The course exposes students to different ideas of work so they may arrive at their own value structure as a worker and conduct themselves productively. Ideally, this awareness would allow students to determine what contribution they can give to themselves and to others.
In response to recent events, where students are acknowledging the problem of lacking meaning in one's work, I have split the course into 4 parts:
Part 1 [November]: Why are you still here? Is this world worth the work? Part 2 [December]: Why did these guys stay? Part 3 [January ]: The Worker Ethos (Warrior Ethos) Part 4 [February]: Why might it be a good idea to stay?
The course begins by asking, "Why are you still here? Is this world worth the work?". We collected different media to open the discussion on why working might not be worth it and why it might be a better idea to just give up. We proceed by taking a look at the lives of current champion archetypes, and those who came before us particularly the reasons, lifestyle and motivations that made them continue working despite frustration, suffering, obstacles and malevolence - "Why did these guys choose to stay?". Part 3 then tries to present "The Worker Ethos", by using handpicked book chapters, clinical studies, and perspectives that outline actionable steps and mindsets one can adapt to effectively conduct one’s self at work (and more importantly, maintain a good state outside of work where the preparation to be 'fit for service' takes place). We end by asking "Why might it be a good idea to stay?" and presenting possible models for transcending, recovering from or at the very least, being OK with the problem of meaning in the context of work.
To facilitate the digestion of complex ideas, the course would be making use of narratives, fables and stories with the understanding that much of ‘truth’ is buried in fiction and fiction is a painless entry point for the exploration of ideas. In addition, we would also reference people, civilizations and policies that came before our time as these accounts, when spoken now, feel timely, as if they were written last week instead of centuries ago. We will use them to rescue the hard-earned wisdom of the past in the context of profession and work.
Please find below the list of topics I would be covering for the semester. If you feel this is something that can help you, we are welcoming students who would like to sit in. We are scheduled to meet every Friday from 12:30 - 03:30 PM at Alingal AL213. First two sit ins each week get a free snack.

This course covers fundamentals of database architecture, database management systems, and database systems, principles and methodologies of database design, and techniques for database application development.

This course provides a broad survey of the fundamental topics in discrete mathematics with a focus on its applications in computer science. Students will be engaged in developing rigorous specification and solutions of problems, based on a solid understanding of discrete mathematics. Topics covered include logic, proofs, algorithms and graph theory.

People learn in different ways.  To be effective, teachers must use a variety of methods to appeal to students’ individual learning styles.  Computer-based instruction should be no different. This course relates the psychology of learning with the construction and use of computer-based learning aids.  The course regards the computer as a learning device that may be used to model learning theories associated with behaviorism, constructivism, human information processing, and so on.  The course will be conducted in a multimedia, Internet-connected computer laboratory setting. At the end of this course, participants should be able to find, evaluate, and use educational software based on both curricular and pedagogic needs.