MATH 208: ANALYTIC GEOMETRY AND CALCULUS IIICOURSE POLICIES AND EXPECTATIONS

FALL 2012 (27 AUGUST 2012 VERSION)

1. Course Information and Goals

Course MATH 208: Analytic Geometry and Calculus III (4.00 Credit Hours)Class number Section 001: 3717 / Section 002: 3718Prerequisites P, C, or higher in MATH 107 (or equivalent)

Instructor Dr. Mitchel T. Keller, Ph.D., Research Assistant ProfessorEmail mitch.keller@unl.edu (I generally reply within 24 hours, except on weekends)

Time/Location Section 001: Oldfather Hall 204, MWRF 0830–0920Section 002: Oldfather Hall 304, MWRF 0930–1020

Office Hours MWR 1100–1200 and by appointment (Generally not available Tuesdays)Office Avery Hall 238 (402.472.9119)

Website http://my.unl.eduText Hughes-Hallett, Gleason, McCallum, et al., Calculus: Single and Multivariable.

(Custom for UNL.) Fifth edition. ISBN: 9781118141557.Supplies iClicker 2

ACE Outcome 3: This course satisfies ACE Outcome 3: "Use mathematical, computational, statistical, orformal reasoning (including reasoning based on principles of logic) to solve problems, draw inferences,and determine reasonableness." Your instructor will provide examples, you will discuss them in class, andyou will practice with numerous homework problems. The tests will test how well you’ve mastered thematerial. The final exam will be the primary means of assessing your achievement of ACE Outcome 3.

Teaching philosophy. Over time, I’ve come to view teaching and learning as a shared journey on whichmy students and I embark each semester. I am the subject matter expert responsible for providing infor-mation and guidance, setting expectations, and assessing how well students meet those expectations. Mystudents are responsible for much hard work, including reading the text, participating in class activities,and doing out-of-class assignments, regardless of whether or not they are graded. There is only so muchthat can be conveyed in fifty minutes, and my own personal experience and educational research agreethat students get far less out of a fifty-minute lecture than their professors hope. Thus, I have chosen totake an approach that is more work both for you and for me but has better results. I endeavor to createan environment that is highly conducive to learning. Yes, I still lecture, but rarely is it for fifty minutes.Instead, I expect that you read before coming to class and provide reactions to that reading. I use thatinformation to develop the plan for the class session, which will likely involve me talking for a whileand more time with students working together in small groups to grapple with the material, often afteranswering a question via clickers. I’ll be there to support, guide, and correct misconceptions. Sure, I couldexpect you to do this alone outside of class, but over time I’ve realized a few things about working ingroups. As a student, I usually understood something better when I went over it with classmates, even ifI was the one who thought I understood it completely and explained it to a peer. As a researcher, I ammore productive and effective when I collaborate. Friends in industry report that teams are increasinglyused to produce the best results. Furthermore, having me there to help in the early stages ensures thatwe’re traveling together on this journey.

Why Math 208?1 Math 208 is the last of three courses in the calculus sequence, but it is much more thanthe final third of the material covered in the name of calculus. The ideas and methods of precalculus

1Adapted from Prof. Glenn Ledder’s Preface to Math 208 document.1

(functions and geometry in particular), differential calculus, and integral calculus previously studied inone dimension are generalized to multi-dimensional space. Math 208 therefore serves as a summaryof functions and calculus. Most of the material in Math 106 and Math 107 is concerned with the twocentral objects of one-variable calculus: the derivative and the definite integral. In higher dimensions, thederivative of one-variable calculus generalizes to partial derivatives, gradients, and directional derivatives,while the definite integral generalizes to integrals over regions in space and integrals along curves andacross surfaces. Similarly, the geometry of curves in the plane generalizes to curves and surfaces inspace, defined directly or parametrically. Math 208 builds on prior courses more than any other course inmathematics. It is not only a course in its own right, but it is also a recapitulation of your prior study offunctions and calculus.

The tools of multivariable calculus are also a key to applications in engineering and the sciences, andtherefore Math 208 is required for all engineering majors and students majoring in chemistry and physics.We have so much content to explore in terms of developing the key ideas of multivariable calculus thatwe won’t have time to really explore applications in physical sciences and engineering in class. However,Math 208 will work to build the problem solving skills that you’ll need to solve problems in your majorsin future courses. We will also have a writing assignment due near the end of the semester that will getyou to explore an application of some topic in multivariable calculus to a problem in your discipline.

