Section Syllabus

Discrete mathematics studies finite sets. In many ways, this makes the content much easier to understand than continuous mathematics with its infinitely many points, arbitrarily close or large numbers... all the stuff of calculus. And yet, while we will “just” be doing things like counting how many things there are in a set, we will see that the subject leads to beautiful and complex structures of mathematics.

In class we will be actively exploring discrete math by doing problems. It is important that you work together with your group members. You will most likely find this course very different from previous math courses. Instead of memorizing formulas and procedures, we will spend our time investigating patterns and solving problems. Further, getting an answer will rarely be enough for us; we will need to give good reasons that the answers are correct. To give these “proofs” of our answers, there will be a fair amount of writing in this course.

While we will learn to do more than just the following tasks, these are the key learning targets for the course, organized into four categories.

By the end of the course, you will have demonstrated Mastery (M) on a number of the 20 learning targets. You will also have earned an engagement score based on your performance of a variety of work in and out of class.

Your final grade in the course will be determined by these two factors, according to the following table.

To receive a particular grade, you must meet or exceed the requirements for that grade in both categories. If you do not meet the requirements for a “D”, your final grade will be an “F.”

It is also possible to receive a plus or minus grade if your engagement score is one level above or below the level of your learning target mastery score. See the following two-way table for the details.

I reserve the right to modify the above rules, but will only do so in a way that results in higher grades for students.

Learning targets will be assessed on four in-class exams, each covering four learning targets. The four core competencies will be assessed on the final exam. Dates for the exams are listed below (but subject to change).

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In the unlikely event that the University is closed due to inclement weather on the day of our exam, we will hold the exam at the same time on Friday, Decemnber 11 (the designated makeup day for this situation). In the event that this makeup day is also canceled, I will contact you with alternative options.

Each question on an exam will be clearly aligned with one of the learning targets. If you demonstrate mastery on a target, you will receive a grade of M on it and you can count that to your learning targets mastered total.

Learning targets on which you do not demonstrate mastery will receive a grade of N (Not yet), P (Partial understanding), or R (Revise). These do not count toward anything, but indicate how close you are to getting mastery on the target.

Since learning is a process of improvement, after each exam you may reattempt to demonstrate your understanding of any learning targets you have not yet mastered. This will be done by completing a learning target quiz outside of class during student hours (either the regularly scheduled ones or by appointment). The only exception is that if you received a grade R on a target, you may be able to skip taking a separate quiz by explaining your reasoning and mistake to me in person.

If you successfully demonstrate mastery on a learning target quiz, it counts fully as an M toward your total. If not, additional attempts are possible, but only after meeting with me to make a plan to improve your understanding of the target.

Retakes and revisions to learning targets must be completed prior to the next exam.

All your grades for all assignments will be kept inside Canvas, so you can always check to see how you are doing in this class.

However, note that your final grade depends on two measures: learning target mastery and your engagement score. There is no good way to show this inside Canvas, so make sure you are applying the rules above to your grades to determine your projected final grade.

Attendance is expected and critical to your success, and you will be missed if you are absent. Showing up is a key to success in all aspects of life. At the same time, I realize that it may be necessary for you to miss some class meetings due to work, family commitments, and so forth. In that case, let me know of your absence, and we can come up with a plan to help you stay up-to-date.

One important note though: in this class, just like in every other class, missing a day of class, even with a perfectly valid excuse, does not excuse you from learning what was covered that day. As your instructor, I will try to help you catch up, but this will take more work than it would have if you were in class.

Of course, life can happen and you don’t owe me an explanation for why you might occasionally miss a deadline. Just let me know if you will be handing in something late and when I can expect it. This should not occur regularly; if you are having trouble meeting deadlines consistently, let’s chat and make a plan.

Please be respectful of your and my time by staying off your cell phones when in class, arriving on time, and not packing up your things before the end of class.

Additionally, we expect that you will treat all members of our course community with respect and kindness. In doing mathematics, or almost anything worth doing in life, you are going to make many errors and false starts while becoming more proficient. Think, for example, of learning to play a musical instrument, or learning an athletic skill, or developing a friendship. We want to establish a classroom atmosphere where the inevitable struggles and mistakes become an opportunity to learn and grow; not an opportunity for embarrassment. Thus, please be constructive and polite in questioning your colleagues in class.

Don’t cheat! It is expected that members of this class will observe strict policies of academic honesty in every aspect of this course. In particular, you are expected to solve homework problems by yourself or together with your group, and not find solutions online. In general, UNC’s policies and recommendations for academic misconduct will be followed. For additional information, please see the Student Code of Conduct at the Dean of Student’s website http://www.unco.edu/dos/Conduct/codeofconduct.html.

