INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

INF1339H Introduction to Computational Thinking

UNIVERSITY OF TORONTO

Faculty of Information

Fall 2024

Instructor: Professor Kelly Lyons ([email protected])*

Teaching Assistants:

• Marcus Barnes, PhD Student, Faculty of Information, ([email protected])*

• Victoria Chui, PhD Student, Faculty of Information, ([email protected])*
• Inessa De Angelis, PhD Student, Faculty of Information ([email protected])*

*Most questions should be posed in the appropriate Quercus discussion board. For any personal
correspondence needed with Kelly or the TAs, please start the email subject with [INF1339].

Kelly Lyons Office Hours**: Tuesdays 1:00pm to 2:30pm and Wednesdays 3:00pm to 5:00pm (BL612)

** Exceptions:

No office hours during Reading Week (October 28 to November 1)

Office hours canceled: October 9, October 14, October 15

Office hours moved: Tuesday, September 17 to 11:00am to 12:30pm, Tuesday, October 22 to

11:00am to 12:30pm and Tuesday, November 5 to 11:00am to 12:30pm

Delivery Mode and Class Structure: Most week, classes will be split into two parts:

Part 1: For the first ~1.5 hours, we will meet as one big class;

Part 2: For the last ~1.5 hours, students will move to their tutorial rooms. There will be a break
in between to walk between classrooms. Students should attend the same tutorial room each
week because group activities will be carried out to help with the final group presentation.

Students are expected to bring a laptop or tablet with them in order to participate in the class
activities.

We will meet in person on campus.

It is important that we acknowledge this land on which the University of Toronto operates. For
thousands of years it has been the traditional land of the Huron-Wendat, the Seneca, and the

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

Mississaugas of the Credit. Today, this meeting place is still the home to many Indigenous people from
across Turtle Island and we are grateful to have the opportunity to work on this land.

Course Description
This course will examine the basic ideas of computational thinking. In particular it will focus on
principled thought processes, approaches and principles that guide computational analyses, from
problem formulation all the way to effective and efficient problem solving. It will contain an introduction
to algorithm building and their complexity, basic data structures used in computational solutions as well
as the use of necessary tools to tackle large-scale problems in a variety of domains. The course will also
discuss the application of computational thinking in different areas such as the humanities, social
sciences and the arts, potentially looking into the impact it may have on them. Finally, it will serve as a
necessary preamble for students who will follow a more technical career, especially in the area of
Information Systems and Applied Data Science.

This course can be used to fulfil the “Technical” Professional Requirement.

Course Learning Outcomes (CLOs) and how Assignments and

Activities Assess Attainment of CLOs
Upon successful completion of this course, students will be able to:

1. Apply enhanced general purpose critical thinking skills (Assessed through Weekly quiz, Class
participation, Presentation, Peer-to-peer question, Individual Reflection)
2. Break large and complex problems into cognitively/computationally/organizationally
manageable subproblems (Assessed through weekly quiz, Class participation, Presentation)
3. Recognize, describe, and exploit patterns (Assessed through Weekly quiz, Class participation,
Presentation)
4. Defer detail and move between levels of abstraction (Assessed through Weekly quiz, Class
participation, Presentation)
5. Design and describe complex, robust, and legible systems from cognitively manageable and
reusable parts (Assessed through Weekly quiz, Class participation, Presentation)
6. Describe data and information structurally (Assessed through Weekly quiz, Class participation,
Presentation)
7. Describe the complexity of computational solutions (Assessed through Weekly quiz, Class
participation, Presentation)
8. Formulate problems and solutions using computational thinking in different contexts (Assessed
through Weekly quiz, Class participation, Presentation, Individual Reflection)

In addition to learning the specific course material, students will also gain experience in:

9. Sharing their knowledge and contribute to the learning of their classmates (Assessed through
Class participation, Presentation, Individual Reflection)
10. Presenting information to people with different disciplinary backgrounds and expertise
(Assessed through Presentation and Peer-to-peer question)

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

Relationship between Course Learning Outcomes (CLOs) and

Program Learning Outcomes (PLOs):
This course will help students understand and be conversant in the fundamental concepts, theories, and
practices of computation (CLOs 2 through 8) which is an information discipline (PLO 1). This course will
help students develop the ability to contribute to the critical assessment (CLO 1) of the body of
knowledge underlying information – computation (PLO 3). In this course, students will develop an
understanding of the application of new technological developments (CLOs 1 through 8) to the
preservation and communication of information, and in the identification of the impact of such
developments on society (PLO 5). Students will also establish reflective and communication practices
(CLOs 9 and 10) that will support their continued life-long intellectual growth beyond graduation (PLO
6).

