Information Course Schedule spring 2015

Lower Division Courses

This course explores the centrality of technology to processes of political transformation, starting from the tension between discourses of liberation and domination. We will study the interplay of computing with present struggles in the privatization of education, intellectual property, militarization, mass surveillance, labor, gender, sexuality, race, coloniality/decoloniality, and transnational activism. Questions to be addressed include: how do financial, legal, and algorithmic, and other domains of control shape global flows of information? How do old concepts in social theory (e.g., the ‘public sphere’) translate to the digital context? How can we propose technological interventions without reproducing naïve solutionism or false universalism?

This is a student-initiated group study course (DE-Cal). Please contact the student coordinator(s) for specific questions.

Must be taken on a passed/not passed basis. Students who previously completed The Politics of Digital Piracy (Info 98/Info 198) will receive no credit for Discourse on Computing.

F 4:30-6 | 340 Moffitt
Instructor(s): Paul Duguid Rodrigo Ochigame, Tony Chen

Upper Division Courses

According to conventional wisdom, the “information age” began just a few decades ago and promptly superseded everything that went before it. But the issues we are wrestling with now—questions about piracy, privacy, trust, “information overload,” and the replacement of old media by new—all have their roots in the informational cultures of earlier periods. In this class we will take a long view of the development of these cultures and technologies, from the earliest cave painting and writing systems to the advent of print, photography and the telegraph to the emergence of the computer and Internet and the world of Twitter, Pinterest and beyond. In every instance, be focused on the chicken-and-egg questions of technological determinism: how do technological developments affect society and vice-versa?

TuTh 9:30-11 | 155 Kroeber
Instructor(s): Geoffrey Nunberg, Paul Duguid

Three hours of lecture per week. With the advent of virtual communities and online social networks, old questions about the meaning of human social behavior have taken on renewed significance. Using a variety of online social media simultaneously, and drawing upon theoretical literature in a variety of disciplines, this course delves into discourse about community across disciplines. This course will enable students to establish both theoretical and experiential foundations for making decisions and judgments regarding the relations between mediated communication and human community.

Students will receive no credit for Sociology C167/Information C167 after taking Sociology 167.

Also listed as Sociology C167.

W 5-8 | 120 Latimer
Instructor(s): Lauren Goulet

This course explores the centrality of technology to processes of political transformation, starting from the tension between discourses of liberation and domination. We will study the interplay of computing with present struggles in the privatization of education, intellectual property, militarization, mass surveillance, labor, gender, sexuality, race, coloniality/decoloniality, and transnational activism. Questions to be addressed include: how do financial, legal, and algorithmic, and other domains of control shape global flows of information? How do old concepts in social theory (e.g., the ‘public sphere’) translate to the digital context? How can we propose technological interventions without reproducing naïve solutionism or false universalism?

This is a student-initiated group study course (DE-Cal). Please contact the student coordinator(s) for specific questions.

Must be taken on a passed/not passed basis. Students who previously completed The Politics of Digital Piracy (Info 98/Info 198) will receive no credit for Discourse on Computing.

F 4:30-6 | 340 Moffitt
Instructor(s): Paul Duguid Rodrigo Ochigame, Tony Chen

Core Courses

This course is designed to be an introduction to the topics and issues associated with information and information technology and its role in society. Throughout the semester we will consider both the consequence and impact of technologies on social groups and on social interaction and how society defines and shapes the technologies that are produced. Students will be exposed to a broad range of applied and practical problems, theoretical issues, as well as methods used in social scientific analysis. The four sections of the course are: 1) theories of technology in society, 2) information technology in workplaces 3) automation vs. humans, and 4) networked sociability.

This is a half-semester course, and is offered during the second half of the semester.

8 weeks - 3 hours of lecture per week

NOTE: Before Fall 2016, this course was named Social and Organizational Issues of Information. The course was offered for 3 units in Spring 2010 and Spring 2011 and for 4 units from 2012 to 2017.

TuTh 12:30-2 | 210 South Hall
Instructor(s): Jenna Burrell

This course uses examples from various commercial domains—retail, health, credit, entertainment, social media, and biosensing/quantified self—to explore legal and ethical issues including freedom of expression, privacy, research ethics, consumer protection, information and cybersecurity, and copyright. The class emphasizes how existing legal and policy frameworks constrain, inform, and enable the architecture, interfaces, data practices, and consumer facing policies and documentation of such offerings; and, fosters reflection on the ethical impact of information and communication technologies and the role of information professionals in legal and ethical work.

