Syllabus – Spring 2026

Decoding Nature

This is a living document and is subject to change.

[ Course Book | Video Tutorials | Brightspace | WordPress | In-Class Sketches ]

Course Details

Course Code & Number: IM-UH 2318

Course Title: Decoding Nature
Semester: Spring 2026
Credits: 4
Meeting Location: Arts Center C3-015
Meeting Time: Monday 11:20 AM – 12:35 PM GST / Wednesday 09:55 AM – 12:35 PM GST

Prerequisites: Students must have taken at least one of the following courses:

Intro to IM (IM-UH 1010), Mashups (IM-UH 2110), Politics of Code (IM-UH 3110), Intro to Computer Science (CS-UH 1001), or request specific instructor approval.

Instructor Details

Name: Jack B. Du
Email: jackbdu@nyu.edu
Office: Arts Center C3-147
Office Hours: By appointment only
Note: Alternatively, if there are any questions, need for help or further instruction, you may just tell me before or after class or reach out to me via email . It helps if you put [ Course Name – Semester Year ] in front of the email subject, e.g.: [ Decoding Nature – Spring 2026 ]

Course Description

How can we capture the unpredictable evolutionary and emergent properties of nature in software? How can understanding the mathematical principles behind our physical world help us to create digital worlds? And how can implementing these code-based simulations offer insight and perspective on both environmental and human behaviors. This course attempts to address these questions by focusing on the programming strategies and techniques behind computer simulations of natural systems. We will explore a variety of forces and behaviors that occur naturally in our physical world. This includes properties of movement, physics, genetics, and neural networks. For each topic, we will write code to simulate those occurrences in a digital environment. The results will usually be visual in nature and manifested in the form of interactive animated coding sketches.

Learning Outcomes

Course Learning Outcomes

Course Learning Outcomes (CLOs)

Upon successful completion of this course the student will be able to:

 Linked to Program Learning Outcomes (PLOs)

(Level of Contribution – High/Medium/Low)
CLO1: Foster an ability to understand events and phenomena in the natural world from a mathematical perspective. PLO2: Analytical Thinking (H)

PLO4: Critical Thinking (H)
CLO2: Develop algorithms that simulate physics and other natural systems. PLO5: Technical Implementation (H)

PLO6: Creative Processes (H)
CLO3: Develop rudimentary artificial intelligence algorithms, namely genetic algorithms. PLO5: Technical Implementation (H)

PLO6: Creative Processes (H)
CLO4: Create interactive animations with algorithms derived from the natural world. PLO3: Conceptual Thinking (H)

PLO4: Critical Thinking (M)

PLO5: Technical Implementation (H)
CLO5: Gain comfort implementing visual coding sketches with P5.js PLO3: Conceptual Thinking (H)

PLO6: Creative Processes (H)

Program Learning Outcomes (PLO)

Upon completion of the major in Interactive Media at NYU Abu Dhabi, all students are expected to have fulfilled the following:

  1. Research and Understanding: IM students will cultivate a substantive understanding of the past, present, and future landscape of Interactive Media.
  2. Analytical Thinking: IM students will be challenged to answer fundamental questions relating to the field of Interactive Media.
  3. Conceptual Thinking: IM students will develop conceptual skills through the use of computational and interactive media tools to create project-based work and project oriented research.
  4. Critical Thinking: IM students will refine their critical thinking skills by analyzing and critiquing work in cultural, social, historical, ethical, and aesthetic contexts.
  5. Technical Implementation: IM students will cultivate technical skills with contemporary media technologies to execute their coursework.
  6. Creative Processes: IM students will gain the ability to explore, innovate, and realize creative ideas in multiple fields of inquiry and interest.
  7. Organization and Communication: IM students will develop professional practices of delivering and sharing their work.
  8. Collaboration: IM Students will gain experience in collaboration through active participation in group and team-based work.

Teaching and Learning Methodologies

This is a production-based course. Students will be learning primarily through hands-on experience and iterative experimentation. Classes will move quickly through each topic, first providing a theoretical foundation along with technical instruction, and then encouraging students to learn through play, experimentation, collaboration, and exploration. Individual classes will include lectures, discussions, examples, workshops, group work, and presentations. Outside of the class, students will engage in both individual and group work.

Course Expectations

Students can expect to understand the mathematical principles behind our physical world and develop algorithms to represent these principles in software. There will also be weekly production assignments that iteratively build upon each other.

Grading

Graded Activities

Note: All graded activities including due dates will be listed in Brightspace. Individual areas of an activity are graded on points and then converted to the percentage of final grade. Please refer to Brightspace for the exact grading calculation and due dates.

  • Attendance and Participation: 20%
  • Weekly Assignments: 30%
  • Midterm: 20%
  • Final Project: 30%

Grading Calculation 

A A- B+ B B- C+ C C- D+ D F
100-95 94-90 89-87 86-83 82-80 79-77 76-73 72-70 69-67 66-63 62-0

Scores will be rounded up at precisely .5, so 89.5 becomes 90 but 89.49 does not.