Table: Relationship between MI Program Learning Outcomes (PLOs) and Course Learning Outcomes
(CLOs)

How CLOs contribute to the PLOs

MI
Program
Learning CLO 1 CLO 2 CLO 3 CLO 4 CLO 5 CLO 6 CLO 7 CLO 8 CLO 9 CLO 10
Outcomes
(PLOs)

PLO 1
x x x x x x x
PLO 2

PLO 3
x
PLO 4

PLO 5
x x x x x x x x
PLO 6
x x

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

Deadlines and weights for student assessments:

Additional details about each of the assignments listed below will be shared on Quercus:

Assignment Details Due Percentage

Weekly Quiz Prior to each class (except weeks 1, 11, Each Monday at 5% each, the
(individual) and 12), a weekly Quercus open- 11:59pm top 7/9
everything quiz to assess student scores will be
understanding of the reading material. used (35%)
Participation At the end of each class (except weeks 11 At the end of class 1.2% each
(individual) and 12), students will submit the (12%)
worksheet(s) completed in their tutorial
and/or class.
Proposal for Final Students will be put into groups of size 3- Sec 101: October 10%
Project (group) 4 near the start of term and will work on 22, 11:59pm
a final project that will be presented in
the last two weeks of class. Sec 201: October
23, 11:59pm
Student groups will develop a proposal
for the final project and receive feedback
on that before presenting their
presentation.
Presentation of During the last two weeks of class, groups Sec 101: Nov. 19 / 20% (group
Final Project will present the solution to the final 26 before class grade)
(group) project.

Self/Peer The individual portion will be self and Sec 201: Nov. 20 / 5%
Assessment peer assessment for both the final project 27 before class (individual
(individual) proposal assignment and the final portion of
presentation assignment. the grade
based on self
and peer
assessment)
Peer-to-peer Students will prepare and ask one Sec 101: Nov. 19 / 3%
Question asked at question to class-mates during the final 26 before class
final presentation presentations that demonstrates their
(individual) understanding of the course concepts. Sec 201: Nov. 20 /
27 before class
Personal Reflection Students will consider their broader Sec 101: Dec. 3 15%
(individual) learning and professional goals and how 11:59pm
the role they played in the group
activities and final presentation helped Sec 201: Dec. 4
achieve those goals. They will also reflect 11:59pm
on the learning process and on other
aspects of their learning in relation to the
course materials.
Total 100%

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

Responsible use of Generative AI Tools in Assignments:

Students are encouraged to make use of technology, including generative artificial intelligence tools
(such as Microsoft Copilot), to contribute to their understanding of material in this course. Except for
the weekly Quiz and the Participation assignment, students may use artificial intelligence tools,
including generative AI, in this course as a learning aid and to help produce assignments; however, it is
important to note that students are ultimately accountable for the work they submit (make sure to
verify information from a trusted source*). Furthermore, any content produced by an artificial
intelligence tool must be cited appropriately (see these guidelines provided by the University of Toronto
Library) and, if generative AI is used for any aspect of an assignment, students must document, in an
appendix with their assignment, what tool(s) were used, how they were used, the prompt used, the
content produced, and how the results from the AI were incorporated into the submitted work.