This is a half-semester course, and is offered during the first half of the semester.

7 weeks - 4 hours of lecture per week.

NOTE: Between 2011 and 2017, this course was offered for 3 units.

TuTh 9:30- 11 | 210 South Hall
Instructor(s): Deirdre Mulligan

Delivering value to enterprises and ensuring long-term career success requires much more than pure technology skills. As information becomes increasingly strategic for all organizations, technology professionals must also develop the core business skills required to build personal brand, expand influence, build high-quality relationships, and deliver on critical enterprise projects.

Using a combination of business and academic readings, case discussions and guest speakers, this course will explore a series of critical business topics that apply both to start-up and Fortune 500 enterprises. Subjects to be explored include: communication and presentation skills, software and product development methodologies, negotiation skills, employee engagement, organizational structures and career paths, successful interviewing and CV preparation.

Note: This course is being offered on an S/U (Satisfactory/Unsatisfactory) basis and will involve reviewing and presenting updates on the School of Information final project.

Until 2015, this course was titled “Professional Skills Workshop.”

Tu 9-11 | 202 South Hall
Instructor(s): Michael Schaffer

General Courses

This course addresses concepts and methods of user experience research. The emphasis will be on methods of collecting and interpreting many kinds of data about real-world user activities and practices and translating them into design decisions. The course includes hands-on practice with a number of major user experience research methods, including heuristic evaluation; observation; interviews, surveys and focus groups. The emphasis will be on naturalistic/ethnographic (qualitative) methods, but we will also address major quantitative methods. Finally, we will discuss methods of bringing user experience research into the design process.

This course is appropriate for both 1st and 2nd-year MIMS students, and for students from other departments with a strong interest in user experience research, with the instructor's permission. Students will complete at least one major group project related to needs assessment and evaluation. Second-year MIMS students may use this project to meet their capping project requirement.

Th 3:30-6:30 | 202 South Hall
Instructor(s): Steve Fadden

“Information” is a versatile word. It’s the name we attach to the age we live in, to and the technologies that define it, to the society and economy that they give rise to, and to the "revolution" that these technologies launch. It characterizes a variety of professions, activities, and social conditions (information architect, CIO, information overload, information haves and have-nots, information warfare), and not incidentally the new faculties that take “information” as their unifying focus. The word figures as a theoretical or technical term in a number of disciplines, including AI, computer science, philosophy, psychology, linguistics, economics, political science and information theory. In short, the word stands (along with its sister “data”) for a welter of social, technological and intellectual connections that seem to define a large swath of modern life.

In this class, we will not be trying to define “information” or “data” (though we’ll look at some attempts to do so). Rather we want to take the word as a point of entry to explore the connections and ideologies that it evokes. Why do people assume, for example, that the bits and bytes sitting on their hard drives are the same as the stuff that creates social revolutions and whose free exchange is necessary to the health of democratic society? (Would we make those connections if we didn’t use the word “information” to describe them?) How are the notions of information deployed by management science or artificial intelligence connected to the information theory developed by Shannon?

We’ll be taking on these questions by discussing readings both from historical periods and from a range of disciplines, focusing on the some of notions (such as “information,” “data,” “platform,” “technology,” “knowledge”) that seem to connect them.

TuTh 12:30-2 | 205 South Hall
Instructor(s): Geoffrey Nunberg, Paul Duguid

Application of economic tools and principles, including game theory, industrial organization, information economics, and behavioral economics, to analyze business strategies and public policy issues surrounding information technologies and IT industries. Topics include: economics of information; economics of information goods, services, and platforms; strategic pricing; strategic complements and substitutes; competition models; network industry structure and telecommunications regulation; search and the "long tail"; network cascades and social epidemics; network formation and network structure; peer production and crowdsourcing; interdependent security and privacy.

This course is also offered for undergraduate students as Info 190.

MW 11-12:30 | 210 South Hall
Instructor(s): John Chuang

Three hours of lecture per week. The emergence of global digital networks, such as the Internet, and digital technologies that enhance human abilities to access, store, manipulate, and transmit vast amounts of information has brought with it a host of new legal issues that lawyers preparing to practice in the 21st century will need to understand and address. Although many are trying to "map" existing legal concepts onto problems arising in cyberspace, it is becoming increasingly evident that this strategy sometimes doesn't work. In some cases, it is necessary to go back to first principles to understand how to accomplish the purposes of existing law in digital networked environments. The course will explore specific problems in applying law to cyberspace in areas such as intellectual property, privacy, content control, and the bounds of jurisdiction. Students with familiarity with the Internet and its resources or with backgrounds in some of the substantive fields explored in this course are especially welcome, but there are no formal prerequisites. Grades for the course will be based either on a series of short papers or on a supervised term paper.

