you hope to get out of the course. Three times during the course you will reflect on what you have accomplished thus far, how it has met, not met, or exceeded expectations, based both on rubrics and personal goals and objectives. At each of these stages you will receive feedback on your assessments. By the end of the semester, you should have a clear vision of your accomplishments and growth, which you will turn into a grade. As the instructor-of-record, I maintain the right to disagree with your assessment and alter grades as I see fit, but any time that I do this it will be accompanied by an explanation and discussion. These personal assessments, reflecting both honest and meaningful reflection of your work will be the most important factor in final grades. | ||
I suggest that we use the following rubric in our assessment: | I suggest that we use the following rubric in our assessment: | ||
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* Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers. | * Take intellectual risks, offering interpretations based on synthesizing material and asking for feedback from peers. | ||
* Sharing work early allowing extra time for engagement with others. | * Sharing work early allowing extra time for engagement with others. | ||
* Write reflections that grapple meaningfully with lessons learned as well as challenges. | * Write reflections that grapple meaningfully with lessons learned as well as challenges. | ||
* Complete all or nearly all assignments at a high level. | * Complete all or nearly all assignments at a high level. | ||
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'''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class. | '''NOTE''': This section will be modified throughout the course to meet the class's needs. Check back in often. There are links to each day's slides. Note that these are slides from an earlier version of the class and will typically be updated the day of each class. | ||
== Week 1: | == Week 1: Introduction to Python and Computational Thinking (August 22) == | ||
'''Assignment Due:''' | |||
= | * Sign up for the [[/Element Signup|Element Space]] | ||
* Install Anaconda and VSCode (Goal 1 in the [[/Week 1 Coding Challenge|Week 1 Coding Challenge]]). [https://www.youtube.com/watch?v=h1sAzPojKMg This video] may help if you get stuck. | |||
'''Readings:''' | '''Required Readings:''' | ||
* None | |||
'''Agenda:''' | '''Agenda:''' | ||
* Class overview and expectations — We'll walk through this syllabus. | * Class overview and expectations — We'll walk through this syllabus. | ||
* [https:// | * [[/Week_1_Coding_Challenge| Week 1 Coding challenge]] - Includes checking that everything installed right and going through a number of exercises. | ||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_1/lecture/day_1.html Today's slides] | |||
'''By the end of class you will:''' | |||
* Have a working python environment on your personal laptop. | |||
''' | * Have written your first program in the python language. | ||
* | |||
== Week 2: Variables, conditionals, and functions (August 29) == | |||
'''Assignments Due:''' | '''Assignments Due:''' | ||
* | * Finish Week 1 exercises and tutorials | ||
* Fill out this [https://docs.google.com/forms/d/e/1FAIpQLSfUiGogs2jDXIHaXz1ooVBZFkRF2NdMaf00IgZvk7f69rby9w/viewform?usp=sf_link short survey] | |||
* Sign up to be a discussant [https://docs.google.com/spreadsheets/d/1uSo-Ya5DghaLu1BYk94EVU2kBVmExRWwOa1586GbFUU/edit?usp=sharing here] | |||
* [[/Week_2_Coding_Challenges|Week 2 Coding Challenge]] (turn in on Brightspace) | |||
= | '''Readings (before class):''' | ||
* Bit By bit, [https://www.bitbybitbook.com/en/1st-ed/introduction/ Introduction] | |||
* [http://do1.dr-chuck.com/pythonlearn/EN_us/pythonlearn.pdf Python for Everybody], chapters 1-4 | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_2/day_2.ipynb Today's Jupyter Notebook] (Right-click, save, and open in VSCode) | |||
** [https://www.youtube.com/watch?v=DkedcwquYdg Notebook walkthrough] | |||
''' | '''Agenda:''' | ||
* | * Review Week 1 and Week 2 Exercises | ||