* The School of Graduate Studies has prepared helpful information about the use of generative
AI in graduate theses that is relevant to all written work (see Questions about the accuracy of
generative AI tools and who is responsible for the content produced, in particular)

Acknowledgements: The course syllabus and materials were inspired by the offerings of two previous
instructors of this course: Dan Ryan and Mohammad Rashidujjaman Rifat. I am grateful for their insights
and sharing of their material. The modules for Week 10 (Data Collection and Privacy: Contact Tracing)
are part of the University of Toronto’s Embedded Ethics program, have not been modified except to
provide different links for submission of material, and are used under a: Creative Commons Attribution-
NonCommercial-ShareAlike 4.0 International License. The group project is modeled after the group
assignment designed by Professor Al Masri for the INF313H Computational Reasoning group project. I
used ChatGPT (3.5 and 4.0) and Microsoft Copilot in the following ways:
• For inspiration on topics to cover in the course
• For some rubric ideas
• For inspiration for the final group project tournament system
• To identify some quiz questions and activities to do in the tutorial sessions

Readings:

Each week, there will be readings assigned and some prep videos to watch.

Some of the readings are selected from the following textbook. The textbook is available on reserve in
the Engineering and Computer Science Library. The book is also available electronically through U of T
Libraries, and has been added to the Reading List for our course (see Quercus).

• Riley, D. D., & Hunt, K. A. (2014). Computational thinking for the modern problem solver. CRC
press.

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

Weekly Schedule and Assigned Readings:

Week 1 (Sept 3 and 4) Introduction to Computational Thinking and the Course (we will stay in the main
classroom the whole class)

Readings:

• Wing, J. M. (2006). Computational thinking. Communications of the ACM, 49(3), 33-35. (3 pages)
• Nardelli, E. (2019). Do we really need computational thinking? Communications of the ACM,
62(2), 32-35. (4 pages)

Deliverables:

• In class participation assignment

Week 2 (Sept 10 and 11) Some Basics: data, information, logic, and reasoning (1.5 hours in the main
classroom then to tutorial rooms)

Readings:

• Riley & Hunt, Chapter 2 “How Real-World Information Becomes Computable Data” (31 pages)
• Riley & Hunt, Chapter 3 “Logic” (36 pages)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, September 9 at 11:59pm

Week 3 (Sept 17 and 18) Solving Problems (1.5 hours in the main classroom then to tutorial rooms)

Readings:

• Riley & Hunt, Chapter 4 “Solving Problems” (37 pages)

• INF1339 Group Project Problem and Scenario (2 pages)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, September 16 at 11:59pm

Week 4 (Sept 24 and 25) Algorithms (1.5 hours in the main classroom then to tutorial rooms)

Readings:

• Riley & Hunt, Chapter 5 “Algorithmic Thinking” (35 pages)

• V. Anton Spraul, What is an Algorithm? (7:54)
• Camera, E. Writing Good Beginner Pseudocode (9:28)

Deliverables:

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

• In class participation assignment

• Weekly quiz due Monday, September 23 at 11:59pm

Week 5 (Oct 1 and 2) Modeling and Abstraction (1.5 hours in the main classroom then to tutorial
rooms)

Readings:

• Riley & Hunt, Chapter 6 “Modeling Solutions” (27 pages)

• Ravikiran, A. S. Simplilearn, ER Diagrams in DBMS: Entity Relationship Diagram Model (watch the
video 10:43 and read the accompanying text ~10 pages)
• Unified Modeling Language (UML) (~14 pages)
• Visual Paradigm, State Chart vs Activity Diagram: A Comparison of Modeling Tools in Software
Development (~10 pages)
• Kramer, J. (2007). Is abstraction the key to computing? Communications of the ACM, 50(4), 36-
42. (7 pages)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, September 30 at 11:59pm

Week 6 (Oct 8 and 9) Data organization and Data Structures (1.5 hours in the main classroom then to
tutorial rooms)

Readings:

• Riley & Hunt, Chapter 7 “Data Organization” (27 pages)

• Riley & Hunt, Chapter 8 “Algorithmic Thinking” only Section 8.3 pages 237 to 256 (19 pages)
• Anna Lytical, Organizing makeup as different data structures,
https://www.youtube.com/watch?v=KPo97OUQb7g (1 minute)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, October 7 at 11:59pm

Week 7 (Oct 15 and 16) Software Engineering and Systems (we will stay in the main classroom the
whole class)

Readings:

