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AbstractAlgebraSpring2023.html
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<!DOCTYPE html PUBLIC "-//W3C//DTD XHTML 1.0 Transitional//EN" "http://www.w3.org/TR/xhtml1/DTD/xhtml1-transitional.dtd">
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<title>Abstract Algebra</title>
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<td><big><a href="index.html">Home</a></big></td>
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<center>
<html>
<head>
<title>Intro to Abstract Algebra, Math 470, Spring 2023</title>
</head>
<body style="background-color: #FFFFFF;" alink="#ff0000" link="#000000" vlink="#000000">
<center><h1>
Math 470, Spring 2023<br>
Intro to Abstract Algebra
</h1>
</center>
<center>
<h2>General Information</h2></center>
<table align="center" border="2" cellpadding="4" cellspacing="2" width="70%">
<tbody>
<!--<tr>             Table of links:</tr>-->
<tr bgcolor="#ACB6F8">
<th><a href="#classes">Classes</a> </th>
<th><a href="#instructor">Instructor</a> </th>
<th><a href="#textbk">Text & Prerequisites</a> </th>
<th><a href="#goals">Goals and Official Course Description</a></th>
<th><a href="#content">Course Content</a></th>
</tr>
<tr bgcolor="#8594F7">
<th><a href="#dates">Important Dates</a></th>
<th><a href="#grades">Grades</a></th>
<th><a href="#hw">Homework and PSP</a> </th>
<th><a href="#exams">Quizzes and Final</a> </th>
<th><a href="#outcomes">Student Learning Outcomes</a></th>
</tr>
<tr bgcolor="#5F73F9">
<th><a href="#synchronicity">Synchronicity and Late Work</a></th>
<th><a href="#statement">Statement of Expectations</a> </th>
<th><a href="#integrity">Academic Integrity</a> </th>
<th><a href="#Support">Support From Me</a></th>
<th><a href="#kids">Policies on Children in Class</a></th>
</tr>
<tr bgcolor="#4AD1C0">
<th><a href="#credit"><font color="white">Expanded Credit Hour Statement</font></a></th>
<th><a href="#writing"><font color="white">The Writing Center</font></a></th>
<th><a href="#accessibility"><font color="white">Accessibility Issues</font></a></th>
<th><a href="#cougarcare"><font color="white">Cougar Care Network</font></a></th>
<th><a href="#reporting"><font color="white">Mandated Reporting & Resources</font></a> </th>
</tr>
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<div style="width: 80%">
This page is based on a template from David Gross and includes content from Rebecca Lush and Tumay Tunur.
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="classes"></a>Classes</th>
</tr>
</tbody>
</table>
</p>
<p>
<ul>
<li> <b>Class: Tuesday and Thursday. 4:00-5:15 in Academic Hall 201</b>
<!--<a href="https://maps.uconn.edu/m/info/MONT" target="_blank"><font color="blue">MONT</font></a> 112. -->
<br />
<!-- Before each class there will be assigned reading. Your "ticket" to class will be one question/thing you found confusing/difficult/cool about
the reading.
At the beginning of class you'll put these on a post-it note and stick it to the whiteboard. The questions will motivate our class and
the problems we work on together. -->
<li>Class meetings will have elements of lecture, but also elements of discussion and problem solving sessions.
Be prepared to share and discuss mathematics with others.
<br />
<li><b>If you are feeling a bit under the weather, please wear a mask. If you are very sick, do not come to class.
You will not be penalized for taking care of yourself and stopping the spread of disease.</b></li>
<br />
<li> <b><a href="AbstractAlgebraCourseScheduleSpring2023.pdf" target="_blank"><font color="blue">Course Schedule</font></a> </b>
<br/>
<br />
<li><b>Administrative Drop: </b> I will be taking attendance
for the first week of class. If you do not attend the first week of classes and you do not email me to let me know
why you will be missing the first week of class, then you will be
<a href="https://www.csusm.edu/enroll/services/administrative_drop.html" target="_blank">
<font color="blue">administratively dropped</font></a>. </li>
</ul>
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="instructor"></a> Instructor</th>
</tr>
</tbody>
</table>
</p>
<ul>
<li><b>Instructor:</b> <a href="https://www.hansonsmath.info/" target="_blank"><font color="blue">Hanson Smith</font></a>
<li><b>Office:</b> CRA 6134
<br />
<li><b>E-mail:</b> <a href="mailto:[email protected]"><font color="blue">[email protected]</font></a>
<li><b>Office Hours:</b> Tuesday. 12:00-1:00, Wed. 5:00-6:00 on
<a href="https://csusm.zoom.us/j/89660316114" target="_blank"><font color="blue">Zoom</font></a>, Thursday 2:00-3:00, and by appointment. </br>
</br>
<li><b>Canvas:</b> We will be using
<a href="https://csusm.instructure.com/courses/20460" target="_blank"><font color="blue">Canvas</font></a>
as a delivery system for some aspects of this class.