* | * [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_2/lecture/day_2.html Today's slides] | ||
* Introduce wordplay project | |||
== Week 3: Iteration, strings, and lists (September 5) == | |||
'''Assignment Due:''' | |||
* Final project dataset and idea (turn in on Brightspace). | |||
* [[/Week_3_Coding_Challenges|Week 3 Coding Challenge]] | |||
== Week 3: | |||
''' | |||
'''Readings:''' | '''Readings:''' | ||
* Python for Everybody chapters_to_read = [5, 6, 8] | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_3/day_3.ipynb Today's Jupyter Notebook] | |||
** [https://youtu.be/QA0OY1S1uiw Notebook walkthrough] | |||
* Foote, J., Shaw, A., & Hill, B.M. (2017). [https://jeremydfoote.com/files/foote_computational_2017.pdf Computational analysis of social media scholarship]. In Burgess, J., Poell, T., Marwick, A. (Eds.), The Sage Handbook of Social Media. Sage. | |||
** Discussant: | |||
* | '''Agenda:''' | ||
* [https:// | * Programming principles (iteration, strings, and lists) | ||
* Go over last day's assignment | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_3/lecture/day_3.html Today's slides] | |||
== Week 4: Reading from and writing to files (September 12) == | |||
'''Assignment Due:''' | |||
* [[/Week 4 Coding Challenges|Week 4 Coding Challenges]] | |||
''' | |||
* [[ | |||
'''Readings:''' | '''Readings:''' | ||
* | book = open('Python for Everybody', 'r') | ||
* | for chapter in book: | ||
if chapter == '7': | |||
read(chapter) | |||
book.close() | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_4/day_4.ipynb Today's Jupyter Notebook] | |||
** [https://youtu.be/eDalraJxQfw Notebook walkthrough] | |||
* Nelson, Laura K. 2017. "[https://doi.org/10.1177%2F0049124117729703 Computational Grounded Theory: A Methodological Framework]." Sociological Methods and Research. | |||
** Discussant: Hannah | |||
''' | '''Agenda:''' | ||
* Reading from and writing to files | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_4/lecture/day_4.html Today's slides] | |||
== Week 5: Dictionaries and Tuples (September 19) == | |||
'''Assignment Due:''' | |||
== Week | * [[/Week 5 Coding Challenges|Week 5 Coding Challenges]] | ||
* Do the [[/Reddit_authentication_setup|Reddit Authentication Setup]] | |||
''' | |||
'''Readings:''' | '''Readings:''' | ||
* Python for Everybody, chapters 9 and 10 | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_5/day_5.ipynb Today's Jupyter Notebook] | |||
** [https://youtu.be/az5nruguWIk Video walkthrough] | |||
* Margolin, D. B., Hannak, A., & Weber, I. (2018). [https://doi.org/10.1080/10584609.2017.1334018 Political Fact-Checking on Twitter: When Do Corrections Have an Effect?] Political Communication, 35(2), 196–219. | |||
** Discussant: Cara | |||
'''Agenda:''' | |||
* Dictionaries | |||
* Tuples | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_5/lecture/day_5.html Today's slides] | |||
== CATCH UP Week (September 26) == | |||
'''Readings:''' | '''Readings:''' | ||
* | * Shen, C., Monge, P., & Williams, D. (2014). [https://libkey.io/libraries/228/articles/5013123/full-text-file Virtual brokerage and closure: Network structure and social capital in a massively multiplayer online game]. Communication Research. 41(4): 459–480. | ||
** Discussant: Mary Grace | |||
== Week 6: Dataframes and Visualization (October 3) == | |||
'''Assignment Due:''' | |||
== Week | * [[/Week 6 Coding Challenges|Week 6 Coding Challenges]] | ||
''' | |||
'''Readings:''' | '''Readings:''' | ||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_6/day_6.ipynb Week 6 notebook] | |||
** [https://youtu.be/cevyNtquwuA Notebook walkthrough] | |||
* | * Freelon, D., McIlwain, C., & Clark, M. (2018). Quantifying the power and consequences of social media protest. New Media & Society, 20(3), 990–1011. https://doi.org/10.1177/1461444816676646 | ||
** Discussants: Diana | |||
* (Optional) Shaw, A., & Hill, B. M. (2014). Laboratories of oligarchy? How the iron law extends to peer production. Journal of Communication, 64(2), 215–238. https://doi.org/10.1111/jcom.12082 | |||
'''Agenda:''' | |||
* Dataframes and visualization | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_6/lecture/day_6.html Today's slides] | |||
