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MathematicalIdeasFall2024.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">
<html xmlns="http://www.w3.org/1999/xhtml" xml:lang="en" lang="en">
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background-color: #eff5f5
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<head>
<title>Mathematical Ideas</title>
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<td><big><a href="index.html">Home</a></big></td>
<td><big><a href="research.html">Research and Interests</a></big></td>
<td><big><a href="teaching.html">Teaching</a></big></td>
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<td><big><a href="CV.pdf">CV</a></big></td>
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<center>
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<head>
<title>Math 100: Mathematical Ideas, Fall 2024</title>
</head>
<body style="background-color: #FFFFFF;" alink="#ff0000" link="#000000" vlink="#000000">
<center><h1>
Math 100: Mathematical Ideas<br>
Fall 2024
</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="#content">Course Text and Learning Goals</a></th>
<th><a href="#goals">Official Course Description and My Goals</a></th>
<th><a href="#textbk">Additional Sources</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</a> </th>
<th><a href="#exams">Quizzes and Final</a> </th>
<th><a href="#content">Student Learning Goals</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>
</tbody>
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<div style="width: 80%">
This page is based on a template from David Gross and includes content from Rebecca Lush, Tumay Tunur, Alicia Pena, and Mary Ann De Guzman.
<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="welcome"></a>Welcome!</th>
</tr>
</tbody>
</table>
</p>
<b>Welcome to Math 100: Mathematical Ideas! I am so excited to get to know you this semester and share the some of the beauty and joy I find in mathematics with you!
We all bring different perspectives and backgrounds to the course, but the most important prerequisites are curiousity and an openness to new ways of thinking about
what mathematics is.<br>
<br />
Below you will find A LOT of information on the who, what, when, where, how, and why of the course.
I have built this syllabus so that you have easy access to the information you need to show up to each class prepared and confident.
However, I aim to be one of your most useful resources.
Please reach out to me if you have any questions or need any help. </b>
<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>
<ul>
<li> <b>Class: Tuesday and Thursday 2:30-3:45 in Markstein 310</b> <br>
Class meetings will have elements of lecture, but also elements of discussion and problem solving sessions.
Be prepared to share and discuss mathematics and readings with others.
More information about what to expect in each class can be found in the
<b><a href="MathematicalIdeasCourseScheduleFall2024.pdf" target="_blank"><font color="blue">Course Schedule</font></a> </b></li>
<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>Administrative Drop: </b> 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>
<br>
</ul>
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<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">Dr. Hanson Smith</font></a>
<li><b>Office:</b> Administrative Building 6134
<br />
<li><b>E-mail:</b> <a href="mailto:[email protected]"><font color="blue">hsmith at csusm dot edu</font></a>
<li><b>Office Hours:</b> Tuesday 10:00-12:00 either in Office or in Admin 6242 (the Math Conference Room), Wednesday 11:00-12:00 on
<a href="https://csusm.zoom.us/j/81045879642" target="_blank"><font color="blue">Zoom (Meeting ID: 810 4587 9642)</font></a>, and by appointment.
<b> Office hours are a time reserved for students. You can and should come to them and ask questions!
</b></br>
</br>
<li><b>Delivery:</b> We will be using
<a href="https://csusm.instructure.com/courses/34755" target="_blank"><font color="blue">Canvas</font></a>
as a delivery system for some aspects of this class. Some Texts, worksheets, and notes will be posted on Canvas,
and written homework will be turned in on <a href="https://www.gradescope.com/courses/834818" target="_blank"><font color="blue">Gradescope</font></a>;
However, we will also use WileyPlus for our online homework.
Email will be the primary mode of communication.
</ul>
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<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="content"></a>Course Text with Learning Goals</th>
</tr>
</tbody>
</table>
</p>
<p width="80%">
<table border="0" cellpadding="0" cellspacing="0" width="100%">
<tbody>
<tr align="left">
<td> <img id="textbook" src="HeartofMath.jpeg" alt="Heart of Mathematics" width="190">
</td>
<td>
<id="verbiage">
Our course text is
<a href="https://www.wiley.com/en-us/The+Heart+of+Mathematics%3A+An+Invitation+to+Effective+Thinking%2C+4th+Edition-p-978EEGRP43640" ><font color="blue"><i>
The Heart of Mathematics 4th Edition</i></font></a>. <br>
The text is by Edward B. Burger and Michael Starbird. <br>
You want to ensure that you buy a version that also has access to WileyPlus. <br>
Please let me know if you are having trouble finding a copy. </br>
Reading will be a large portion of this course, and
<br>
I encourage you to obtain this
text in a format which works well for you.