In particular, I will post class notes, worksheets, and homework on Canvas.
Email will be the primary mode of communication however.
<br />
<br />
<li><b>TA:</b> Sean Kim (<a href="mailto:[email protected]"><font color="blue">[email protected]</font></a>) will be our TA this semester.
We will be grading the assignments together, and Sean will be helping facilitate group work.
<li><b>TA Office Hours:</b> On Zoom Friday 11am to 12pm:
<a href="https://csusm.zoom.us/j/83974164938" target="_blank"><font color="blue">https://csusm.zoom.us/j/83974164938</font></a>.
</ul>
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="textbk"></a>Text & Prerequisites</th>
</tr>
</tbody>
</table>
</p>
<!-- <li><b>Text:</b> Our primary reference will be
<a href="https://bookstore.ams.org/amstext-35" ><font color="blue"><i>Number Theory and Geometry: An Introduction to Arithmetic Geometry</i></font></a>
by UConn professor Álvaro Lozano-Robledo. Álvaro has supplied me with watermarked pdfs of the chapters we will be covering.
I will make these available as we begin each new chapter.
<li><b>Please keep these chapters off the internet/public domain.
They are for your use only! </b>
Because of Álvaro's generosity it is not necessary to purchase this text.
However, I would recommend buying a physical copy of the text if you prefer physical copies of books since
reading will be a large portion of this course. -->
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table border="0" cellpadding="0" cellspacing="0" width="100%">
<tbody>
<tr align="left">
<td> <img id="textbook" src="AbstractAlgBook.jpg" alt="Linear Alegbra And Its Applications" width="190">
</td>
<td>
<id="verbiage">
<!-- <big> -->
Our primary reference will be
<a href="https://www.amazon.com/Contemporary-Abstract-Algebra-Joseph-Gallian/dp/1305657969" ><font color="blue"><i>
Contemporary Abstract Algebra 9th Edition</i></font></a>
by Joseph A. Gallian. <br>
Please let me know if you are having trouble finding a copy. </br>
<a href="https://www.d.umn.edu/~jgallian/" ><font color="blue">
The author's website has some useful additional resources as well.</font></a><br>
Reading will be a large portion of this course, so I encourage you to obtain this
text in a format which
<br>
works well for you.
<!-- </big> -->
</td>
</tr>
</table>
<br />
<a href="https://www.csusm.edu/academicadvising/majorminor/worksheets/math/math.pdf" target="_blank">
<font color="blue"><b>Prerequisites:</b></font></a> Math 378: Number Systems.
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="goals"></a> Official Course Description and Goals</th>
</tr>
</tbody>
</table>
</p>
<p><b>Official Course Description:</b> An introduction to the theory of groups, rings, and fields, with abstract ideas reinforced by
concrete and important examples, such as permutation groups, polynomial rings, and finite fields.
The power of the axiomatic systems introduced will be illustrated via several applications to concrete and classical problems.</p>
<p>
<b>Goals:</b> The overarching goal for the semester is to gain a working knowledge of and fluency with groups and rings,
the fundamental objects of abstract algebra.
We will work to understand not only the definitions, but the parts, pieces, and maps that help us
classify and work with these objects. <br>
One practical goal that will underpin the course is
deepening our familiarity with and maturity in mathematics. This includes developing the ability to communicate mathematics and reason mathematically.
We will spend our time reading, understanding, responding to, and creating mathematical arguments.
You are probably familiar with having this sort of mathematical dialogue with an instructor, but a goal of this course is
to open and develop this kind of dialogue with your peers. To this end, we will create a welcoming and supportive classroom
community that gives us space to make mistakes and learn. <br>
<li> Please consider how what we are doing in this course relates to the goals above and how the goals relate to the
<a href="#outcomes"target="_blank"><font color="blue">outcomes</font></a> listed below.