Grading Rubrics

Assignments will be graded on the overall quality of work, comprehension of the topic, how well the project is functioning, and individual capacity/ability improvement (are you getting better compared to yourself).

Weekly Production Assignments

5 pts – Completion
5 pts – Quality
5 pts – Documentation
5 pts – Reading
Total / 20 pts

Documentation Posts

  • A clear story should be told with pictures, text, code, video, sketches, etc.
  • Minus 1pt each day late, not accepted more than 5 days late

Midterm and Final Projects

5 pts Technical Implementation – code design, implementation, comments
5 pts Creativity
5 pts Nature-inspired (generative aspect)
5 pts Interaction design (is clear to the user what they are controlling, discoverability, use of signifiers, use of cognitive mapping, etc.)
5 pts Documentation
5 pts Going Above & Beyond
Total / 30 pts
Minus 2 pts for each day late, not accepted more than 5 days late

Attendance

  • Attendance in all classes is mandatory. Every class builds off the preceding one so it is vital to be present and on time for every lesson.
  • Students may have 3 unexcused absences without direct penalty on the final grade; each additional unexcused absence will reduce the final grade by 3%.
  • Two unexcused late arrivals of more than 10 minutes will count as one unexcused absence and will result in grade deduction according to unexcused absences.
  • To receive an excused absence or late arrival, you must email the professor in advance and receive confirmation that the absence or late arrival will be excused.

Participation

  • Class participation will be required during discussions, presentations, project critiques, office hours, and the IM End-of-Semester Showcase.
  • Engaging in class discussions, offering feedback to peers and being mentally present is a major part of the grade.
  • Presenting work and writing in class is required, giving talks on topics is expected.
  • Ask questions. If you do not ask questions, I can only assume you understand the material completely.
  • Students must present their project at the IM End-of-Semester Showcase..
  • Students will receive feedback on their participation in-class (e.g. verbal warning of inappropriate laptop use, inattentiveness, lack of engagement) as well as through a provisional grade for participation half-way through the course.
  • Laptops should only be used when necessary for class work and cell phones should be set to silent.
  • Absolutely no use of social media or messaging services in class – neither on phone nor on laptop except when it is the explicit topic.

Structure and Guidelines

Guidelines for Weekly Assignments

  • Every week you will have an assignment, either a coding one or a reading one or both.
  • Each student will maintain a website, documenting their work.
  • All assignments are due before the following class next week.
  • Every production assignment should be presented and posted as a web page.
  • Each day late is 1 pt off the grade for that assignment (2 pts per day for midterm / final).

Each week lab there’s a “walk-through” element that will be covered in class, which you are expected to do on your own, and an improvisational aspect, where you take the lesson and make something unique and interesting based on the in-class review. We will spend time in each class reviewing your work, and using this as an opportunity to review concepts that are unclear, or investigate solutions to common problems. Expect to be asked to show your work every time we meet. Some classes everyone may demonstrate their work, other classes only a few students may, but always be prepared.

Guidelines for Code Assignments and Project Documentation (blog posts)

You are expected to contribute to our shared online journal. The purpose of the journal is twofold. First, it is a valuable way for you to communicate to me that you are keeping up with the work in the class. I read the site to see how you are doing. At a minimum, reference to your work is expected, as well as reference to the readings, and thorough documentation of any research. Secondly, the journal is a way to document your work for your own use and that of others.

You must update the journal weekly with the work you have done for class. All weekly assignments, as well as the midterm and final projects, require documentation.

Document your projects thoroughly as you go; don’t put it off until the end.  Photos, videos, drawings, schematics, and notes are all valuable forms of documentation. Explain the project at the beginning of your documentation, so that people who come to your site from outside this class can understand your work quickly.

Use pictures, drawings, and videos liberally to explain your work. Don’t directly upload videos to WordPress. Use Vimeo, Youtube, or another video hosting site and embed the video in your post.

See here how to embed your p5js sketch directly into your post: https://decodingnature.nyuadim.com/how-to-embed-p5-js-sketch-in-your-blog-post/

Make sure to add a link to your code below the embedded sketch.

Don’t overload your notes with code. Code repositories like Github are best for sharing code, rather than blogs, so post your code to a repository and link to it from your blog. When you base your code on someone else’s code, cite the original author and link to their code, just as you would when quoting another author in a paper. If you only changed one part of an existing program, post only the part you changed, and link to the original. Make sure any code you post is well-commented, so you and others can understand what it does.

Always cite the sources of your code, the places you learned techniques from, and the inspirations of your ideas. Copying code or techniques without attribution is plagiarism. Few ideas come out of the blue, and your readers can learn a lot from the sources from which you learned and by which you were inspired. So be generous in sharing your sources.

Good documentation should include a description and illustration of your project. You should include what it looks like, what it does, what the user or participant does in response. When it’s interactive, mention and show what the user does. Your explanation should give enough information that someone who’s never seen the project can understand it.

