1. Make sure to visit this website (  http://barzilai.org/courses/105e/ ) at least twice per week for information, new links, web pages with material relevant to that week's or next week's material. You will be responsible on tests for the "QL Skills, Lessons, and Themes" summaries and other information posted, unless stated otherwise.

2. Attendance and Participation (10%). Attendance will be taken every day at the beginning of the semester and regularly thereafter throughout the course. "Participation" includes actively engaging in groupwork, whole-class discussion, and presenting at the board. These will count towards 10% of your grade. Conscientious attendance and effort makes it possible for almost any student to earn at least a "B" and for many to receive an "A" with regular dedicated participation, for this portion, while skipping classes or less than full-hearted participation will lower the A&P grade.

3. Why groupwork (and why oral/written communication skills) in math class?

   In the Real World, whether you work in a business, nonprofit, government agency, teach, or work almost anywhere else, you will be expected to have strong people skills as well as, and in conjunction with technical skills. You will be expected to be able to work in a team environment towards the goal of completing large-scale projects. Similarly, in today's -and tomorrow's- world people are expected to be able to present technical information in oral and in written format (e.g. reports) which are not just "a string of formulas thrown on the page" but which are neat, legible, logically organized, including diagrams which are fully labeled, and with complete, grammatically correct and thought-out sentences and paragraphs; which give the reader a narrative and context clarifying exactly why, and how, you arrived at your conclusions.

   When you graduate and hold down a job, you will also be expected to make presentations (often about technical matters) that must be clear, technically correct, convincing and articulate. Now is the time to start becoming more comfortable with doing this -- Math 105 is a an opportunity to practice such skills. In fact, in a recent survey of industry and what's required in the job market, Communication Skills and ability to engage in Teamwork ranked at the very top along with strong Technical and Analytical skills. Students in college-level mathematics classes thus need to enhance their skills in these areas, and not in separate compartments, but as integrated capabilities.

   The answer to "why word problems?" is similar. The boss won't come in one day saying "Good news! We have a contract to analyze f(x) = 17x - 5 for the client!" — instead there will be a real-world context by the client(s) often with confusing or ambiguous statements that make the most challenging "trick questions" and word problem from math textbooks seem tame by comparison.

4. Due Dates: To avoid zeros, you must hand in all your work on time. Also, if you have any questions or concerns about how I have graded a problem, assignment or exam, you need to bring these to me by the next class period following your receiving your work back.

5. Exams: You are expected to show up at scheduled exams. If you give me prior notice of at least 10 days before an exam of a very strong reason why you cannot take the exam as scheduled, I will try to accommodate you. Simply not showing up, then showing up later with an explanation, will in all but grave (and documented) medical emergencies and the most unusual cases, earn you a grade of zero. All exams, unless otherwise stated explicitly are closed book and closed notes. The policy regarding the use of calculators will be announced for each exam. In general, you should be able to solve problems not requiring complicated computations or high-level graphing skills, without a calculator. For most of the conceptual parts of tests, the mechanical answers calculators provide will not be of help in any case. A pleasant surprise for those who read all of this (which should be all of you) is that you may bring an index card (standard sizes: 3×5 or 4×6) to all tests, and an 8.5 by 11 sheet of paper to the Final, with your handwritten (not typed) notes. This is my way of living up to my end of the bargain that this course is for understanding concepts, not to burden you with lots of memorization. Keep in mind however: most of the material tested will not be "memorized facts" but an attempt to evaluate your deeper understanding of the underlying concepts and reasoning skills, in which you may be asked to generalize or extend what was covered in class.

6. Office Hours: Go to http://barzilai.org/courses/ and click the "Schedule" link. Hours are posted also outside my door. In addition I am available By Appointment as well, at a mutually convenient time. Unscheduled times: I am often in my office during the times marked "planning time", "projects," etc on my online schedule. It is not required but strongly recommended that you make an appointment if you wish to see me. Even during scheduled office hours, an appointment is often a good idea (especially just before exams, etc) since I may be "caught" in the hallway answering spontaneous question from students in your class or one of my other classes. In addition, you may make an appointment to see me at another time I am free, per "by appointment" above.