Note: This course is cross-listed with Law 276.1.

Th 3:30-6:30 | 210 South Hall
Instructor(s): Brian Carver

Information visualization is widely used in media, business, and engineering disciplines to help people analyze and understand the information at hand. The industry has grown exponentially over the last few years. As a result there are more visualization tools available, which have in turn lowered the barrier of entry for creating visualizations.

This course provides an overview of the field of Information Visualization. It follows a hands-on approach. Readings and lectures will cover basic visualization principles and tools. Labs will focus on practical introductions to tools and frameworks. We will discuss existing visualizations and critique their effectiveness in conveying information. Finally, guest speakers from the industry will give an insight into how information visualization is used in practice.

All students are expected to participate in class discussion, complete lab assignments, and create an advanced interactive data visualization as a semester project.

Priority for attending this class is given to I School students. The semester project involves programming; therefore students are expected to have some coding experience. Interested students from other departments are invited to join the class if they can demonstrate the required skills.

Note: This course is offered for a letter grade only.

Note: Until 2014, this course was offered for 3 units.

MW 10:30-12 | 202 South Hall
Instructor(s): Marti Hearst

How does the design of new educational technologies change the way children learn and think? Which aspects of creative thinking and learning can technology support? How do we design systems that reflect our understanding of how we learn? This course explores issues in designing and evaluating technologies that support creativity and learning. The class will cover theories of creativity and learning, implications for design, as well as a survey of new educational technologies such as works in computer supported collaborative learning, digital manipulatives, and immersive learning environments.

This course was previously offered as as Info 290.

Also listed as New Media C263.

M 2-5 | 210 South Hall
Instructor(s): Kimiko Ryokai

How does good design enhance or facilitate interaction between people? How does good design make the experience people have with computational objects and environments not just functional, but emotionally engaging and stimulating? This semester seminar will cover new interface metaphors beyond desktops (e.g., for mobile devices, computationally enhanced environments, tangible user interfaces) but will also cover visual design basics (e.g., color, layout, typography, iconography) so that we have systematic and critical understanding of aesthetically engaging interfaces. Students will get a hands-on learning experience on these topics through course projects, design critiques, and discussions, in addition to lectures and readings.

Students will receive no credit for C265 after taking 290 section 6 (Spring 2009 or Fall 2010; New Media 290 section 1 (Spring 2009) or New Media 290 section 2 (Fall 2010).

Also listed as New Media C265.

F 12-2 | 202 South Hall
Instructor(s): Kimiko Ryokai Lisa Prescott

This class is focused on the creation of sustainable enterprises based on information and communications technology innovations supporting international development.

In this class, we take a broad view of entrepreneurship — including starting new businesses, non-profit initiatives, and/or public sector projects. We will take a highly iterative, design-oriented, feedback-driven approach to developing and refining business plans for social enterprises. At each stage, students will receive feedback from both experts and their peers. Ideas will be refined and expanded over the course of the semester by multi-disciplinary project teams, including the development of rough prototypes, identification of partners, determination of social impact metrics, and formulation of an operational strategy for pilot-testing the idea, demonstrating the potential for impact and generating sustainable funding.

The final deliverable will be a business plan and/or project proposal describing a product or service with a comprehensive implementation plan, including necessary partnerships, a funding/revenue model and appropriate next steps. These will be presented to a panel of experts for assessing their feasibility and potential for impact. The winning plan will be provided seed funding for travel over winter break to further flesh out their ideas and firm up partnerships. Course faculty and mentors will help students throughout this process, including in writing proposals for seed funding, or submitting to a social business plan competition, like GSVC.

Course Objectives:

  • Development of complete mini-business plans and/or project proposals for social enterprise ideas supporting international development
  • Provide students with experience conceiving social enterprises and developing project proposals or business plans, including developing prototypes, establishing partnerships, determining metrics for social impact, and pitching to potential funders

Formerly offered as Info 290.

W 9-12 | 205 South Hall
Instructor(s): Tapan Parikh

Special Topics Courses

This is an introductory course on design, problem solving and innovation. While the principles generalize to any context, this course focuses on solutions that take the form of digital goods and services.