Guidelines for Reading Reflection / WordPress Blog Posts

Throughout the semester there will be readings assigned. You are expected to individually provide a written response critically addressing the reading and documenting it in a blog post on WordPress titled ‘Reading Reflection – Week#’.

  • Your weekly reflection should be two paragraphs (about half a page).
  • Do not summarize the reading.
  • Your assignment is to reflect on the reading. What evidence can you bring to support or conflict with the points made in the reading?
  • Is the author biased and why do you think so? Has the reading changed any of your beliefs? How so? Does the reading raise any questions for you? What are they?
  • For each reading a discussion will take place in class in small groups. Each student will ask the other students in their group questions and engage each other in critical discussion of the themes of the reading. You should share and discuss your individual responses and opinions on the topic.

Guidelines for discussion

  • Be aware if you tend to speak up first and more than others, or if you tend to not speak first or much at all.
    • If you are in the “speak more” category, try to wait before raising your hand to allow quieter people the chance to speak up.
    • If you are in the “speak less” category, consciously make an effort to step out of your comfort zone and speak up. It becomes easier with repetition and time!
  • Be empowered to speak up, your voice is valuable!
  • Don’t repeat what someone has already said. Offer new ideas or questions.

Class Etiquette

Laptops

Laptop use is fine if you are using your laptop to present in class, or if we’re in the middle of an exercise that makes use of it. Whenever classmates are presenting or we’re in the midst of a class discussion, please keep your laptop closed. The quality of the class depends in large part on your attention and active participation, please respect that and close your lid.

Mobile Phones

Please put them on vibrate or turn them off before you come to class. If you have an emergency that requires you to answer your phone during class, please tell me ahead of time.

Equipment

Students must have a laptop.

Resources

Related Reading and Watching

Academic Policies and Resources

Academic Integrity

At NYU Abu Dhabi, a commitment to excellence, fairness, honesty, and respect within and outside the classroom is essential to maintaining the integrity of our community. By accepting membership in this community, students, faculty, and staff take responsibility for demonstrating these values in their own conduct and for recognizing and supporting these values in others. In turn, these values create a campus climate that encourages the free exchange of ideas, promotes scholarly excellence through active and creative thought, and allows community members to achieve and be recognized for achieving their highest potential.

Students should be aware that engaging in behaviors that violate the standards of academic integrity will be subject to review and may face the imposition of penalties in accordance with the procedures set out in the NYUAD policy:
https://students.nyuad.nyu.edu/academics/registration/academic-policies/academic-integrity/

Use of Generative AI Tools

The use of generative AI tools is permitted in this course for the following activities: brainstorming and refining your ideas; fine-tuning your research questions; finding information on your topic; drafting an outline to organize your thoughts; and checking grammar and style; explaining a code snippet or a coding concept; generating a small code example to help you learn a coding technique.

The use of generative AI tools is not permitted in this course for the following activities: impersonating you in classroom contexts; writing a full draft or entire paragraphs of a writing assignment; generating large chunks of code as a part of your assignment submission.

In case of any use of generative AI tools, students need to explicitly make a full disclosure including how such tools were used.

NYU Moses Center for Accessibility and Inclusive Culture

New York University is committed to providing equal educational opportunity and participation for students with disabilities. The center works with NYU students to determine appropriate and reasonable accommodations that support equal access to a world-class education. Confidentiality is of the utmost importance. Disability-related information is never disclosed without student permission.

Find further information at:

https://www.nyu.edu/life/global-inclusion-and-diversity/centers-and-communities/accessibility.html
https://students.nyuad.nyu.edu/student-affairs/student-persistence/students-with-disabilities/
Contact:

mosescsa@nyu.edu (this emails the center at NYU directly)
nyuad.mosescenterliasion@nyu.edu (this emails the NYUAD team)

Mental Health Resources

As a university student, you may experience a range of issues that can interfere with your ability to perform academically or impact your daily functioning, such as: heightened stress; anxiety; difficulty concentrating; sleep disturbance; strained relationships; grief and loss; personal struggles. If you have any well-being or mental health concerns please visit the Counseling Center on the ground floor of the campus center from 9am-5pm Abu Dhabi time Sunday – Thursday, or schedule an appointment to meet with a counselor by calling: +971 02-628-8100, or emailing: nyuad.healthcenter@nyu.edu. If you require mental health support outside of these hours, call NYU’s Wellness Exchange hotline at +971 02-628-5555, which is available 24 hours a day, 7 days a week. You can also utilize the Wellness Exchange mobile chat feature, details of which you can find on the student portal.

Religious Accommodations

NYU’s Policy on Academic Accommodations for Religious Holidays and Observances states that students may, without penalty, excuse themselves from academic obligations and otherwise receive reasonable accommodation when required for religious and spiritual holidays and observances. You must notify me in advance of religious holidays or observances that might coincide with exams, assignments, or class times to schedule reasonable alternatives. Students may also contact religiousaccommodations@nyu.edu for assistance.

Acknowledgement

This syllabus and course materials have been developed over the years with the generous contributions of numerous instructors in the Interactive Media program.