I have thought extensively about how each level of this schaffolding supports the next, but I would love to hear about ways
the course and our ability to meet our goals can be improved.
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="content"></a>Course Content</th>
</tr>
</tbody>
</table>
</p>
<p>
Our primary reference will be
<a href="https://www.amazon.com/Contemporary-Abstract-Algebra-Joseph-Gallian/dp/1305657969" ><font color="blue"><i>
Contemporary Abstract Algebra 9th Edition</i></font></a> by Joseph A. Gallian.
<br></br>
A very loose and almost sure to be augmented list of the chapters we will attempt to cover
<table width="60%">
<tbody>
<tr><td>
<b>Chapter</b></td><td><b>Chapter Title</b></td><td>
<tr><td align=""center">
0</td><td><align="left">Preliminaries</align></td><td>
<tr><td align=""center">
1</td><td><align="left">Intro to Groups</align>
<tr><td align=""center">
2</td><td><align="left">Groups </align></td><td>
<tr><td align=""center">
3</td><td><align="left">Finite Groups; Subgroups </align></td><td>
<tr><td align=""center">
4</td><td><align="left">Cyclic Groups</align></td><td>
<tr><td align=""center">
5</td><td><align="left">Permutation Groups </align></td><td>
<tr><td align=""center">
6</td><td><align="left">Isomorphisms</align></td><td>
<tr><td align=""center">
7</td><td><align="left">Cosets and Lagrange’s Theorem</align></td><td>
<tr><td align=""center">
8</td><td><align="left">External Direct Products</align></td><td>
<tr><td align=""center">
9</td><td><align="left">Normal Subgroups and Factor Groups (Quotient Groups)</align></td>
<td>
<tr><td align=""center">
10</td><td><align="left">Group Homomorphisms</align></td><td>
<tr><td align=""center">
12</td><td><align="left">Introduction to Rings </align></td><td>
<tr><td align=""center">
13</td><td><align="left">Integral Domains</align></td><td>
<tr><td align=""center">
14</td><td><align="left">Ideals and Factor Rings (Quotient Rings)</align></td><td>
<tr><td align=""center">
15</td><td><align="left">Ring Homomorphisms</align></td><td>
<tr><td align=""center">
16</td><td><align="left">Polynomial Rings</align></td><td>
<tr><td align=""center">
17</td><td><align="left">Factorization of Polynomials</align></td><td>
</tbody>
</table>
<br />
<li> More details can be found in the <b><a href="AbstractAlgebraCourseScheduleSpring2023.pdf" target="_blank"><font color="blue">Course Schedule</font></a>.</b>
Note that things will almost surely change and get shifted around as the semester progresses. I'll keep you abreast of any changes via
in-class communication, email, and by updating the course schedule.
<br />
<br />
<li> There are numerous great resources online. Feel free to use external resources to help with your studying.
Please share if you find anything particularly helpful. <!-- Here are a few I found. Let me know if you find others that you think are
helpful. <br />
<li> <a href="http://www.numbertheory.org/ntw/lecture_notes.html">A very extensive list of number theory lecture notes</a> <br />
<li> <a href="https://ocw.mit.edu/courses/mathematics/18-781-theory-of-numbers-spring-2012/">MIT OpenCourse content</a> <br />
<li><a href="https://www.youtube.com/watch?v=19SW3P_PRHQ">A random lecture that claims to cover the whole course and more in two and a half hours.</a> <br />-->
<br />
<br />
<!-- %%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%%-->
<p>
<table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="dates"></a>Important Dates</th>
</tr>
</tbody>
</table>
</p>
<p>
<!-- table of dates <font size="+1">-->
<p></p>
<table align="center" border="2" cellpadding="4" cellspacing="2" width="80%">
<tbody>
<tr><th>Tuesday, January 24</th> <th>First Day of Class</th></tr>
<tr><th>Tuesday, February 14</th><th>In-Class Quiz 1</th></tr>
<tr><th>Tuesday, March 7</th><th>In-Class Quiz 2</th></tr>
<tr><th>Tuesday & Thursday, March 28 & 30</font></th> <th>
<a href="https://digitalcommons.ursinus.edu/triumphs_abstract/3/" target="_blank"><font color="blue">Primary Source Project</font></a></th></tr>
<tr><th>Tuesday, April 4</font></th><th> In-Class Quiz 3</th></tr>
<tr><th>Tuesday, April 25</th><th>In-Class Quiz 4</th></tr>
<tr><th>Thursday, May 11 </th> <th>Our Last Day of Class</th></tr>
<tr><th>Tuesday, May 16 </th> <th> Final Exam 6:15-8:15 pm </th></tr>
</tbody>
</table>
<br />
<li> More details can be found in the <b><a href="AbstractAlgebraCourseScheduleSpring2023.pdf" target="_blank"><font color="blue">Course Schedule</font></a>.</b>
Note that things will almost surely change and get shifted around as the semester progresses. I'll keep you abreast of any changes via
in-class communication, email, and by updating the course schedule.