== Week 7: Dataframes and visualization (continued) (October 12) == | |||
''' | '''OCTOBER BREAK ON OCTOBER 10''' | ||
'''Assignment Due:''' | |||
* [[/Week 7 Coding Challenges|Week 7 Coding Challenges]] | |||
''' | |||
'''Readings:''' | '''Readings:''' | ||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_7/day_7.ipynb Week 7 notebook] | |||
** [https://youtu.be/fcq5BjxYkwk Notebook walkthrough] | |||
* Orea-Giner et al. (2022). [https://doi.org/10.1016/j.tourman.2022.104586 Does the Implementation of Robots in Hotels Influence the Overall TripAdvisor Rating? A Text Mining Analysis from the Industry 5.0 Approach] | |||
** Discussant: Jin | |||
* (Optional) Lazer, D., & Radford, J. (2017). [https://doi.org/10.1146/annurev-soc-060116-053457 Data ex Machina: Introduction to Big Data]. Annual Review of Sociology, 43(1), 19–39. | |||
'''Agenda:''' | |||
* Visualizations in Seaborn | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_7/lecture/day_7.html Today's slides] | |||
== Week 8: Collecting Data with APIs (October 17) == | |||
'''Assignment Due:''' | |||
* [[/Week 8 Coding Challenges|Week 8 Coding Challenges]] | |||
== Week | |||
''' | |||
* First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace). | * First [[Self_Assessment_Reflection | self-assessment reflection]] is due (on Brightspace). | ||
* Project Planning Document Due | |||
'''Readings:''' | '''Readings:''' | ||
* | * [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_8/day_8.ipynb Intro to APIs Notebook] | ||
** (Long) [https://youtu.be/Qzs7FX5oD6U walkthrough of notebook] | |||
* Kieran Healy and James Moody (2014). “[https://doi.org/10.1146/annurev-soc-071312-145551 Data Visualization in Sociology].” American Review of Sociology. 40: 105-28. | |||
** Discussant: Jeremy | |||
''' | '''Agenda:''' | ||
* Introduce the [https://2.python-requests.org/en/master/ requests] library | |||
* Discuss the main kinds of online data gathering: downloading, scraping, and APIs. | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_8/lecture/day_8.html Today's slides] | |||
== Week 9: Collecting Data with APIs (continued) (October 24) == | |||
'''Assignment Due:''' | '''Assignment Due:''' | ||
* [[/Week 9 Coding Challenges|Week 9 Coding Challenges]] | |||
'''Readings:''' | '''Readings:''' | ||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_9/day_9.ipynb Week 9 Notebook] | |||
** [https://www.youtube.com/watch?v=7H3gSagXZQQ Notebook walkthrough] | |||
* Python for Everybody, Chapter 13 | |||
* Christopher A. Bail et al. 2018. [https://doi.org/10.1073/pnas.1804840115 Exposure to opposing views on social media can increase political polarization]. PNAS 115(37): 9216-9221 | |||
** Discussant: Subulola | |||
* | * If you are interested in doing web scraping, then look at this [https://github.com/CU-ITSS/Web-Data-Scraping-S2019 incredible mini-course on the topic]. It is all done with Jupyter Notebooks and you have all of the prerequisite knowledge to understand it. | ||
* [https://youtu.be/daUuC-PMZc4 Very brief lecture on web scraping from Spring 2020]. | |||
* | |||
'''Agenda:''' | |||
* A workflow for doing work with APIs | |||
* Ethics of digital trace data | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_9/lecture/day_9.html Today's slides] | |||
''' | == Week 10: Introduction to Computational Text Analysis (October 31) == | ||
* | '''Assignment Due:''' | ||
* [[/Week 10 Coding Challenges|Week 10 Coding Challenges]] | |||
'''Readings:''' | '''Readings:''' | ||
* | * [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_10/day_10.ipynb Today's Notebook] | ||
** [https://youtu.be/330LkROnxS0 Notebook walkthrough] | |||
* Sara Klingenstein, Tim Hitchcock, and Simon DeDeo. 2014. [https://www.ncbi.nlm.nih.gov/pmc/articles/PMC4084475/ The civilizing process in London’s Old Baily]. Proceedings of the National Academy of Sciences 111(26): 9419-9424. | |||
** Discussant: Zack | |||
'''Agenda:''' | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_10/lecture/day_10.html Today's slides] | |||
''' | '''Resources:''' | ||
