Difference between revisions of "Syllabus Math 211 Spring 2015"
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* be able to solve problems and formulate and analyze mathematical models in business, economics & the social and management sciences. | * be able to solve problems and formulate and analyze mathematical models in business, economics & the social and management sciences. | ||
| − | '''Office Hours:''' Students are strongly encouraged to come to office hours if they need or want help | + | '''Office Hours:''' Students are strongly encouraged to come to office hours if they need or want help. |
My office is Gray Hall, Room 107. Office hours are tentatively scheduled as follows: (may be adjusted throughout the semester) | My office is Gray Hall, Room 107. Office hours are tentatively scheduled as follows: (may be adjusted throughout the semester) | ||
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| − | '''Academic Integrity:''' ''Cheating is not acceptable and will not be tolerated.'' Consider this: in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates. Certainly this is true when a specific curve is used to assign grades. Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams | + | '''Academic Integrity:''' ''Cheating is not acceptable and will not be tolerated.'' Consider this: in subtle ways, cheating to get a better grade on an exam can result in ''lowering'' the grades of some of your classmates. Certainly this is true when a specific curve is used to assign grades. Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams. As required by the policy of American University, I will report '''all''' suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues. Cheating is giving or receiving unauthorized assistance on exams, from other students or other people, from notes, from books, or from the web. When inappropriate copying between students is caught, both parties may be culpable. |
| − | '''Homework, Attendance and Participation Policy:''' I like to give the solutions to homework problems at the same time I assign the problems. Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete. Less conscientious students who use the answers to easily complete the assignments often do poorly on exams. The responsibility for your education rests in your own hands. Don't be one of the outliers who use shortcuts to avoid preparing for the exams. | + | '''Homework, Attendance and Participation Policy:''' Usually I award a maximum of 10 points for each homework set, due one week after it is assigned. Additionally I award 5 points per day for class attendance. I like to give the solutions to homework problems at the same time I assign the problems. Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete. Less conscientious students who use the answers to easily complete the assignments often do poorly on exams. The responsibility for your education rests in your own hands. Don't be one of the outliers who use shortcuts to avoid preparing for the exams. Concerning homework, you are encouraged to work with your classmates, if you find that helpful. In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem. If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points. I may mark you down if it seems that you have copied the answers without including any of the required calculations. You must include your work. One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class. Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks. I prefer this method, too, because I can interact with students as I look over their assignments. |
| − | '''Public Service Announcement:''' A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends. While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention. | + | '''Public Service Announcement:''' A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends. While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention. All faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence, harassment, stalking, and sex discrimination. Most of us are not trained therapists and we are not supposed to give counseling. Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below. While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly. If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you. I probably won't know these things off the top of my head, but I can ask the people who do. If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy. On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class. |
''Sexual Assault Resources'' | ''Sexual Assault Resources'' | ||
Revision as of 20:10, 12 January 2015
Applied Calculus (Math 211)
Instructor: Sean Carver, Ph.D., Professorial Lecturer, American University.
Contact:
- 107 Gray Hall
- carver@american.edu
- office phone: 202-885-6629
Course Description: [From department website.] Functions, differentiation, and integration. Applications to several areas, especially business.
Prerequisite: MATH-160 or MATH-170, or four years of high school mathematics.
Text: Hughes-Hallett, et al., Applied Calculus, fourth edition. Wiley, 2009.
Learning Outcomes: [Credit: Stephen Tennebaum]
- The primary goal of this course is to help students to develop mathematical intuition and skills necessary to solve standard calculus problems and their application to business, management, and social sciences. A secondary goal of this course is for the student to comprehend the concepts behind the presentation, use, and manipulation of data and functions. Such an understanding allows the student to approach new problems analytically, even though the problems may be unfamiliar. As a result of completing this course, students will
- understand the use and manipulation of algebraic and transcendental functions;
- understand the mathematics underlying the notions limits, derivatives & integrals;
- be able to evaluate limits, derivatives and integrals of a wide variety of functions;
- understand and be able to sketch the graphs of functions;
- be able to solve problems and formulate and analyze mathematical models in business, economics & the social and management sciences.
Office Hours: Students are strongly encouraged to come to office hours if they need or want help.
My office is Gray Hall, Room 107. Office hours are tentatively scheduled as follows: (may be adjusted throughout the semester)
- 3:00 pm - 5:00 pm Wednesday
- 12:00 pm - 2:00 pm Thursday
- 3:00 pm - 5:00 pm Friday.
Tutoring through MATH/STAT tutoring center: Gray Hall, Room 110, Hours:
- Sunday, 3:00 p.m. to 8:00 p.m.
- Monday - Thursday, 11:00 a.m. to 8:00 p.m.
- Friday, 11:00 a.m. to 3:00 p.m.