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<p>
<table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="grades"></a> Grades</th>
</tr>
</tbody>
</table>
</p>
<p>
What are grades? What purpose do they serve? What do they mean? <a href="https://www.jessestommel.com/how-to-ungrade/" target="_blank"><font color="blue">
This blog post</font></a> outlines some problems with grades.
</p>
<p>
The following is the grading scheme that I would like to implement for the course.
I feel it strikes a balance between a variety of different manners of doing and presenting mathematics.
Please let me know if you would like to see any changes.
I would like everyone to understand how grades are calculated. <br />
<li>Homework: 25%
<li>Quiz 1: 10%
<li>Quiz 2: 10%
<li>Quiz 3: 10%
<li>Quiz 4: 10%
<li>Primary Source Project: 15%
<li>Final Exam: 20%
</p>
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<p><table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="hw"></a>Homework and PSP</th>
</tr>
</tbody>
</table>
</p>
<p>
There will be psuedo-biweekly homework assignments this semester. <!-- You can find them
in <b><a href="https://csusm.instructure.com/courses/5143/modules" target="_blank"><font color="blue">
the modules tab in Canvas</font></a>.</b> -->They will be created by me.
They will feature exercises from the book and things I find interesting.
Due dates for homework assignments are given in the
<b><a href="AbstractAlgebraCourseScheduleSpring2023.pdf" target="_blank"><font color="blue">Course Schedule</font></a>.</b>
Roughly, homework is due every second Sunday
at 11:59 pm. It will be due in Gradescope. <!-- Hopefully, you've received an email enrolling you in
<b><a href="https://www.gradescope.com/courses/437269/assignments/2225700/submissions" target="_blank"> -->
<br />
<br />
In general, Sean and I will grade one or two homework problems in-depth and grade the rest for completion.
As the semester progresses, our standards for mathematical writing and logical argument will become higher.
Quizzes will feature problems that are remarkably similar to the homework or to problems we work in class,
so spending time completing homework to perfection is
doubly advantageous. <br />
<b>Physical homework without a staple and/or with "frills" will not be accepted.</b>
<!--<br />
<li> <a href="Homework0.pdf" ><font color="blue"><b>Homework 0</b></font></a>
<br />
<br />
<li> <a href="Homework1.pdf" ><font color="blue"><b>Homework 1</b></font></a>
<br />
<br />
<li> <a href="Homework2.pdf" ><font color="blue"><b>Homework 2</b></font></a>
<br />
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<li> <a href="Homework3.pdf" ><font color="blue"><b>Homework 3</b></font></a>
<br />
<br />
<li> <a href="Homework4.pdf" ><font color="blue"><b>Homework 4</b></font></a>
<br />
<br />
<li> <a href="Homework5.pdf" ><font color="blue"><b>Homework 5</b></font></a>
<br />
<br />
<li> <a href="Homework6.pdf" ><font color="blue"><b>Homework 6</b></font></a>
<br />
<br />
<li> <a href="Homework7.pdf" ><font color="blue"><b>Homework 7</b></font></a>
<br />
<br />
<li> <a href="Homework8.pdf" ><font color="blue"><b>Homework 8</b></font></a>
<br />-->
<p>It is natural and expected to struggle on homework. You are encouraged to work together and come to office hours for help with homework. <b>Homework is
a place to learn how to do things!</b> You may use whatever resources you wish on the homework as long as you cite your sources and submit your own work.</p>
<p><a href="https://digitalcommons.ursinus.edu/triumphs_abstract/3/" target="_blank"><font color="blue"><b>Primary Source Project (PSP):</b></font></a>
In the primary source project will look at some of the primary sources (the initial research papers) where
mathematicians developed key ideas about groups. Specifically, we will be looking at quotient groups. This assignment is focussed on reading,
understanding, and translating the historical research mathematics that has become Abstract Algebra. More details will be forthcoming as we
get closer to the project, but you will be working in groups to complete a portion of the project. We will not be doing all 60+ pages of the project.</p>
<b><u>Support</u></b>
<p>Some big-picture resources are the
<a href="https://www.csusm.edu/sass/index.html" target="blank"><font color="blue">Student Academic Support Services (SASS)</font></a>,
<a href="https://www.csusm.edu/asc/index.html" target="blank"><font color="blue">Academic Success Center</font></a>, and the
<a href="https://www.csusm.edu/students/index.html#acasupport" target="blank"><font color="blue">academic support</font></a>. </p>
<p>Finally, I have three+ hours a week that are specifically for helping y'all and Sean has one hour as well.