</td>
</tr>
</table>
<br />
</p>
<p>
We will focus on the following chapters of this text. Some potential relevant goals are listed below each chapter.
<br>
<br>
<b>Chapter 2: Number Contemplation</b>
• Recall properties of the natural numbers
• Discover patterns in sequences of numbers
• Recall the definition and properties of prime numbers
• Calculate the prime number factorization of a given number
• Use modular arithmetic, especially for encoding
• Identify non rational numbers and recall properties of the decimal expansion of real and rational numbers
<br>
<br>
<b>Chapter 4: Geometric Gems</b>
• Recall and apply the Pythagorean Theorem
• Watch and respond to a proof of the Pythagorean Theorem
• Read primary historical sources related to plane geometry
<br>
<br>
<b>Chapter 6: Modeling Our World Through Graphs</b>
• Demonstrate that a graph is planar and recall the 4 color Theorem
• Apply basic algorithms on graphs
• Apply mathematical ideas to describe uncertain events
• Use counting principles to calculate probabilities
<br>
<br>
<b>Chapter 8: Taming Uncertainty</b>
• Discover counterintuitive paradoxes involving probability • Perform basic calculations involving elementary probabilities
(e.g., the probability a die shows 3, the probability two coins are both heads) • Relate probabilities of independent events
<br>
<br>
<b>Chapter 9: Meaning From Data </b>
• Explore different ways of describing data using statistics • Analyze and compare graphs and tables presenting data
• Study examples of the misuse and misapplication of statistics • Identify instances where data is misrepresented
</p>
<br />
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<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 My Goals</th>
</tr>
</tbody>
</table>
</p>
<p style="text-align:left"><b>Course Description from Catalog: </b>
Basic mathematical concepts such as logic, number theory, number systems, algebra, geometry, functions, graphs, counting methods, probability,
and statistics together with related cultural and historical perspectives.
Applications of mathematics will be emphasized. Satisfies GE area B4: Mathematics/Quantitative Reasoning.
</p>
<p style="text-align:left">
<b>B4 Quantitative Reasoning General Education Learning Outcomes:</b>
<br />
B4.1: Explain and apply a variety of fundamental mathematical concepts, symbols, computations and principles.<br>
B4.2: Determine which quantitative or symbolic reasoning methods are appropriate for solving a given problem
and correctly implement those methods.<br>
<br>
In all GE courses:
<li>Students will communicate effectively in writing to various audiences. (Writing)
<li>Students will think critically and analytically about an issue, idea or problem. (Critical Thinking)
</p>
<p style="text-align:left"><b>B4 Mathematics/Quantitative Reasoning Goals:</b>
Students will learn a variety of methods, such as the use of abstract symbols, numeric techniques, logical reasoning, and geometry.
They will learn to use mathematical language and formal reasoning in a variety of diverse disciplines, using a broad range of examples.
Students will gain historical perspective on the role which the mathematical approach has played in
the development of human knowledge and of our understanding of the world.
Students must clear the ELM requirement prior to enrollment in these classes.
<br />
<p style="text-align:left"><b>My Goals: </b> I think CSUSM's goals above are great. In addition to achieving these goals,
I want to help you gain a deeper perspective into what mathematics is.
I want us to build an appreciation of mathematics as a discipline and perspective that adds joy and wonder to life and helps us understand the world around us.
Life is richer with an appreciation of mathematics, and I want to help create that.
</p>
<li> Please consider how what we are doing in this course relates to the outcomes above.
I would love to hear about ways the course and our ability to meet our goals can be improved.
<br />
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<p>
<table bgcolor="#ACB6F8" border="1" cellpadding="4" cellspacing="2" width="100%">
<tbody>
<tr>
<th align="left"><a name="textbk"></a>Additional Sources</th>
</tr>
</tbody>
</table>
</p>
In addition to the textbook, we will use a variety of other sources in this course.
I've compiled some of them here. Note that these sources are either available for free online
or <a href="https://csusm.instructure.com/courses/34755/external_tools/154" target="_blank">
<font color="blue">through the library</font></a>.