This is a team-based, experiential learning course. Students who take this course should expect to:

  • Work with a team that includes different backgrounds, interests, and personal motivations. As a cross-listed course, teams may or may not include students from different schools across the University (depending upon enrollment).

  • Experience a process for identifying and prioritizing opportunities to innovate. The process scales from an entrepreneur working alone to Fortune 500 firms managing an innovation portfolio.

  • Practice applying qualitative processes (including customer interviews, paper prototyping, and remote user-testing) to characterize the "job to be done," isolate a "minimum viable problem," and iterate your design prototypes.

  • Practice applying quantitative processes (including analysis of keyword searches, digital ad campaigns, and funnel analysis) to characterize the "job to be done," isolate a "minimum viable problem," and iterate your design prototypes.

  • Formulate hypotheses and then design and execute experiments in a Lean cycle of build, measure and learn.

Teams will learn general principles of product/service design in the context of tools, methods, and concepts specific to the Web-based environment. Both desktop and mobile products and services are prototyped in the Web context to leverage common development and testing resources. For purposes of the course, the product or service should be aimed at consumers in the range 25 - 45. We define this target audience so that we can use classmates as preliminary subjects of interviews, testing, and surveys. For the purposes of this course, the product or service need not have a compelling business model. The focus is on creating a product or service that solves a real problem, not necessarily creating a new business.

This course teaches a process-oriented approach to product and service design with heavy emphasis on user experience design. Students interested in design aesthetics, semiotics and cognitive psychology should look elsewhere. Neither is this a class about technology. The course syllabus does not include tutorials on specific software packages. Students interested in technical questions such as platform selection and scaling should look elsewhere.

This course is cross-listed as MBA 247.

In Spring 2015 and Spring 2016, this course was offered for 2 units.

Section: 9
M 2-4 | 124 Memorial Stadium
Instructor(s): Thomas Lee

This is a 2-hour, intensive weekly discussion of current and ongoing research by Ph.D. students with a research interest in issues of information (social, legal, technical, theoretical, etc). Thus, we welcome Ph.D. students from inside and outside the I School who focus on these issues. Our goal is to focus on critiquing research problems, theories, and methodologies from multiple perspectives so that we can produce high-quality, publishable work in the interdisciplinary area of information research. We welcome a mix of older and newer Ph.D. students, which usually means we will have a mix of dissertation chapters from some and potential qualifying papers from others. For newer PhD's, a separate article or very new project idea might make more sense. No matter what you present to the group, the goal will be to compliment, critique, and suggest specific improvements. We want to have critical and productive discussion, but above all else we want to make our work better: more interesting, more accessible, more rigorous, more theoretically grounded, and more like the stuff we enjoy reading.

Currently offered as Info 294.

Section: 6
W 2-4 | 107 South Hall
Instructor(s): Coye Cheshire

The ICTD group seminar will discuss topics of current interest in the emerging multidisciplinary field of Information and Communications Technologies and Development, or ICTD. Each semester will be focused on a particular topic or set of topics, under the direction of appropriate faculty from the I School's ICTD group. The course content will consist of paper discussions, invited lectures from both within and outside the class and a some relatively short written assignments. Students will also be responsible for presenting during at least on class session, either on their own research, ideas or on a selected set of papers relevant to the semester's chosen topic.

Section: 11
W 2-3 | 205 South Hall
Instructor(s): Jenna Burrell

This course considers at the Internet of Things (IoT) as the general theme of real-world things becoming increasingly visible and actionable via Internet and Web technologies. The goal of the course is to take a top-down as well as a bottom-up approach, thereby providing students with a comprehensive understanding of the IoT: from a technical viewpoint as well as considering the societal and economic impact of the IoT.

By looking at a variety of real-world application scenarios of the IoT and diverse implemented applications, the various understandings and requirements of IoT applications become apparent. This allows students to understand what IoT technologies are used for today, and what is required in certain scenarios. By looking at a variety of existing and developing technologies and architectural principles, students gain a better understanding of the types of technologies that are available and in use today and can be utilized to implement IoT solutions. Finally, students will be given the opportunity to apply these technologies to tackle scenarios of their choice in teams of two or three, using an experimental platform for implementing prototypes and testing them as running applications. At the end of the semester, all project teams will present their completed projects.