Please come to my office hours with any questions! If you think a question is dumb or you think
you "don't understand anything," then that is even more reason to come to my office hours.
I am very used to struggling with math and I want to help everyone learn in this course.
I can assure you that I have made math mistakes that are much more embarrassing than
any mistake you will make in this course. </p>
<p>Class attendance is not mandatory this semester, though it is highly encouraged. I know things are difficult for everyone right now and
I know flexibility is appreciated, so I will not grade participation directly.
However, we will have in-class assessments.</p>
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<p><table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="exams"></a>Quizzes and Final</th>
</tr>
</tbody>
</table>
</p>
<p>
We will have four quizzes and a final exam.
<p> In-class quizzes are closed book and notes. Quizzes will last 30 minutes.
<p><b>Make-Up Policy:</b> In general, no make-ups for quizzes will be given.
If you are going to miss a quiz and can show proof of some officially acceptable reason, e.g.: a verifiably documented medical excuse
or a conflicting official university sanctioned activity that cannot be rescheduled, then we can make arrangements.<br />
If you are sick or something comes up, then please let me know as far before the assignment or assessment is due as you can.
We will do our best to get through this semester safely and healthily.
On as case-by-case basis, I can try to make arrangements in a way that is as fair and equitable as possible.
<p>
Please avoid making travel arrangements that would not allow you to take the final at the scheduled
time. A final may be rescheduled if you have more than three finals in a single calendar day
or more than four final exams in a 24-hour period. <!-- All rescheduled final exams must be approved by the
<a href="https://dos.uconn.edu/" target="_blank"><font color="blue">Dean of Students Office</font></a> and they do not easily
allow rescheduling. -->
Please note that CSUSM does <bf>NOT</bf> consider
vacations, previously purchased tickets or reservations, graduations, social events, misreading
the assigned final exam schedule, and oversleeping as viable excuses for missing a final exam.
If you think that your situation warrants permission to reschedule, please contact me as well as the DoS office as soon as possible.
</p>
<br />
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<p>
<table bgcolor="#8594F7" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="outcomes"></a> Student Learning Outcomes</th>
</tr>
</tbody>
</table>
</p>
<p style="text-align:left"><b>General Education Program Student Learning Outcomes:</b>
<br />
Upon completion of General Education coursework, students will be able to:
<br />
1. Describe and/or apply principles and methods that are necessary to understand the physical and natural world.<br />
2. Compare and contrast relationships within and between human cultures.<br />
3. Communicate effectively in writing, using conventions appropriate to various contexts and diverse audiences.<br />
4. Use oral communication to effectively convey meaning to various audiences.<br />
5. Find, evaluate, and use authoritative and/or scholarly information to comprehend a line of inquiry.<br />
6. Think critically and analytically about an issue, idea or problem, considering alternative perspectives and re-evaluation of
one's own position.<br />
7. Apply numerical/mathematical concepts in order to illustrate fundamental concepts within fields of study.<br />
8. Describe the importance of diverse experiences, thoughts, and identities needed to be effective in working and living in
diverse communities and environments.<br />
9. Apply knowledge gained from courses in different disciplines to new settings and complex problems.</p>
<br />
<p style="text-align:left"><a href="https://www.csusm.edu/math/bsdegree/slos.html" ><font color="blue">
<b>BS in Mathematics Student Learning Outcomes:</b></font></a>
<br />
Students who graduate with a Bachelor of Science in Mathematics will be able to:
<br />
1. Apply the core concepts of algebra and analysis.<br />
2. Explain mathematical ideas, written and verbally, in a clear and organized way. <br />
3. Develop and write mathematical proofs. <br />
4. Apply mathematical algorithms and use appropriate technology for the solution of mathematical problems and analysis of real world models. <br />
5. Recognize the interdependency of different areas of mathematics, as well as connections between mathematics and other disciplines. <br />
</p>