   If I am absent when you arrive, please allow me a few minutes to return, especially if my door is open but I am not in. I may be in the copy room, or may be talking with a student or faculty member elsewhere in the building. If you come by when I am away, you may leave a message on my door. Also, do not assume that I have your email, phone number, etc, even if you have previously given it to me, since there are some 100 students in my classes and keeping an updated list is not practical. During the first week of classes, I would appreciate your coming by my office to introduce yourself (you may bring a friend, or come with another classmate, if you like). In addition to helping me put your name to your face, this will allow me to get to know you better and to have a better picture of the mathematical backgrounds, interests, and needs of the class. It will also serve as a way for you to familiarize yourself with the location of my office (Henson 124) and get you into the habit of stopping by during the semester. During the semester there may be points you wish to clarify outside of class. Come alone, in pairs, or in groups. Emmy Noether, Albert Einstein and some candies will greet you in my office.

   Scheduled Final Exam:

   Note: You must notify me ASAP -- at the beginning of the semester -- if you have any conflict with this date/time. See  http://www.salisbury.edu/registar/examschd.htm   Currently:

   Classes starting Mondays at 5:30: Final Exam is Wed May 16, 2012 at 7:00-9:30pm (location: our regular classroom).
   → Towards end of semester, re-check this time slot against the above url in case of last-minute changes the Registrar.

   Notes: I often keep Final Exams and copies of some in class tests or other written assignments. From time to time over the years, some of these may be used for research purposes which leave your identity anonymous and which aim at improving teaching and at better understanding the mathematical thinking and understandings of students. If you have a concern or objection to this, please see me to withdraw your consent (if at all possible, please see me in the first two weeks of the semester) or if you have questions; otherwise you have given your consent.

   Also, please see me as soon as possible if there is any disability or condition which may affect you in this course. In such cases, please see Office of Disability Support Services, but I would appreciate if you would also tell me directly as well as soon as possible.

   Course Philosophy: It is my belief that any prepared and hard-working student can succeed in this course. This does not necessarily mean everyone gets an A (though I would be delighted if everyone performed at that level). Yes, you should first make sure that you belong in this course in terms of your previous mathematical background, skills, and knowledge (you should discuss this with me during the first week of the course if you have any concerns). However, if you have the proper background as you enter this course, and if you work hard consistently (and seek help in a timely fashion when you need) every week of the semester, most likely you will succeed.

   Second, respect this course. We are here to learn. The math we will study was developed over many centuries by people living around the world, who found it useful. With the right attitude on your part, you should find the material interesting, and sometimes even truly exciting. But again, don't expect every minute to be pure distilled joy. We are here to master new material, and that takes time... and effort.

   Third, show respect to each other. While some level of competition may be unavoidable, you are not contestants in a mathematical 'beauty contest' with me as judge. I respect you for your work and effort, for your ideas and your participation, but not for putting down fellow students, or deliberately trying to show off.

   Fourth: There is no such thing as a "dumb question" (there are, of course, questions indicating either a weak background, or poor study habits; focusing on your mathematical background and study skills, such problems can be effectively addressed, if you are willing to work on them). Keep in mind: Mathematics is not a spectator sport. Learning means students being active participants: curious intellectual explorers of ideas, open-minded, determined (not giving up easily), and taking personal responsibility for their learning.

   Last but not least, I am on your side. Part of my responsibility in this course is, indeed, to assign grades. And this role of the instructor sometimes appears "adversarial". Although I often wish we had no grades (grading is the least favorite 'job' for most teachers), neither you nor I can wish them out of existence. They are, at present, simply a fact of life. The attitude and conduct you bring to class can make a great difference however. For my part, I want you to do well, but as a result of learning a lot in the course. You will probably not do well if you do not take the course seriously. But if you truly want to learn, and put in the work, all the work, I am here to help you succeed.

   Unfortunately, there is no shortcut to the mental struggle that is necessary to learning, that anyone has been able to discover in history (if there was, someone would be rich today having put it into a bottle for sale..), but the outcomes of this struggle can be immensely rewarding. You've been there before -- we have all had to learn to crawl, to walk, to talk, to ride a bicycle (which like math, you can't learn by only 'watching others do it') or car -- to do things you didn't know you were capable of. If you make the effort in this class, I will be there to help you, like a coach rooting for you (if you are not willing to make a serious effort, then should you really be spending your time and money taking this course?)

For other important handouts, information and links including Course Policies handout, link to Free Tutoring, and the Weekly QL Summaries, see: http://barzilai.org/courses/105e/