This is the second undergraduate design studio. It introduces a full range of architectural ideas and issues through drawing exercises, analyses of precedents, and explored design methods. Students will develop design skills by conceptualizing and representing architectural ideas and making aesthetic judgments about building design. Discussions regarding architecture’s role in mediating culture, nature and technology will help develop the students’ architectural vocabulary.

This is the second undergraduate design studio. It introduces a full range of architectural ideas and issues through drawing exercises, analyses of precedents, and explored design methods. Students will develop design skills by conceptualizing and representing architectural ideas and making aesthetic judgments about building design. Discussions regarding architecture’s role in mediating culture, nature and technology will help develop the students’ architectural vocabulary.

Meet San Francisco artist Sirron Norris, who discusses his public and commercial art projects. Although he works on projects like "Bob's Burgers," he still makes time to teach a cartoon-drawing class for kids every Saturday. He says that the best part about drawing cartoons is that there's no expectations. He teaches the children this, and that as long as they are proud of what they've created, then what they've created is perfect.

 Circle of Viewpoints helps students identify the different perspectives that could be present in or affected by what has just been read, seen, or heard. This routine relies on the ability of students to identify different perspectives that are presented around a topic. It will create greater awareness of how others may be thinking and feeling, thus reinforcing that people think differently about the same things. This activity will be a prewriting activity to set them up to write a narrative essay using the novel Stargirl by Jerry Spinelli. 

Photograph shows a procession of African Americans carrying signs for equal rights, integrated schools, decent housing, and an end to bias.  Students will list their observations, make inferences, and devise questions while working in small cooperative learning groups using the LOC Primary Source Analysis Tool.  Special attention should be drawn to the vocabulary (integrated, bias, and equal rights) words on the signs.  Were African Americans truly free?  What bound them?  How does "separate but equal" play here?  Does equal mean the same thing for everyone?  How did perspectives impact society at this time?

Students develop critical thinking skills by interviewing a person who has perspective on environmental history. Students explore the concept of a timeline, including historical milestones, and develop a sense of the context of events.

This course is an intensive introduction to architectural design tools and process, and is taught through a series of short exercises. The conceptual basis of each exercise is in the interrogation of the geometric principles that lie at the core of each skill. Skills covered in this course range from techniques of hand drafting, to generation of 3D computer models, physical model-building, sketching, and diagramming. Weekly lectures and pin-ups address the conventions associated with modes of architectural representation and their capacity to convey ideas. This course is tailored and offered only to first-year M.Arch students.

This series of lessons will teach all of the key features in Tinkercad, a free, web-based 3D design platform. When you have finished the lessons you will have a comprehensive knowledge of how to design/draw in 3D. After that all you need is practice to improve your skills.

This course is an introduction to the process of generating a symbolic description of the environment from an image. It covers the physics of image formation, image analysis, binary image processing, and filtering. Machine vision has applications in robotics and the intelligent interaction of machines with their environment. Students taking the graduate version complete additional assignments.

The course focuses on the problem of supervised learning within the framework of Statistical Learning Theory. It starts with a review of classical statistical techniques, including Regularization Theory in RKHS for multivariate function approximation from sparse data. Next, VC theory is discussed in detail and used to justify classification and regression techniques such as Regularization Networks and Support Vector Machines. Selected topics such as boosting, feature selection and multiclass classification will complete the theory part of the course. During the course we will examine applications of several learning techniques in areas such as computer vision, computer graphics, database search and time-series analysis and prediction. We will briefly discuss implications of learning theories for how the brain may learn from experience, focusing on the neurobiology of object recognition. We plan to emphasize hands-on applications and exercises, paralleling the rapidly increasing practical uses of the techniques described in the subject.

This activity illustrates the interrelationship between science and engineering in the context of extinction prevention. There are two parts to the activity. The first part challenges students to think like scientists as they generate reports on endangered species and give presentations worthy of a news channel or radio broadcast. The second part puts students in the shoes of engineers, designing ways to help the endangered species.

The purpose of this resource is to familiarize students with the importance of perspective and various scales of remotely sensed data. Students create a 3-D model of an area and develop a classification system for the landforms in their model. The maps can then be used to answer certain questions about the environment.

A Project of Oregon Writes

Short Description:
This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Guided by Oregon's statewide college writing outcomes, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand. Faculty guide available: https://canvas.instructure.com/courses/1035227Order a print copy: http://www.lulu.com/shop/jenn-kepka/oregon-writes-open-writing-text/paperback/product-23840147.html

Long Description:
This textbook guides students through rhetorical and assignment analysis, the writing process, researching, citing, rhetorical modes, and critical reading. Using accessible but rigorous readings by professionals throughout the college composition field, the Oregon Writes Writing Textbook aligns directly to the statewide writing outcomes for English Composition courses in Oregon.

Created through a grant from Open Oregon in 2015-16, this book collects previously published articles, essays, and chapters released under Creative Commons licenses into one free textbook available for online access or print-on-demand.

Faculty guide available: https://canvas.instructure.com/courses/1035227

Order a print copy: http://www.lulu.com/shop/jenn-kepka/oregon-writes-open-writing-text/paperback/product-23840147.html

Word Count: 66415

ISBN: 978-1-63635-058-5

(Note: This resource's metadata has been created automatically by reformatting and/or combining the information that the author initially provided as part of a bulk import process.)

In the first bend of this unit, students will closely read multiple perspectives on the “American Dream” in
order to collect information to use and integrate that information into an evidence-based perspective.
Students will examine primary and secondary source documents to make informed decisions about
what information to collect that may inspire their writing about “The American Dream.”

In the second bend of this unit, students will engage in a short-research process to create a draft of
argumentative speech on the “American Dream” with a specific purpose, audience, and tone in mind.
They will use their inquiry research questions from bend one to begin analyzing search results and citing
and gathering relevant, accurate, and credible information.

In this project, you will explore a real-world problem, and then work through a series of steps to analyze that problem, research ways the problem could be solved, then propose a possible solution to that problem. Often, there is no specific right or wrong solutions, but sometimes one particular solution may be better than others. The key is making sure you fully understand the problem, have researched some possible solutions, and have proposed the solution that you can support with information / evidence.Begin by reading the problem statement in Step 1. Take the time to review all of the information provided in the statement, including exploring the websites, videos and / or and articles that are linked. Then work on steps 2 through 8 to complete this problem-based learning experience.

In this seminar, you will be discussing the different points of view.  The points of view we will be focusing on are 1st person, 2nd person, and 3rd person point of view.  You will be able to identify the point of view in the given text or video.   StandardsC.C.1.3.3.D Explain the point of view of the author.

In this lesson, you will be discussing the different points of view.  The points of view we will be focusing on are 1st person, 2nd person, and 3rd person point of view.  You will be able to identify the point of view in the given text or video and provide evidence supporting the point of view.   StandardsLA 3.1.6.B Identify and describe elements of literary text (e.g. characters, setting, plot, point of view).LA 3.1.6. I Construct and/or answer literal and inferential questions and support answers with specific evidence from the text or addtional sources.

This course provides an introduction to important philosophical questions about the mind, specifically those that are intimately connected with contemporary psychology and neuroscience. Are our concepts innate, or are they acquired by experience? (And what does it even mean to call a concept ‘innate’?) Are ‘mental images’ pictures in the head? Is color in the mind or in the world? Is the mind nothing more than the brain? Can there be a science of consciousness? The course will include guest lectures by Professors.