<br />
<p style="text-align:left"><a href="https://www.csusm.edu/math/msdegree/learningoutcomes.html" ><font color="blue">
<b>MS in Mathematics Student Learning Outcomes:</b></font></a>
<br />
Students who graduate with a Master of Science in Mathematics will be able to:
<br />
1. Apply advanced concepts of algebra.<br />
2. Apply advanced concepts of analysis. <br />
3. Compose and present extended passages of mathematical prose following modern conventions of precision and clarity. <br />
4. Develop and write mathematical proofs in advanced areas of mathematics. <br />
5. Develop and analyze mathematical models and algorithms, utilizing appropriate software and drawing from different fields of mathematics when necessary. <br />
</p>
<br />
<li> All-University Writing Requirement: The requirement of 2500 words for courses of 3 or more units will be satisfied
in this course by proof writing on the homework, quizzes, primary source project, and final exam.
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="synchronicity"></a>Synchronicity and Late Work</th>
</tr>
</tbody>
</table>
</p>
This is an in-person class and has been designed to be taught in person. Not attending in person will affect your experience in this course.
However, to make it easier for you to engage in this course regardless of your situation, I will be asking for note takers and hopefully posting their notes.
Please let me know if you enjoy taking detailed notes and want to post them for everyone.
<!--Update: Two very kind students have volunteered to take notes.
<a href="https://csusm.instructure.com/courses/5143/modules" target="blank"><font color="blue">
The notes are now posted in the "Modules" section in Canvas. </font></a>. -->
There will be days where we will do graded work in class. You must let me know well before these days if you are absolutely unable to attend.
<p>
<p>Late assignments (homework, projects, quizzes, and exams) will have points deducted based on how late the assignment is.
I reserve the right to deduct points from late work or award no credit for late work as I see fit.
Unless otherwise noted or excepted, late work turned in after the last day of class will not be accepted.
Generally, I am happy to give extensions if you let me know well before an assignment is due.
If you are having trouble staying on top of your assignments, please come talk to me.
My goal is to help you learn.</p>
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="statement"></a>Statement of Expectations</th>
</tr>
</tbody>
</table>
</p>
<p>
The last few years have been an incredibly tough time for everyone, myself included.
I understand everyone is dealing with things differently and I will do my
best to be flexible and accomodating. I ask you to be open with me and to discuss issues with me when they come up. I will listen and do
what I can to help you succeed in this course. Conversely, I am super excited to teach this course and I love this material, but this
is my first semester at CSUSM.
I ask that you be understanding of the mistakes I will certainly make, and I ask that you give me honest feedback about how I can
improve.
<p>
As individuals and as a class we will be respectful of everyone; language or behavior that discriminates against or excludes
anyone will not be tolerated.
We will avoid stereotypes about who is "good" at math. Math is difficult, but also beautiful, and as a class we will work together to overcome
difficulties and share the beauty. This is especially true with group work. You must treat your group members with respect and engage in positive
and constructive conversations. If you are curious about what this environment looks like, I invite you to check out the
<a href="https://www.csusm.edu/civility/about/index.html" target="blank">
<font color="blue">CSUSM Civility Campaign</font></a>.
</p>
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<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="integrity"></a>Academic Integrity</th>
</tr>
</tbody>
</table>
</p>
<p>
Students will be expected to adhere to the guideline of academic honesty and integrity, as outlined in the
<a href="https://www.csusm.edu/dos/studres/standards_student_conduct.html" target="blank">
<font color="blue">CSUSM Standards for Student Conduct</font></a>.
All assignments must be original work, clear and error-free.
All ideas/material that are borrowed from other sources must have appropriate references to the original sources.
Any quoted material should give credit to the source and be punctuated accordingly. </p>
<p>Students are responsible for honest completion and representation of their work.