Class Times and Locations:
Section 6
- Tuesdays/Fridays: 11:45AM to 01:00PM in WARD 201
- Wednesdays: 11:45AM to 12:45PM in HURST 205
Section 7
- Tuesdays/Fridays: 01:10PM to 02:25PM in WARD 201
- Wednesdays: 01:10PM to 02:10PM in HURST 205
Important Dates:
- February 13 (Friday): EXAM 1, during class, in our classroom
- March 8-15 (Sunday-Sunday): Spring Break, No Class
- March 27 (Friday): EXAM 2, during class, in our classroom
- April 24 (Friday): Last day of class
- May 5 (Tuesday), 8:55AM - 11:25AM: FINAL EXAM: Location to be announced
Tentative grading scheme:
| ITEM | PERCENT |
|---|---|
| Exam 1 | 25% |
| Exam 2 | 25% |
| Final | 25% |
| Homework, Attendance and Participation | 25% |
Academic Integrity: Cheating is not acceptable and will not be tolerated. Consider this: in subtle ways, cheating to get a better grade on an exam can result in lowering the grades of some of your classmates. Certainly this is true when a specific curve is used to assign grades. Even when I don't use curves explicitly, they can be implicit in decisions about writing and grading exams. As required by the policy of American University, I will report all suspected cases of cheating to the Dean's office who will proceed to investigate and adjudicate the issues. Cheating is giving or receiving unauthorized assistance on exams, from other students or other people, from notes, from books, or from the web. When inappropriate copying between students is caught, both parties may be culpable.
Homework, Attendance and Participation Policy: Usually I award a maximum of 10 points for each homework set, due one week after it is assigned. Additionally I award 5 points per day for class attendance. I like to give the solutions to homework problems at the same time I assign the problems. Conscientious students, who wrestle with problems before looking at the answers, benefit from having instant feedback about their solutions, right, wrong, or incomplete. Less conscientious students who use the answers to easily complete the assignments often do poorly on exams. The responsibility for your education rests in your own hands. Don't be one of the outliers who use shortcuts to avoid preparing for the exams. Concerning homework, you are encouraged to work with your classmates, if you find that helpful. In fact, you are encouraged to do whatever you find most helpful with the homework, but by turning in a solution to a problem, you pledge that you understand the solution, or that you talked to me in office hours or during or after class and made a good faith effort to understand how to do the problem. If it looks like you got the full benefit from the assignment, I will award you a perfect 10 points. I may mark you down if it seems that you have copied the answers without including any of the required calculations. You must include your work. One more thing about homework: you can turn in your homework by showing me your solutions during office hours or during active-learning periods of class, or after class. Some students prefer to turn in their work this way because they prefer not to tear pages from their notebooks. I prefer this method, too, because I can interact with students as I look over their assignments.
Public Service Announcement: A representative of AU's Students Against Sexual Violence (SASV) approached me and asked me to include on my syllabi a list of resources available for survivors of sexual assault and their friends. While sexual violence is by no means the only challenge faced by students, I agree that this issue merits particular attention. All faculty and staff at AU are legally bound to help students who disclose Title IX violations, which includes sexual violence, harassment, stalking, and sex discrimination. Most of us are not trained therapists and we are not supposed to give counseling. Instead, we are supposed help connect survivors with the people who can help them, by, for example, providing a list of resources, such as the one provided below. While the law I mentioned concerns only students asking for help with Title IX violations, it strikes me that the principle should apply more broadly. If there is anything that is negatively affecting your academic performance in my class, and you ask for help, I will try to connect you with the people and resources that can help you. I probably won't know these things off the top of my head, but I can ask the people who do. If you come to me for such help, I will treat you with compassion, without judgment, and with respect for your privacy. On the other hand, if you are struggling in my class for whatever reason, you shouldn't feel like you need to explain: I'm here to help you reach your goals and dreams, to teach you calculus, and to assess how well you learned the material in my class.
Sexual Assault Resources
- It’s never the survivor’s fault. There are many people you can talk to if you or someone you care about has been sexually assaulted:
- AU's Sexual Assault Prevention Coordinator Daniel Rappaport (rappapor@american.edu)
- AU's Coordinator for Victim Advocacy Sara Yzaguirre (sarayza@american.edu)
- Rape, Abuse & Incest National Network hotline: 1-800-656-HOPE and https://ohl.rainn.org/online/
- DC SANE Program (Sexual Assault Nurse Examiner) 1-800-641-4028
- The only hospital in DC area that gives Physical Evidence Recover Kits (rape kits) is Medstar Washington Hospital
- DC Rape Crisis Center: 202-333-7273
- Students found responsible for sexual misconduct can be sanctioned with penalties that include suspension or expulsion from American University, and they may be subject to criminal charges
- If you want to submit a formal complaint against someone who has sexually assaulted you, harassed you, or discriminated against you based on your gender identity or sexual orientation, you can do so online at http://www.american.edu/ocl/dos/, or contact the Dean of Students at dos@american.edu or 202-885-3300. These are Title IX violations, and universities are legally required to prohibit these actions.
- Resources on campus that are required to keep what you tell them confidential are Daniel Rappaport, Sara Yzaguirre, ordained chaplains in Kay, and counselors at the counseling center