'''Sign up for meeting w/Jeremy:''' | |||
https://etherpad.communitydata.science/p/meeting_signup_IPDS | |||
== Week | == Week 11: Data cleaning and operationalization (November 7) == | ||
'''Assignment Due:''' | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_11/day_11.ipynb Week 11 Coding Challenges] | |||
''' | |||
'''Readings:''' | '''Readings:''' | ||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_11/day_11.ipynb Today's Notebook] | |||
** [https://youtu.be/buQG04CsD18 Notebook walkthrough] | |||
* Robert K. Merton. 1948. [https://www-jstor-org.ezproxy.lib.purdue.edu/stable/2087142?sid=primo&origin=crossref&seq=1#metadata_info_tab_contents The Bearing of Empirical Research Upon the Development of Social Theory]. American Sociological Review 13(5): 505-515. | |||
* DellaPosta, D., Shi, Y., & Macy, M. (2015). [https://doi.org/10.1086/681254 Why Do Liberals Drink Lattes]? American Journal of Sociology, 120(5), 1473–1511. | |||
** Discussant: Cassidy | |||
'''Resources:''' | |||
* | * [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_11/lecture/day_11.html Today's slides] | ||
''' | == Week 12: Organizing and storing computational projects (November 14) == | ||
* [[ | '''Assignment Due:''' | ||
* [[/Week_12_Coding_Challenges|Week 12 Coding Challenges]] | |||
'''Readings:''' | '''Readings:''' | ||
* | * [https://youtu.be/-_mjC3lAKL4 Video introducing a way to organize code and data] (from the Spring 2020 version of the class) | ||
* | * [https://www.youtube.com/watch?v=SWYqp7iY_Tc Git & GitHub Crash Course For Beginners] - YouTube video (not by me) introducing Git and Github | ||
* [https://learngitbranching.js.org/ Interactive git branching tutorial] | |||
* Hardt, D., & Glückstad, F. K. (2024). [https://doi.org/10.1016/j.tourman.2023.104821 A social media analysis of travel preferences and attitudes, before and during Covid-19]. Tourism Management, 100, 104821. | |||
<!-- * Tan, C. (2018). [https://aaai.org/ocs/index.php/ICWSM/ICWSM18/paper/view/17811 Tracing community genealogy: How new communities emerge from the old]. Proceedings of the Twelfth International Conference on Web and Social Media (ICWSM ’18), 395–404. | |||
--> | |||
** Discussant: Yoon Joo | |||
'''Agenda:''' | |||
* Tour of Github | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_12/lecture/day_12.html Today's slides] | |||
''' | '''Resources:''' | ||
'''NO CLASS ON NOVEMBER 17 (NCA)''' | |||
* I will show up in the classroom if people want to have a co-working session / ask questions. | |||
* The discussion of the reading will move to Tuesday, November 22 | |||
- | |||
== Week 13: Statistics and Statistical Programming (November 21) == | |||
'''Assignment Due:''' | '''Assignment Due:''' | ||
* [[/Week_13_Coding_Challenges|Week 13 Coding Challenges]] | |||
'''Readings''' | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_13/day_13.ipynb Week 13 Notebook] | |||
** [https://youtu.be/Rz3qTPmlOpg Notebook walkthrough] | |||
* Johnson, Tana, and Joshua Y. Lerner. “Environmentalism Among Poor and Rich Countries: Using Natural Language Processing to Handle Perfunctory Support and Rising Powers.” Review of International Political Economy : RIPE, vol. 30, no. 1, 2023, pp. 127–52, https://doi.org/10.1080/09692290.2021.1974523. | |||
** Discussant: Mazie | |||
'''Agenda:''' | |||
* [https://jeremydfoote.com/Intro-to-Programming-and-Data-Science/day_13/lecture/day_13.html Today's slides] | |||
== Week 14: Ethics of Online Research (November 28) == | |||
'''Readings:''' | '''Readings:''' | ||
* Vitak, J., Shilton, K., & Ashktorab, Z. (2016). [https://doi.org/10.1145/2818048.2820078 Beyond the Belmont Principles: Ethical Challenges, Practices, and Beliefs in the Online Data Research Community]. Proceedings of the 19th ACM Conference on Computer-Supported Cooperative Work & Social Computing, 941–953. | |||
** Discussant: Suchi | |||
* (Optional) Williams, M. L., Burnap, P., & Sloan, L. (2017). [https://doi.org/10.1177/0038038517708140 Towards an Ethical Framework for Publishing Twitter Data in Social Research: Taking into Account Users’ Views, Online Context and Algorithmic Estimation]: Sociology. | |||