Unless otherwise noted, all completed assignments are to consist solely of your own individual work and ideas
without input from any external resources or persons.
There will be zero tolerance for infractions.
If you believe there has been an infraction by someone in the class, please bring it to the my attention.
I reserve the right to discipline any student for academic dishonesty,
in accordance with the general rules and regulations of the university.
Disciplinary action may include the lowering of grades and/or the assignment of a failing grade for an exam, assignment, or the class as a whole.
It is recommended that students consult the
<a href="https://csusm.policystat.com/policy/7984230/latest/" target="blank"><font color="blue">CSUSM Academic Honesty Policy</font></a>.</p>
<!-- I expect you to be familiar with and abide by
<a href="https://community.uconn.edu/the-student-code-appendix-a/" target="_blank">
<font color="blue">UConn's academic integrity policy</font></a> at all times. There should be no
help given or received on exams or quizzes, not from other people, not from tutors, not from online sites.
Academic misconduct includes, but is not limited to, providing or receiving assistance in a manner
not authorized by the instructor in the creation of work to be submitted for academic evaluation
(e.g. papers, projects, examinations and assessments - whether online or in class); presenting,
as one's own, the ideas, words or calculations of another for academic evaluation; doing
unauthorized academic work for which another person will receive credit or be evaluated;
using unauthorized aids in preparing work for evaluation (e.g. unauthorized formula sheets,
unauthorized calculators, unauthorized programs or formulas loaded into your calculator, etc.);
and presenting the same or substantially the same papers or projects in two or more courses without
the explicit permission of the instructors involved.
A student who knowingly assists another student in committing an act of academic misconduct
shall be equally accountable for the violation, and shall be subject to the sanctions and other
remedies as described in <a href="https://community.uconn.edu/the-student-code-appendix-a/" target="_blank">
<font color="blue">Appendix A</font></a> of the <a href="https://community.uconn.edu/the-student-code/" target="_blank">
<font color="blue">Student Code</font></a>.
Sanctions shall include, but are not limited to, a letter sent to the Office of Community
Standards of the University; a grade of 0 on the assignment, quiz or exam; a grade of F for
the course. -->
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="Support"></a>Support From Me</th>
</tr>
</tbody>
</table>
</p>
<p>I pledge to do my utmost as your instructor to support you and your success in this class.
Regardless of your race,
color, religion, sex, sexual orientation, gender identity or
expression, age, disabilities, citizenship, or national origin, I am happy that you're taking this course
and I am excited to help you learn math. I will do everything I can to make sure you feel welcome in
our classroom and address any aspects or elements of the course that may make you feel unwelcome.
This runs the gamut from being willing to make accomodations for religious observances to making sure
our classroom is a supportive place. Please come to me with any concerns you have! I'm here to listen and
to help give you the tools and conditions to be successful in this course.</p>
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<p>
<table bgcolor="#5F73F9" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="kids"></a>Policies on Children in Class</th>
</tr>
</tbody>
</table>
</p>
The University currently does not have a policy for children in classrooms. What follows is a reflection of my own commitments to students as parents:
You are welcome to feed your baby (breastfed and/or bottlefed) in my classroom;
If you need to pump breastmilk during class time, I would be happy to coordinate timing breaks around this;
Unforeseen disruptions in childcare should not be a deterrent for attending class; it is perfectly acceptable to bring your child to class, as needed;
As students and parents, you are held to the same standards as your peers (deadlines, etc.),
but I am happy to discuss routines and practices that facilitate a healthy school-parenting balance.
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="credit"></a>Expanded Credit Hour Statement</th>
</tr>
</tbody>
</table>
</p>
<p>
As a three unit course, the award of credit in this course is based on learning activities
outside of class meetings having been designed to require a minimum of six hours of effort each week working for most students.
More prosaically, about two hours of work will be required for each 50 minutes we spend together in class.
This work includes things like reading the text, working on homework problems, writing proofs, working in groups on projects,
and studying for assessments.
</p>
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="writing"></a>The Writing Center</th>
</tr>
</tbody>
</table>
</p>
Writing Help (for all classes):
The Writing Center offers welcoming digital and face-to-face learning environments where certified student consultants
offer constructive guidance at any stage of the writing process--idea generation, argument development, sentence-polishing, and more.