You may use generative AI tools (such as ChatGPT, Google Gemini, or CoPilot) to help you learn, but not to shortcut the learning process. It is your responsibility to ensure that you use of these tools with academic integrity.

What does this mean? Ask yourself what you hope to get out of this course. I really hope your answer involves learning new skills, becoming a better thinker, and understanding mathematics at a deeper level (even if these goals are in service to eventually getting a better paying and more fulfilling job).

Warning: As good as AI has become recently, it is still not great at mathematics, so anything you get out of a generative AI tool should be approached with a fair amount of skepticism. This is also a good way to learn mathematics though: play “find the mistake” in what AI gives you!

To be clear, you should NOT use AI tools to shortcut the learning process. Getting someone else to do your work for you (even if that someone is a robot) is plagiarism and a violation of the academic integrity policy. If you have any doubt about whether you are using AI productively, I’d love to have a conversation about it with you.

The University of Northern Colorado is committed to providing a safe and inclusive learning environment for all students that is free from discrimination and harassment, including sexual harassment, sexual assault, domestic violence, dating violence, and stalking. Students who have experienced (or who know someone who has experienced) any of these concerns should know that they are not alone. UNC has staff members in the University’s Office of Institutional Equity and Compliance (OIEC) who are trained to support students in navigating these concerns and are able to provide on- and off-campus resources and supports, referrals to health and counseling services, academic and housing modifications, and mutual no-contact orders between individuals.

Please be aware all UNC instructors and most staff members are required to report their awareness of sexual misconduct to the OIEC. This means that if students tell an instructor about a situation involving sexual harassment, sexual assault, dating violence, domestic violence, or stalking, the instructor must share that information with the Title IX Coordinator and Equity Officer, Jimmy Kohles. Mr. Kohles or a trained staff member in OIEC will contact the reporting students to let them know about resources and support services at UNC as well as their options to pursue an investigation through OIEC, law enforcement, or both. Students who have experienced these types of incidents are not required to speak with OIEC staff regarding the incident. Students’ participation in OIEC processes are entirely voluntary.

If students do not want the Title IX Coordinator notified, instead of disclosing this information to the instructor, students can speak confidentially with the following people on campus and in the community. They can connect you with support services and help explore options now, or in the future. UNC has confidential victim advocates available 24/7 by phone - students can contact the Assault Survivors Advocacy Program (ASAP) at 970-351-1490 to seek confidential guidance and support.

My goal is to co-create a learning space that is inclusive and responsive to your access needs. If you anticipate or experience barriers to full participation in this course for any reason, please connect with me. Whether it’s related to course design, content delivery, or materials, I welcome that dialogue.

If you are connected with the Disability Resource Center (DRC), please share your accommodation letter early so we can plan together.

If you are not yet connected but would like to explore accommodations or access resources, you can contact the Disability Resource Center: 970-351-2289, [email protected], Michener L-80, www.unco.edu/disability-resource-center.

Significant numbers of UNC students are challenged in getting enough food to eat. Others have difficulty finding safe and stable housing or meeting other essential needs, such as medical and mental healthcare, childcare and transportation. Still others face financial crises in the wake of unexpected emergencies.

Through its Center for Student Well-Being (CSW, located on the lower floor of the UC), UNC offers personalized 1-on-1 assistance to students facing food insecurity, housing insecurity, financial emergencies or other basic needs challenges. UNC also provides students with access to several food resource programs on campus, including the Bear Pantry, where students can access food and hygiene items at no cost. Resource navigators in the CSW can also help students gain access to the Supplemental Nutrition Assistance Program (SNAP) and other resources.

If you’re not sure where to turn, the website for UNC’s Student Outreach and Case Management office lists a wide variety of resources for students. Case Managers can assist students during difficult circumstances which may include medical, mental health, personal or family crisis, and illness or injury.

Mental health professionals are available on-campus and in the community. See a wide variety of on- and off-campus resources on the Dean of Student’s webpage.

For free, confidential consultations, check out the Counseling Center. To access staff in the Counseling Center, call 970-351-2496 or stop by the Center, located on the second floor of Cassidy Hall.

If you or someone else is experiencing a crisis or suicidal thoughts and the Counseling Center is not available (including evenings, weekends, and holidays), contact either North Range Behavioral Health by calling 844-493-TALK (8255) or text TALK to 38255 or the 988 Suicide and Crisis Lifeline at 988.