<br>
<br>
<li><a href="https://www.francissu.com/flourishing" target="_blank">
<font color="blue"><b><i>Mathematics for Human Flourishing</i> by Francis Su</b></font></a>
<br />
<li><a href="https://farside.ph.utexas.edu/books/Euclid/Elements.pdf" target="_blank">
<font color="blue"><b>Euclid's <i>Elements</i></b></font></a> <br />
<li><a href="http://classics.mit.edu/Plato/meno.html" target="_blank">
<font color="blue"><b>Plato's <i>Meno</i></b></font></a> <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, August 27</th> <th>First Day of Class</th></tr>
<tr><th>Tuesday, September 24</th><th>Quiz 1</th></tr>
<tr><th>Tuesday, October 22</th><th>Quiz 2</th></tr>
<tr><th>Tuesday, November 19</th><th>Quiz 3</th></tr>
<tr><th>Thursday, December 5 </th> <th>Last Day of Class</th></tr>
<tr><th>Thursday, December 12 </th> <th>Final Exam at 1:45pm </th></tr>
</tbody>
</table>
<br />
<li> More details can be found in the <b><a href="MathematicalIdeasCourseScheduleFall2024.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 assessment.
Please let me know if you would like to see any changes.
I would like everyone to understand how grades are calculated. <br />
<li>Written Homework: 20%
<li>WileyPlus Homework: 20%
<li>Quizzes: 36% total (12% each)
<li>Final Exam: 24%
</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</th>
</tr>
</tbody>
</table>
</p>
<b><u>Homework</u></b>
<p>
There will be two types of homework assignments this semester: Written homework and WileyPlus (online) homework.
The written homework assignments will be posted in
<b><a href="https://csusm.instructure.com/courses/34755/modules" target="_blank">
<font color="blue">the modules tab in Canvas</font></a></b>.
They will be created by me and will feature exercises relevant to what we are learning and things I find interesting.
The written homework will be due via
<b><a href="https://www.gradescope.com/courses/834818" target="_blank"><font color="blue">Gradescope</font></a></b>.
WileyPlus homework assignments are accessed via <b><a href="https://learn.wileyplus.com/courses/169359" target="_blank"><font color="blue">the WileyPlus website</font></a></b>
and feature questions from the text.
To log into <a href="https://learn.wileyplus.com/courses/169359" target="_blank"><font color="blue">WileyPlus</font></a>,
you will need <b><a href="WP_Section_Flyer_B25378.pdf" target="_blank"><font color="blue">this flyer</font></a></b>.
WileyPlus is run in a Canvas shell, so it looks very similar to our CougarCourses page.
Due dates for homework assignments are given in the
<b><a href="MathematicalIdeasCourseScheduleFall2024.pdf" target="_blank"><font color="blue">Course Schedule</font></a></b>.
<br />
<br />
We will usually grade a few written homework problems in-depth and grade the rest for completion.
<b> Note that overall homework is 40% of your grade,</b>
so spending time completing homework to perfection is very important. <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.
<b>Copying and pasting the output of generative AI such as ChatGTP is academically dishonest.</b>
You can and should use AI resources such as ChatGTP, but you should personalize your answers and ensure that they are your own.</p>
<!--<p>In general, late homework will be accepted at a deduction of 10% per day that the homework is late.
Depending on the circumstances or timeline, I may choose not to accept late work.
If you are having a tough time or something comes up, then please let me know as soon as you can.
I want to work with you to make sure that life events and unforseen circumstances do not impede your ability to succeed in this class! </p>-->
<li> All-University Writing Requirement: The requirement of 2500 words for courses of 3 or more units will be satisfied
via the assigned homework. </li>
<br>
<b><u>Support</u></b>
<p>Some other, more 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>,
<a href="https://www.csusm.edu/students/index.html#acasupport" target="blank"><font color="blue">Academic Support</font></a>, and
<a href="https://www.csusm.edu/lts/syllabuslanguage.html" target="blank"><font color="blue">Learning & Tutoring Services</font></a>. </p>
<p>Finally, I have three+ hours a week that are specifically for helping y'all.
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 flexibility is appreciated, so I will not grade participation directly.
However, by missing class, you are missing important content, and you are responsible for catching yourself up.</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 three quizzes and a final. Ideally, these will be used to keep us on track and make sure we are engaging with the course.
Quizzes will be in class and will last around 40 minutes.
For the quizzes, the only additional resources you are allowed are a basic calculator, a notecard, and scratch paper.
Phones are not allowed on quizzes.
<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 />
<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>
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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.
I'll be asking for volunteers to take notes.
<a href="https://csusm.instructure.com/courses/34755/modules" target="blank"><font color="blue">
The notes will be 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 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.
You are welcome to use AI in your studying. This is a powerful resource that will only continue to become a more prominent part of our lives.
However, merely copying the output of something like ChatGTP is academic dishonesty, and the output is often not terribly relevant to our course
and our assessments. </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>
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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 three hours of work will be required for each 75 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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