Course description and goals. The bulletin describes the content of Math 208 as “Vectors and sur-faces, parametric equations and motion, functions of several variables, partial differentiation, maximum-minimum, Lagrange multipliers, multiple integration, vector fields, path integrals, Green’s Theorem, andapplications.” Many (But not all!) of the words in this (very comprehensive) list of topics should be famil-iar from earlier mathematics courses. In this course, you will expand your understanding of these ideas.Generally, this will happen by first expanding our thinking from functions of a single variable to functionsof more than one variable. For example, in most introductory calculus courses, you’ll be asked to solve aproblem where you maximize a company’s profits. In doing so, you create a function that gives the profitP(x) the company makes if it builds and sells x widgets. Such models are often overly simplistic, however.For instance, what if the company is actually capable of producing two different sizes of widgets? Thenyou’d be concerned about producing x widgets of Type 1 and y widgets of Type 2 and maximizing theprofit P(x, y).

In addition to expanding our thinking from one variable to more than one, we will introduce a numberof new ideas. However, they probably won’t be completely foreign to you. For example, if you’ve studiedphysics, you’re probably familiar with one of the most important ideas we’ll introduce in this course—vectors. One way to think of a vector is as something that has both magnitude and direction. For example,it’s not terribly meaningful to say that an airplane is flying at 450 miles per hour. If, however, we saythat it’s flying at 450 miles per hour due east, then we know something useful about the airplane’s travel.Vectors will be a recurring theme in this course as we study how to connect them to differentiation andintegration.

It’s one thing to list the topics for a course but another to say what you as students will be able to doupon successfully completing the course. The course goals I have set for students in this course are listedbelow.

(1) Students will be able to visualize and think about objects in 3-dimensional space.(2) Students will understand the concepts of derivatives and integrals for functions of more than one

variable.(3) Students will describe curves and surfaces as vector-valued functions using parametric represen-

tations.(4) Students will understand the concepts of vector fields and calculus of vector fields.(5) Students will use the concepts and techniques of multivariable calculus to perform calculations by

building on their knowledge of single variable calculus.(6) Students will use multivariable calculus as a tool to solve science and engineering problems.(7) Students will describe how mathematical models and multivariable calculus techniques are valu-

able computational and conceptual tools for solving real-world problems in their discipline.2

(8) Students will carefully read a mathematics textbook and, based on the reading, identify areas ofdifficulty and form questions they need answered in order to enhance their understanding.

(9) Students will communicate mathematical ideas using standard written English.

The first six of these goals are verbatim (or slightly modified emphasize the use of prior knowledge in thecase of #5) from the goals listed by the Department of Mathematics. The last three goals address skills thatI feel are important for success in this course, future mathematics courses, and future courses involvingmathematical content.

Instructional methods. I hope the material above has helped you understand that this course is goingto incorporate some instructional practices that aren’t (yet) standard in mathematics courses. (A mathprofessor who wants you to write sentences and paragraphs? What is the world coming to?) Gettingsome extra shut-eye or reading The Daily Nebraskan in class is going to be pretty hard, as there will belots of interaction, even when I’m presenting at the board. Outside of class, I expect that you will spendbetween two and three hours working on this class for every hour you spend in class. That means eight totwelve hours per week working on Math 208 outside class, and I expect you to distribute that throughoutthe week in order to keep up. Procrastinating to weeks of tests will likely result in disaster. In class, I’lluse clicker questions to check how well you understand something I just explained, and depending onresponses, we might move into an activity. Usually an activity will require you to work with three peersto answer a question. These sorts of teaching and learning activities will be chosen to help you preparefor the various assessments in the course and to achieve the course goals.

2. Assessment and Grading

Grade components. Your grade in this course will be based on seven categories of work: Homework,Preparation and Participation, Writing Assignment, Group Project, Web Assessments, Tests, and FinalExam. These categories and their weights are described below.

Homework: Homework problems will be assigned for each section of the text. Homework will becollected in class each week, generally on Monday. On Mondays when we do not meet or meetfor a test, homework will be collected on Wednesday. To balance your workload for homework,I will clearly post on Blackboard which sections’ questions are to be submitted on a particularday. Homework is due at the posted time, so if you must miss class, submit in advance! (A legiblescanned copy emailed to me is acceptable under extreme circumstances.) Late homework will notbe accepted. Please note that we will only grade a selection of the problems assigned. On occasion,I may let you know that a specific problem or problems will definitely be graded, but this shouldbe treated as an exception rather than normal.