• Becker, C., Chitchyan, R., Duboc, L., Easterbrook, S., Penzenstadler, B., Seyff, N., & Venters, C. C.
(2015, May). Sustainability design and software: The Karlskrona Manifesto. In 2015 IEEE/ACM
37th IEEE International Conference on Software Engineering (Vol. 2, pp. 467-476). IEEE. (10
pages)
• Booch, Grady, Jun 2015, The Future of Software Engineering, Keynote address at the
International Conference on Software Engineering, 2015,

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

https://www.youtube.com/watch?v=h1TGJJ-F-fE – start at 46:23 and end at 1:08.48 (total 22

min and 25 seconds) – the whole video is fascinating so feel free to watch it all!
• Margaret Hamilton, NASA's First Software Engineer:
https://www.youtube.com/watch?v=kTn56jJW4zY (4:36)
• Optional: the Karlskrona Manifesto for Sustainability Design,
https://www.sustainabilitydesign.org/, a living document and, Read the Manifesto here:
https://www.sustainabilitydesign.org/karlskrona-manifesto/

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, October 14 at 11:59pm

Week 8 (Oct 22 and 23) Evaluation and Testing, and Information Security (1.5 hours in the main
classroom then to tutorial rooms)

Readings:

• Riley & Hunt, Chapter 9 “Let’s Get It Correct” (29 pages)

• Riley & Hunt, Chapter 12 “Information Security” (35 pages)
• Khan Academy, “Encryption and public keys” https://www.khanacademy.org/computing/code-
org/computers-and-the-internet/internet-works/v/the-internet-encryption-and-public-keys
(time: 6:40)
• Optional: for those who find encryption fascinating: Simplilearn, “Encryption Explained Simply |
What Is Encryption? | Cryptography And Network Security”
https://www.youtube.com/watch?v=LA3fah6i-4A (18:34)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, October 21 at 11:59pm
• Proposal for Final Project:
o Section 101: October 22 at 11:59pm;
o Section 201: October 23 at 11:59pm

READING WEEK (Oct 28 to Nov 1) Nothing! Take time, rest, recharge! Even try not to think
algorithmically in your everyday lives!

Week 9 (Nov 5 and 6) Limits of Computation and Computational Complexity (1.5 hours in the main
classroom then to tutorial rooms)

Readings:

• Riley & Hunt, Chapter 10 “Limits of Computation” (31 pages)

• Heffernan, Virginia, Is Moore’s Law Really Dead? (7 pages)
• Cantwell Smith, B. (1996). Limits of correctness in computers, ed. R. Kling Computerization and
controversy, 2nd edition, Academic Press, 810-825. [book version] (16 pages)
• V. Anton Spraul, How Mergesort Works -- a fast way to put things in order (7:58)

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

• Up and Atom, P vs. NP - The Biggest Unsolved Problem in Computer Science:

https://www.youtube.com/watch?v=EHp4FPyajKQ (15:32)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, November 4 at 11:59pm

Week 10 (Nov 12 and 13) Data Collection and Privacy: Contact Tracing (we will stay in the main
classroom the whole class)

These modules are part of the University of Toronto’s Embedded Ethics program, have not been
modified except to different links for submission, and are used under a: Creative Commons
Attribution-NonCommercial-ShareAlike 4.0 International License

Readings:

• ACM Code of Ethics: https://www.acm.org/code-of-ethics (14 pages)

• Data Collection and Privacy Module 1 Video and Slides (time: 6:29)
• Data Collection and Privacy Module 2 Video and Slides (time 6:53)

Deliverables:

• In class participation assignment

• Weekly quiz due Monday, November 11 at 11:59pm

Week 11 (Nov 19 and 20) Presentations and Questions (we will stay in the main classroom the whole
class)

Deliverables:

• Final presentations due for Section 101 on November 19 before class

• Final presentations due for Section 201 on November 20 before class

Week 12 (Nov 26 and 27) Presentations and Questions (we will stay in the main classroom the whole
class)

Deliverables:

• Final presentations due for Section 101 on November 26 before class

• Final presentations due for Section 201 on November 27 before class

Remaining Deliverable:

• Personal reflections due for Section 101 on December 3 by 11:59pm

• Personal reflections due for Section 201 on December 4 by 11:59pm

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

General Expectations:

1. Communication Policy: Please do not email questions to the instructor or TAs. If you have a
question, there is a pretty good chance that other people in the course have the same question
or, at least, will benefit from the answer. Please post all questions to Quercus (using the most
appropriate discussion forum) so that everyone in the course can benefit from your questions
and our answers. Questions posted to Quercus will be answered within two (2) business days.
Students are encouraged to post answers to the questions of other students where appropriate.