  • Based on student feedback, the class has been updated to offer more structured exercises in IoT programming that prepare students for the course project
  • 2nd year MIMS students can use this class’s course project as part of their final project


Section: 5
F 9:30-11:30 | 202 South Hall
Instructor(s): Erik Wilde Simon Mayer, Florian Michahelles

In this course you’ll learn industry-standard agile and lean software development techniques such as test-driven development, refactoring, pair programming, and specification through example. You’ll also learn good object-oriented programming style. We’ll cover the theory and principles behind agile engineering practices, such as continuous integration and continuous delivery.

This class will be taught in a flip-the-classroom format, with students programming in class. We'll use the Java programming language. Students need not be expert programmers, but should be enthusiastic about learning to program. Please come to class with laptops, and install IntelliJ IDEA community edition. Students signing up should be comfortable writing simple programs in Java (or a Java-like language such as C#).

Section: 2
F 2-5 | 210 South Hall
Instructor(s): Jez Humble

This course is currently offered as Info 254. Data Mining and Analytics.

The goal of Data Mining and Analytics is to introduce students to the practical fundamentals of data mining and machine learning with just enough theory to aid intuition building. The course is project-oriented, with a project beginning in class every Thursday and to be completed outside of class by the following week, or two weeks for longer assignments. The in class portion of the project is meant to be collaborative and a time for the instructor to work closely with groups to understand the learning objectives and help them work through any logistics that may be slowing them down. Tuesdays are lecture days which introduce the concepts and algorithms which will be used in the upcoming project. The primary objective is for everyone to leave the class with hands-on data mining and data engineering skills they can confidently apply. Knowledge of basic python programming is a strong prerequisite for this course.

Course Objectives

  • Foster critical thinking about real world actionability from machine learned analytics.

  • Develop intuition in various machine learning classification algorithms (e.g. decision trees, neural networks / deep representation learning, support vector machines), clustering techniques (e.g. k­means, spectral), as well as big data processing tools (e.g. map reduce).

  • Develop data engineering and High Performance Computing systems skills

  • Provide a preview of trends that will shape the need for data mining and analytics across a variety of disciplines.

(Previously offered as Info 290.)

Section: 3
TuTh 2-3:30 | 210 South Hall
Instructor(s): Zachary Pardos

Seminars & Colloquia

One hour colloquium per week. Must be taken on a satisfactory/unsatisfactory basis. Colloquia, discussion, and readings are designed to introduce students to the range of interests of the school.

M 12:30-2 | 107 South Hall
Instructor(s): John Chuang

The seminar explores leading-edge trends in data science and analytics at Silicon Valley and tech firms. The speakers will include executives, entrepreneurs, and researchers from leading firms.

The topics covered will include (a subset of):

  • Data analytics and “Big Data”
  • Machine learning and scalability
  • Business analytics including online marketing and advertising, financial services and risk analytics, operational and service analytics
  • Information retrieval (search)
  • Information extraction
  • Social networks and social media
  • Healthcare analytics
  • Energy analytics

The seminar will cover the types of problems being addressed in data science and analytics, the component methods and technologies being developed, and fruitful areas for research and entrepreneurial efforts.

This requires attendance and participation in the seminar series and is open to the broader student and faculty community.

Section: 2
W 2-4 | 202 South Hall
Instructor(s): Ramakrishna Akella

The seminar explores selected advanced topics relating to 'digital libraries' with special emphasis on:

  • Access to networked resources
  • Use of two or more resources in conjunction
  • Combined use of two or more retrieval systems (e.g. use of pre- or post-processing to enhance the capabilities)
  • The redesign of library services

It is expected that these issues will require attention to a number of questions about the nature of information retrieval processes, the feasibility of not-yet-conventional techniques, techniques of making different systems work together, social impact, and the reconsideration of past practices. More generally, the seminar is intended to provide a forum for advanced students in the School. Anyone interested in these topics is welcome to join in — and to talk about their own work. This is a continuation of the previous Lynch/Buckland seminars.

Section: 1
F 3-5 | 107 South Hall

The Internet has emerged as a crucial platform for freedom of expression and the exchange of ideas and information. Access to an open Internet offers an opportunity for a global citizenry to freely communicate, collaborate, and exchange ideas. This participatory class offers the chance to study issues, challenges, theory, and practice in the realm of Internet freedom. We will focus on real-world case studies of the Internet mobilizing people by spreading alternative views and news; the parallel emergence of collective identity and civic action; Internet censorship; and technologies used to evade surveillance and filtering. We will also study the technical challenges of measuring and assessing digital repression, designing anti-censorship tools that have trust, scalability, and usability, as well as related privacy and security issues. Students will do individual or group projects relating to the concepts and themes discussed in this course.