I will drop the lowest homework grade (or one zero for a homework set not submitted) in com-puting this grade component. Each remaining homework set will be counted equally in computingyour homework grade, which will be 10 percent of your course grade.

Preparation and Participation: This category contains two subcategories: reading questions andclass participation.• To make the most effective use of time in class, reading questions will be assigned via Black-

board prior to most class meetings. You are responsible for reading the assigned section(s) ofthe text and giving short (one- to three-sentence) responses to questions in your own words. Thequestions will generally check your understanding of what you’ve read so that I can tailor theclass plan. Thus, reading question responses must submitted by 2100 (9pm) the night beforethe class meeting. (Responses for Monday’s classes are due Sunday night, etc.) Each readingassignment will be graded with either a 0 or a 1. A score of 1 will be assigned if you submitthe assignment on time and your response reflects that you’ve read the material, even if youdidn’t understand it all. A score of 0 will be assigned if you fail to submit the assignment,miss the deadline, or submit the assignment but your response does not sufficiently reflectthat you read the material. The reading questions will be worth five percent of your grade,with 100 points being the maximum possible in this category.

3

• To create an environment that provides the best opportunities for students to learn, this willbe a very active class. To facilitate this, you will receive credit for class participation. Classparticipation will be worth four percent of your grade, with 100 points being the maximumpossible in this category. Your participation grade will be determined primarily by yourresponses to clicker questions in class. Whether your answer is correct or incorrect doesnot matter, simply that you are in class and responding to questions. This participationwill allow me to adjust class plans on the fly and to keep all students involved. Althoughclicker questions will be the primary basis for determining participation grades, I will considerparticipation in meaningful discussions related to the class on Piazza in borderline situations.• Your grade on reading assignments and clicker questions will be determined using the fol-

lowing guidelines:Score Fraction Reading Assignments Clicker Questions100 At least 95% with scores of 1 answered95 At least 85% with scores of 1 answered85 At least 75% with scores of 1 answered75 At least 65% with scores of 1 answered65 At least 55% with scores of 1 answered40 At least 35% with scores of 1 answered0 Less than 35% with scores of 1 answered

Writing Assignment: There will be an individual writing assignment (requiring three to five double-spaced pages) as part of the requirements for this course. It will be worth 5% of your course gradeand will be due 5 December 2012. By 19 November 2012 you must give a draft of your writingassignment to your designated peer for feedback to help you improve your draft before making thefinal submission. Full details of the writing assignment will be provided no later than 12 October2012.

Group Project: There will be a group project as part of the requirements for this course. You willwork in your regular group of three to four students to complete this application project whichwill be worth 10% of your course grade. The group project will require a brief typed report.Accompanying calculations can be done by hand or printouts from computer software. The groupproject will be assigned 1 October 2012 and will be due in final form on 31 October 2012. You mustalso submit a draft of your group project on or before 22 October 2012. I will give you feedbackon this draft so that you can improve the final version. Additional details will be distributed whenthe group project is assigned.

Web Assessments: There will be three online assessments delivered through Maple TA inside Black-board this semester. They will reinforce important skills and concepts from first-year calculus.For each web assessment, you will have approximately one week in which to complete it. Thecalculus concepts web assessment will be worth 15 points. The differentiation and integration webassessments will each be worth 30 points. Additional details will be provided when they webassessments are assigned. Web assessments will count as 7.5% of your course grade.

Tests: There will be six tests this semester. This larger number of tests was selected to help you keepup with the material so that no single test covers an overwhelming amount of new material. Thetests may contain fewer problems than might appear on a typical 50-minute test. They may alsobe designed to allow you more time to solve an interesting application problem since there is lessmaterial being assessed on each test.

The tests will be given on 7 September 12, 21 September 12, 8 October 12, 26 October 12,9 November 12, and 30 November 12. The attached course schedule gives an estimate of thematerial each test will cover, but that is subject to change as the term progresses. Any changes willbe announced in class and online. Each test will be worth 6.5% of your course. grade.

Final Exam: The time for the final exam is 1800–2000 (6–8pm), Monday, 10 December 2012, RoomTBA. You are expected to arrange your personal and work schedule to allow you to take the examat that time. Students with conflicting exam schedules may be allowed to take an alternate final,

4

which is always given after the regularly scheduled final. No student will be allowed to take thefinal exam early. A picture ID (driver’s license or student ID) may be required to take the finalexam. The final exam will count as 19.5% of your course grade.