2. Readings: It is important to complete the required readings before class in order to fully benefit
from the class activities.

3. Participation and Attendance: Discussion and interaction in the tutorial sections of the class
are important ways to learn. Sharing your experiences and ideas with your classmates is central
to your learning experience in this course. As such, you should attend and participate in every
class. There will be exercises and discussions in which you will participate in your class. Most of
these will be helpful in preparing the work for your final presentation. Participation grade will
be calculated based on participation assignment submitted at the end of class each week
(except weeks 11 and 12).

4. What I expect in written work: I expect written assignments to be well-written, well-organized

and easy to follow. They should flow easily from one point to the next. Papers should have
proper sentence structure, spelling, vocabulary and grammar. Each point should be articulated
clearly and completely without being overly verbose. Assignments should demonstrate your
understanding of the topics you are studying in the course and your confidence in using the
terms, techniques and issues you have learned. As always, references must be properly
included and cited. In general, you should be creative, critical, bold, provocative, strong and
confident in your ability to make your point(s), sufficiently argue your point(s), and generally in
your ability to contribute to the learning and engagement of your readers. The best way to gain
confidence in your ability to make a point, argue it sufficiently, and make a contribution with
your writing is to practise and then practise again. An excellent place to practise is in your
professional masters program and courses like this one.

5. Late / missed obligations policy: Students are expected to manage their time effectively.
Supporting documentation is required for students who wish to request an extension for an
assignment or who have to miss class (and hence the participation assignment). See 10.
Declaring an Absence in ACORN below and the Faculty of Information Student Absences
information). With supporting documentation (absence declaration) an alternative to the
participation assignment will be provided. For assignments, if no extension has been granted,
the late submission of an assignment carries a penalty of 5% per week to a maximum of three
weeks. Assignments will not be accepted after three weeks.

6. Grading Policies: Please consult the Faculty’s Grade Interpretation Guidelines and the University
Assessment and Grading Practices Policy. These documents form the basis for grading in the
course.

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INF1339H Introduction to Computational Thinking Fall 2024 Syllabus

7. Accommodations: Students with diverse learning styles and/or accessibility needs are welcome
in this course. In particular, if you have a disability/health consideration that may require
accommodations, please feel free to approach me, student services and/or the Accessibility
Services Office as soon as possible. Students who believe they require accommodations and are
unsure where to begin can speak to an academic advisor in student services for guidance and
referrals.

Accessibility Services staff are available by appointment to assess specific needs, provide
referrals to supportive services and arrange appropriate accommodations. The sooner you let us
know your needs, the quicker we can assist you in achieving your learning goals in this course.
Once you have obtained an accommodation plan from Accessibility Services, please share your
accommodation letter with your instructor and student services.

Students who have already obtained accommodations from the Accessibility Services Office are
encouraged to share their letter with their instructor and with student services in the first week
of class. Students should discuss potential accommodations in consultation with their
Accessibility Advisor and instructor to understand what may be possible and how the instructor
wishes to be informed when an accommodation needs to be actioned. It is the student’s
responsibility to discuss any extension requests, where possible, in advance of course deadlines.

To book an appointment with an Accessibility Advisor, please connect with the Accessibility
Services front desk via email at [email protected] or call (416) 978-8060.
Consultation appointments are available to discuss any questions about the Accessibility
Services registration process and/or potential accommodation support. The on-location
Accessibility Advisor at the Faculty of Information is Michael Mercer. Weekly drop-in
appointments are available with Michael for registered students. For more information, visit
Accessibility Services and find his name under the Contacts section.