This research seminar class is not limited to the graduate students in the School of Information; students from other departments on campus, including undergraduates, are welcome.

Section: 5
Th 4-6 | 205 South Hall
Instructor(s): Doug Tygar, Xiao Qiang

Information technology has been integrated into an array of complex interactions between individuals and the state. Often these technological changes are put forth as inevitable progress toward modernization and as value-neutral means for acting upon policies established through the political branch of government. However, the adoption or introduction of specific technology can obscure profound policy choices and options. Obscurity can arise due to barriers to transparency created by law, such as intellectual property rights asserted to prevent the analysis of software code used in electronic voting systems, due to a lack of necessary expertise to understand the ramifications of a technological shift within the public and private sector entities focused on the relevant policy issues, or, more fundamentally, due to shifts in technology that remove or shift the assumptions on which earlier policies were developed. As a result, the agency, the public, and the political branch of government may overlook the policy-implications in the choice of a new technology.

Through background readings from a range of disciplines and case studies this class will explore instances of discretion delegated to, or embedded in technology--unpacking the process, the substantive outcomes, and the responses from various communities--policy makers, academics, vendors--and disciplines. We will consider techniques for identifying policy issues in technical design, and delegations to technical experts through technology adoption. We will consider the risks and benefits of embedding value and policy choices through technical design versus the adoption of policies or procedures, and rigorously consider the hand-off among them. Topics will include the policy implications of standards, the process and implication of translating law into technological forms, governance implications of government adoption of technology, and government use of technology to regulate behavior and make decisions. 

Note: Before Fall 2016, this course was offered for 2 units.

Section: 3
Tu 2-4 | 107 South Hall
Instructor(s): Deirdre Mulligan

The US Federal Trade Commission (FTC) has emerged as the primary regulator of online privacy. In a recent case, the FTC marked the end of contract law approaches to online privacy in favor of a more interventionalist approach. Years of protecting consumers against “harm” has evolved to an attempt to protect consumer “dignity” in online commerce.

This transition has profound implications for US online commerce. In grounding privacy rights in dignitary interests, the line between acceptable and unacceptable behaviors will become less clear. Those wishing to represent online businesses should have a strong understanding of this agency, its norms, and approaches to address clients’ business challenges. This seminar will explore the agency’s dominance in the law of online privacy and security, its policy approaches, and in particular, how it should address growing concern over online privacy.

Students will be required to prepare a significant policy document on the FTC that will be shared with the agency’s leadership. Additionally, students will author a shorter paper focusing upon some aspect of the FTC or its leadership. (We post these on 

Note: In Fall 2011, this course is cross-listed as Law 279.7 section 1.

In Spring 2010, this course was offered for 2 units and cross-listed with Law 276P.1.

Section: 6
Th 3:35-6:15 | 240 Boalt

Individual & Group Study

This course takes a multidisciplinary, hands-on approach to exploring the sociotechnical practices and political-economic issues involved in building wireless networks in rural and under-resourced areas. Students will be introduced to a large-scale wireless network under development on the scenic South Mendocino coast (with optional field trips), and will have the opportunity to devise a semester-long project in their fields of interest. This course is of particular relevance to students in the following disciplines: computer science, electrical-engineering, business management, anthropology, sociology, political science, public policy, international relations, and education.

Section: 2
M 2-4 | 205 South Hall
Instructor(s): Jenna Burrell Yahel Ben-David

Directed group study (reading group or “book club”). Will meet approximately every other week.

The concept of “organizing system” that is presented in The Discipline of Organizing is proving to be a useful and generative framework for analyzing existing resource collections and designing novel ones.  But the multidisciplinary breadth of TDO and its new abstractions can make it challenging as a textbook. 

The plan for this seminar is to read three (or more) books on organizing that take widely different perspectives — cognitive, policy/procedural, even spiritual — on the ubiquitous problems of how to select, arrange, interact with, and maintain resources.  The goal is to find new insights that can be incorporated into The Discipline of Organizing to improve its future editions for general readers and students alike.

We start the semester by all reading these two books:

and we end the semester by reading one or more of these (students choose one; the professor will read them all):

Section: 6
W 1-2 | 107 South Hall
Instructor(s): Robert Glushko