They start with the prompt and ask guiding questions as you work to develop compelling work. Chat, voice, and video sessions are available on
Microsoft Teams, by appointment; Quick Help is available on Teams on a drop-in basis;
asynchronous feedback is available by request; and in-person tutoring is available by appointment.
Additional services include Academic English support, webinars, and various online resources. <br />
Follow them on Instagram: @wccsusm.
Questions? Email: [email protected]
Check out details here:
<a href="https://www.csusm.edu/writingcenter/index.html" target="blank">
<font color="blue">CSUSM Writing Center</font></a>.
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="accessibility"></a> Accessibility Issues</th>
</tr>
</tbody>
</table>
</p>
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<p>
If you have or think you have a disability and would like support, please let me know so that I can help facilitate accommodations.
Students with disabilities who require reasonable accommodations must be approved for services by providing appropriate
and recent documentation to the Disability Support Services (DSS) Office. This office is located in Craven Hall 4300,
and can be contacted by phone at (760) 750-4905, or TTY (760) 750-4909, and by email sent to [email protected].
Students authorized by DSS to receive reasonable accommodations should meet with me during my office hours in order to ensure confidentiality.
</p>
<p>For COVID-19 related class concerns (e.g., excused absences, missed exams, late work etc.),
please contact your instructor. For all other COVID-19 related concerns that students wish to get
campus support to address (e.g., exposure, diagnosis, ongoing symptoms, etc.), students should feel free to contact the Cougar Care Network.
You are welcome but not required to let your instructor know of any COVID-19 related concerns.</p>
<br>
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="cougarcare"></a> Cougar Care Network</th>
</tr>
</tbody>
</table>
</p>
<b> Cougar Care Network: </b>
The Dean of Students division provides support resources via the Cougar Care Network (CCN).
CCN can be used by faculty, staff, and students. Per the CCN homepage,
“Cougar Care Network(CCN) provides information, connection to resources, advocacy and support for students dealing with personal,
academic, financial or other challenges which may adversely affect their academic success and/or collegiate experience.”
As a student you may self-refer if you find that you need help with connecting with campus support resources.
As your instructor, I may refer you to CCN if I see that you would benefit from campus assistance beyond what I can provide
academically for the scope of this class. For more information visit
<a href="https://www.csusm.edu/ccn/index.html" target="blank">
<font color="blue">the CCN home page</font></a>.
<br>
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="reporting"></a>Mandated Reporting & Resources</th>
</tr>
</tbody>
</table>
</p>
CSUSM is committed to fostering a campus community based on respect.
To this end, we recognize that all CSUSM community members are responsible for helping to ensure that our community is free from
harassment, discrimination, sexual misconduct, domestic violence, and stalking.
In accordance with Title IX, CSUSM is legally obligated to respond to reported incidents of
harassment, discrimination, sexual misconduct, domestic violence, and stalking.
Faculty who become aware of an incident of harassment,discrimination, sexual misconduct, domestic violence, and stalking are
required to notify CSUSM’s Title IX Coordinator.
The purpose of this disclosure is to ensure that students are made aware of their reporting options and resources for support.
For more information about your rights and reporting options at CSUSM, including confidential and anonymous reporting options,
please visit
<a href="http://www.csusm.edu/title9/" target="blank">
<font color="blue">CSUSM's Title IX page</font></a>.
<br />
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<p>
<table bgcolor="#4AD1C0" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="land"></a>The Land We Are Occupying</th>
</tr>
</tbody>
</table>
</p>
The land on which we gather is the traditional territory of the Luiseño/Payómkawichum people.
Today, the meeting place of CSUSM and its surrounding areas is still home to the six federally recognized bands
of the La Jolla, Pala, Pauma, Pechanga, Rincon, Soboba Luiseño/Payómkawichum people.
It is also important to acknowledge that this land is a space shared by the Kuupangaxwichem/Cupeño, Kumeyaay, and Ipai peoples.
For more information, please go to CSUSM's <a href="https://www.csusm.edu/cicsc/" target="blank">
<font color="blue">California Indian Culture and Sovereignty Center (CICSC) page</font></a>.
</div>
<!-- Things missing: General Education Program Student Learning Outcomes (GEPSLOs)
The syllabus must include a list of all GEPSLOs that the course has been recognized by the General Education Committee as addressing.
At their own discretion,
instructors may choose additionally to indicate how the GEPSLOs are addressed in the course and how students will be expected to achieve them. -->
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