Grade computation. The table below summarizes weights for each category of work this semester andhas room for you to record your grades. Completing it should be self-explanatory, except for homework.Your homework Raw Score is the average of the scores (out of 10 points) awarded on your homework setswith the lowest homework set excluded. Thus, if we have 13 homework sets, add up the best 12 scoresand divide by 12 to get your Raw Score for homework.

Category Due date(s) Weight Raw Score Points Possible Percentage EarnedHomework Weekly 10% 10

Reading questions Most classes 5% 100Participation Daily 4% 100

Group Project 31 Oct 12 10% 100Writing Assignment 5 Dec 12 5% 100

Web Assessments Multiple 7.5% 75Test I 7 Sept 12 6.5%Test II 21 Sept 12 6.5%Test III 8 Oct 12 6.5%Test IV 26 Oct 12 6.5%Test V 9 Nov 12 6.5%Test VI 30 Nov 12 6.5%Final 10 Dec 12 19.5%

To compute your course grade, divide your Raw Score by the Points Possible for each line above andrecord it in the Percentage Earned column. Then multiply each Percentage Earned (as a percentage, so5% = 0.05) by the corresponding Weight and add up these values. This will give you a number x between0 and 1. Letter grades will be assigned via the following table.

Score Range Grade Score Range Grade0.97 ≤ x ≤ 1 A+ 0.77 ≤ x < 0.80 C+

0.93 ≤ x < 0.97 A 0.73 ≤ x < 0.77 C0.90 ≤ x < 0.93 A− 0.70 ≤ x < 0.73 C−0.87 ≤ x < 0.90 B+ 0.67 ≤ x < 0.70 D+0.83 ≤ x < 0.87 B 0.63 ≤ x < 0.67 D0.80 ≤ x < 0.83 B− 0.60 ≤ x < 0.63 D−

0 ≤ x < 0.60 F

Final grades in this course, however, will be determined by the judgment of the instructor. In particular,to receive a final grade of C or higher, your exam average must be at least a C−. Your exam averagewill count each of the six tests with a weight of 1/9 and the final exam with a weight of 1/3. Any studentwith a calculated course grade of C or higher who has an exam average of D+ or below will receive afinal course grade of C−. All other students will receive their calculated course grade as their final coursegrade.

Make-up tests and late work. I discourage make-ups, and generally will not approve them unless re-quired by UNL policy. Any student with a valid reason for missing a test must obtain permission fromme at least two weeks before the test date.

Late submission of assignments will not be allowed except under extraordinary, unforeseen circum-stances. For assignments to be submitted via Blackboard, submission will automatically be shut down atthe assignment’s due date and time. In the event you are unable to come to class on days when assign-ments to be submitted in class are due, you should email them as Adobe PDF files to mitch.keller@unl.eduprior to the end of the class meeting in which they are due.

5

Feedback. Feedback beyond numerical grades will be given at several times during the semester. Thisfeedback will take several forms such as a comment from me during an activity or formal feedback ona draft. At times, you will be expected to give feedback to your peers on their work. You will also begiven opportunities to review your progress on an assignment or in the course overall to determine if youare making adequate progress. Giving and receiving feedback are valuable skills that you will need inthe future, both as a student and in your career. Feedback should be given respectfully, and you shouldwork to use feedback to improve your work in the future. Prior to formal feedback opportunities, we willdiscuss our expectations for feedback as a class. Feedback provides an important chance to take stock ofprogress in the course and make corrections before an assignment is due or before the end of the term.

3. Groups and Piazza Discussions

Groups. This semester you will work with classmates in groups almost every day. Most of the time, thiswill be as part of designated groups. I will make initial group assignments no later than 28 August 2012.Until then, I’ll assign ad hoc groups in class on a daily basis. To facilitate our groups, we’ll use a deckof playing cards. The rank of a card is its value (Ace, Two, . . . , Queen, King), and its suit is the symbol(hearts ♥, diamonds ♦, spades ♠, clubs ♣) on the card. You will be assigned to a group consisting of thefour students with the same rank (so “Kings” or “Sevens”). I’ll have a set of cards to use to randomly callon students in class, and I might also assign roles in your groups for that class meeting based on the suitof your card. I reserve the right to rearrange the groups after Test II and after Test IV (and in the unlikelyevent any group drops below three students because of students dropping the class).