* (Optional) Salganik, M. [https://www.bitbybitbook.com/en/1st-ed/ethics/ Ethics] chapter from Bit By Bit. | |||
* (Optional) Crawford, K., & Finn, M. (2015). [https://doi.org/10.1007/s10708-014-9597-z The limits of crisis data: Analytical and ethical challenges of using social and mobile data to understand disasters]. GeoJournal, 80(4), 491–502. | |||
Dec 1 | |||
Ethics discussion | |||
Peer feedback / work on final project | |||
== Week 15: Final Project Presentation (December 5) == | |||
'''Assignment Due:''' | |||
* Final project presentations | |||
== Week | |||
''' | |||
'''Readings:''' | '''Readings:''' | ||
* NONE | |||
''' | '''Agenda:''' | ||
* We will listen to and respond to each other's projects | |||
== Week 16: Final Paper Due (December 14) == | |||
'''Assignment Due:''' | |||
* Final paper due | |||
* [[/Final_self_reflection|Final self reflection]] due | |||
== Week | |||
''' | |||
* | |||
= | = Additional Resources = | ||
These are some topics we touched on in class covered in more depth | |||
= | * [https://youtu.be/rQEsIs9LERM Using Tweepy to do full historical search on Twitter] | ||
* [https://github.com/CU-ITSS/Web-Data-Scraping-S2019 Mini course on screen scraping] | |||
* [https://www.youtube.com/watch?v=K8L6KVGG-7o Regular Expressions] | |||
* | * [https://www.youtube.com/watch?v=3dt4OGnU5sM List Comprehensions] | ||
* [ | * [https://youtu.be/flwcAf1_1RU Network Analysis] | ||
* [https://youtu.be/KBDJhhz4oXA Getting data from Reddit] | |||
* [https://www.youtube.com/watch?v=ZDa-Z5JzLYM Classes and Object-oriented programming] (This is a set of videos) | |||
* [https://bbengfort.github.io/snippets/2018/06/22/corenlp-nltk-parses.html Tutorial on syntax parsing in Python] (It's complicated!) | |||
= Administrative Notes = | = Administrative Notes = | ||
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== Attendance Policy == | == Attendance Policy == | ||
It is expected that students | Attendance is very important and it will be difficult to make up for any classes that are missed. It is expected that students communicate well in advance to faculty so that arrangements can be made for making up the work that was missed. It is the your responsibility to seek out support from classmates for notes, handouts, and other information. | ||
== Incomplete == | == Incomplete == | ||
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While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns. | While I encourage collaboration, I expect that any work that you submit is your own. Basic guidelines for Purdue students are outlined [https://www.purdue.edu/odos/osrr/academic-integrity/index.html here] but I expect you to be exemplary members of the academic community. Please get in touch if you have any questions or concerns. | ||
== Nondiscrimination == | == Nondiscrimination == | ||
I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our | I strongly support Purdue's policy of nondiscrimination (below). If you feel like any member of our classroom--including me--is not living up to these principles, then please come and talk to me about it. | ||
Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. | Purdue University is committed to maintaining a community which recognizes and values the inherent worth and dignity of every person; fosters tolerance, sensitivity, understanding, and mutual respect among its members; and encourages each individual to strive to reach his or her own potential. In pursuit of its goal of academic excellence, the University seeks to develop and nurture diversity. The University believes that diversity among its many members strengthens the institution, stimulates creativity, promotes the exchange of ideas, and enriches campus life. | ||
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= Acknowledgements = | = Acknowledgements = | ||
This course is heavily based on earlier courses taught by [https://commlead.uw.edu/team/guy/ Tommy Guy] and [https://mako.cc/ Mako Hill] at the University of Washington as well as a course taught by [http://www.lauraknelson.com/p/about.html Laura Nelson] at Northeastern University. |