8. Academic integrity: Please consult the University’s site on Academic Integrity. The Faculty of
Information has a zero-tolerance policy on plagiarism as defined in section B.I.1.(d) of the
University’s Code of Behaviour on Academic Matters (PDF). You should acquaint yourself with
the Code. Please review the material in Cite it Right and if you require further clarification,
consult the resource How Not to Plagiarize (PDF).

Cite it Right covers relevant parts of the U of T Code of Behaviour on Academic Matters (1995).
It is expected that all Faculty of Information students complete the Cite it Right module and the
online quiz prior to the second week of classes of their first term.

9. Writing Support: As stated in the Faculty of Information’s Grade Interpretation Guidelines,

“work that is not well written and grammatically correct will not generally be considered eligible
for a grade in the A range, regardless of its quality in other respects.” With this in mind, please
make use of the writing support provided to graduate students by the SGS Graduate Centre for
Academic Communication. The services are designed to target the needs of both native and
non-native speakers and all programs are free. Please consult the current SGS Workshops
Schedule for more information.

10. Declaring an Absence in ACORN: (see also the Faculty of Information Student Absences
information). Students who miss an academic obligation and wish to seek academic

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consideration in a course may declare an absence using the ACORN Absence Declaration Tool.
Students who declare an absence in ACORN should expect to receive reasonable academic
consideration from their instructor without the need to present additional supporting
documentation. Students can only use the ACORN Absence Declaration Tool once per academic
term (e.g., the fall term) for a maximum period of 7 consecutive calendar days.

The ACORN Absence Declaration Tool requires students to select the course(s) they wish to have
academic consideration granted, as well as provide the email address(es) to whom their course
syllabus identifies as the contact (e.g., instructor, advisor). A record of the absence is sent to the
self-provided email(s) at the time of submission, and a receipt of the absence declaration is also
sent to the student’s University of Toronto email address.

Submitting an absence declaration does not initiate the process of academic consideration. It is
the student’s responsibility to arrange for academic consideration by contacting the instructor
(Kelly Lyons [email protected]).

Students who have already used one absence declaration in a term will be restricted from
declaring any further absences using the ACORN Absence Declaration Tool. Students are
required to arrange any further academic consideration directly with their instructor and / or
student services advisor. Students may be asked to provide supporting documentation as
evidence of their absences such as the University approved verification of illness form (VOI).

11. Academic Dates & Deadlines: Conflicts with religious observances should be brought to the
attention of the course instructor and the Office of the Registrar and Student Services no later
than the second week of classes. For more information, please see the Policy on Scheduling of
Classes and Examinations and Other Accommodations for Religious Observances.

12. Equity, Diversity, and Inclusion (EDI): The University of Toronto is committed to equity, human
rights and respect for diversity. All members of the learning environment in this course should
strive to create an atmosphere of mutual respect where all members of our community can
express themselves, engage with each other, and respect one another’s differences. U of T does
not condone discrimination or harassment against any persons or communities. The Equity,
Diversity, and Inclusion Unit (EDIU) at the Faculty of Information, in collaboration with U of T
community members, works to promote and encourage an equitable and inclusive work and
classroom environment, free from discrimination and/or harassment based on any of the code
grounds.

13. Learning Hub: The Faculty of Information Learning Hub can support your learning in this course
in a range of ways. They offer programs, workshops, and services, as well as a physical place –
on the 4th floor of Bissell – for gathering, seeking help, finding resources, studying, creative
making, relaxing, playing and collaborating. Additionally, they provide a Virtual Learning Hub
that provides resources and sign-ups for services and events such as tutors, iSkills workshops,
TechLoans, Sandbox, Cite it Right.

14. Statement on Copyright: Please be advised that the intellectual property rights in the material
referred to on this syllabus, and posted on the course site, may belong to the course instructor
or other persons. You are not authorized to reproduce or distribute such material, in any form
or medium, without the prior consent of the intellectual property owner. Violation of

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intellectual property rights may be a violation of the law and University of Toronto policies and
may entail significant repercussions for the person found to have engaged in such act. If you
have any questions regarding your right to use the material in a manner other than as set forth
in the syllabus, please speak to your instructor.

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