Piazza. Online discussion outside of class can be very helpful. In particular, it allows everyone in theclass to see questions and answers rather than one-to-one email correspondence with me. Obviouslythere are some things that require private email, and I welcome messages. However, questions aboutcourse content are of broad interest, and I want to encourage discussion and follow-up questions. SinceBlackboard’s forums are rather clunky, we’ll be using the free website Piazza http://www.piazza.comfor our discussions. This provides a wiki-style opportunity for you to answer each others’ questions, editthose answers, ask follow-up questions, and read and comment on my answers. I’ll provide a quick Piazzademonstration in class during the first week. Participation on Piazza is voluntary, but I hope you’ll makefrequent use of it. Don’t be surprised if I reply to an emailed question with “That’s a great question to poston Piazza!” To incentivize your online participation, I will consider your active contributions to Piazzadiscussions when resolving borderline grading situations.

4. Homework

The attached schedule contains a list of exercises and problems for each section of the text that we’llcover this semester. I will post on Backboard the date on which each section’s questions are to be sub-mitted. (Homework will generally be due on Mondays.) A selection of the homework questions will begraded, and the graded homework will be returned to you. I do not plan to post solutions for homeworkquestions, but will try to post comments about common problems students encountered in order to helpyou prepare for the tests. I encourage you to work as many exercises problems as you can (i.e., morethan you need to turn in). Mathematics is not a spectator sport! The only way to learn mathematics isby getting your hands dirty, and you will only accomplish that in this course by answering homeworkquestions. If you get stuck, you’re more than welcome to post a question on Piazza (the preferred firststep!), send me an email, or visit with me in my office.

Collaboration on homework. You are permitted to work in groups of at most four students when solvinghomework problems. (I anticipate your collaboration will be primarily with members of your assignedgroup. However, I will not make this a requirement.) You must, however, write up your solutions forthe problems on your own. The process of explaining your solution in writing (using complete sentenceswhenever possible!) will help you better understand the material. Each member of a group that workedtogether on a homework set must write at the top of their homework submission “I collaborated on thisassignment with .” where the other group members’ names are used to fill in the blank.

6

5. Course Policies

Attendance: Attendance contributes to your grade in the form of participation points for clickerquestion responses, but otherwise attendance is not taken or required. However, you certainly areexpected to attend class, arriving on time and staying until the end of class. You are also expectedto sit with your group so that you can work with them during class.

Technology use in class: Other than times where class activities require them, I discourage use oflaptops, smart phones, or other electronic devices during class. Students are expected to discon-tinue use of electronic devices if the instructor or another student deems them distracting.

Noise from telephones, etc.: Audible noises from cellular telephones and computers will not be tol-erated. This includes the noise made by some models when set to vibrate. Please turn your phoneoff or set it on silent before class begins.

Showing and explaining work: For all problems submitted for grading (homework, tests, exams,etc.), your answer should be written using complete sentences to explain how you reached youranswer. Your explanations are important not just to receive partial credit in cases where youranswer is not correct but also to support your answer and receive full credit when correct. Correctanswers that are not fully supported by explanations using complete sentences will generallynot receive full credit.

Technology use on assignments: You are free to use any calculator or computer algebra system(Wolfram|Alpha, Mathematica, MATLAB, Maple, etc.) on homework. You will be permitted touse any standard calculator not possessing communications capability on all tests and exams. Youcannot use a calculator built into a cell phone. You will not be allowed to use a tablet or notebookcomputer or equivalent. If you have any questions about whether the calculator you intend to useis acceptable, please contact me at least three calendar days prior to the test or exam.

Regrades: If you have questions about the grading of anything in this class, you must return itdirectly to me (not my mailbox or your group folder) within one week of the date it was handedback. Attach a separate piece of paper indicating what you want regraded and the reasons youfeel a regrade is appropriate. Do not write anything on the item to be regraded itself. I reserve theright to retain scans of any and all graded work prior to returning it to prevent regrade abuse.

Record retention: You should retain all graded materials returned to you until after final grades havebeen posted. You will need them to support any claim that your grade was inaccurately computed.

Collaboration: You are encouraged to form informal study groups to work exercises and problemsand enhance your understanding of the material. Formal groups will be assigned for certainactivities and the group project. See the information above regarding collaboration on homeworkfor details on how you may work together on problems to be graded. For tests, and exams, unlessotherwise specified in writing, you are to work completely alone without the aid of texts or notes.You are only allowed to use one clicker transmitter in class; the use of more than one clicker willbe treated as academic dishonesty under the Student Code of Conduct. The smallest grade penaltyI will impose for using more than one clicker will be a full letter grade reduction (e.g., from B+ toC+) in the final course grade for all students involved.

These policies and the course schedule are subject to change depending on how the semester progresses.Any changes will be announced in class, on Blackboard, and with an updated version of this document.The update date will be clearly indicated in the document’s title.

6. University Policies

Academic Integrity. I take academic integrity very seriously and have been involved in preventing, identi-fying, and adjudicating student misconduct for many years. All work in this course must be completed ina manner consistent with the University of Nebraska-Lincoln Student Code of Conduct. I encourage youto make use of any old tests, exams, quizzes, and homework from previous incarnations of this course.

7

The more exercises and problems you work, the more successful you will be in this course. The tests andexam you will see in this course will not be identical to those given in previous semesters or by otherinstructors. I will endeavor to provide old or sample questions leading up to each of the tests.

Cheating via any means is unethical and unacceptable. Unless specified in writing, you are to workcompletely alone without the aid of notes or texts on quizzes, tests, and exams.

Merriam-Webster’s Online Dictionary defines plagiarize as “to steal and pass off (the ideas or wordsof another) as one’s own : use (another’s production) without crediting the source”. Plagiarism is unac-ceptable in this course. When submitting writing assignments and the group project, you must properlyquote and cite any references used. Note that paraphrasing a writer’s text without giving attribution isplagiarism. If you are familiar with your discipline’s style for citations, you may use it. Otherwise, pleaseuse the MLA or APA style for citations.

Behavior contrary to the above expectations will not be tolerated and will be handled via the appropri-ate channels. If I determine you are responsible for or complicit in academic misconduct in this course,there will be a grade penalty ranging from receiving a score of zero on the graded item in question toreceiving a grade of F as your final course grade. (See the course policy on collaboration above for infor-mation on the grade penalty for using more than one clicker.) You will also be reported to Judicial Affairsfor possible disciplinary proceedings under the Student Code of Conduct. If you have questions regardingacademic integrity policies in this course, please talk to me. It is much better to ask permission than tobeg forgiveness in these situations.

Special needs. Students with disabilities are encouraged to contact the instructor for a confidential discus-sion of their individual needs for academic accommodation. It is the policy of the University of Nebraska-Lincoln to provide flexible and individualized accommodation to students with documented disabilitiesthat may affect their ability to fully participate in course activities or to meet course requirements. To re-ceive accommodation services, students must be registered with the Services for Students with Disabilities(SSD) office, 132 Canfield Administration, 472-3787 voice or TTY.

Incomplete grades. Incomplete grades will be assigned only under extraordinary circumstances in ac-cordance with the UNL Bulletin and other policies provided by Registration and Records. If you feel anincomplete grade is warranted, you must contact me before final grades are due on 15 December 2012.

Advanced Placement: If this is the first college mathematics course that you have attempted, then youmay be eligible for 10 hours of free credit for Math 106 and Math 107, provided you earn a grade of P, C orbetter in Math 208 this semester. To be considered for this credit, you should register with the Departmentof Mathematics, 203 Avery Hall, by Friday, 14 September 2012.

Department Grading Appeals Policy. The Department of Mathematics does not tolerate discriminationor harassment on the basis of race, gender, religion or sexual orientation. If you believe you have beensubject to such discrimination or harassment in this or any math course, please contact the department. If,for this or any other reason, you believe that your grade was assigned incorrectly or capriciously, appealsshould be made to (in order) the instructor, the department chair, the departmental grading appealscommittee, and the college grading appeals committee.

Course Evaluation. The Department of Mathematics Course Evaluation Form will be available throughyour Blackboard account during the last two weeks of class. You’ll get an email when the form becomesavailable. Evaluations are anonymous and instructors do not see any of the responses until after finalgrades have been submitted. Evaluations are important—the department uses evaluations to improveinstruction. Please complete the evaluation and take the time to do so thoughtfully.

7. Support Services

Writing. The University of Nebraska-Lincoln Writing Center can provide you with meaningful supportas you write for this class as well as for every course in which you enroll. Trained peer consultantsare available to talk with you as you plan, draft, and revise your writing. Please check the WritingCenter website (http://www.unl.edu/writing/) for locations, hours, and information about schedulingappointments.

8