This class is being taught at St. Mary's College of Maryland, located on the traditional and ancestral territory of the Chaptico, Piscataway, Yaocomaco, and Pamunkey Native Americans. Growing up in the Maryland public school system I never heard the names of these indigenous people. I encourage those of you who are on campus to take a walk over to Historic St. Mary's City, learn about the Yaocomaco people, and see a recreation of a traditional Yaocomaco village. (Maryland at a Glance)
In this class we will be expanding on the tool set you learned in your earlier computer science classes and gaining a deeper understanding of some of the techniques you already know. There will be a focus on getting information into your program from outside sources, storing large amounts of data, and presenting the results of your program in more user friendly ways.
Visiting Instructor of Computer Science since Fall 2018 (this is only my third year teaching, I am still learning!)
M.Sc. in Computer Science from the University of Victoria, 2016 (This means you should not call me Dr., I have a Master's degree not a Doctorate.)
B.A. in Computer Science and Religious Studies from St. Mary's College of Maryland, 2012
Office Hour Times - Tuesday and Wednesday 7-8
If you would like to meet outside office hours please use this Appointment Maker as it is significantly easier for me to keep track of appointments than emails setting up meetings.
Want to learn more? Visit my website or email me at acwebster@smcm.edu
Set theory, elementary logic, sequences and mathematical induction, functions and relations, counting techniques, matrix theory, graphs, and trees. This course satisfies the Core Exploration requirement in Mathematics. MATH 200 assumes more mathematical preparation than MATH 131.
At the competition of MATH 200, students will be able to:
1. Functions and Relations: Verify properties of functions and relations using their formal definitions.
2. Sets: Solve problems involving sets, including union, intersection, and complement.
3. Graphs: Demonstrate modeling graphs by representing appropriate data with graphs and making mathematical arguments about their properties.
4. Bibliography: In a paper written on a topic relevant to the course compose a bibliography with the appropriate citation format for Mathematics.
5. Proofs: Implement various proof techniques including induction as demonstrated by writing several proofs about counting techniques and elementary logic.
Q: Why will there be changes?
A: Every class is different and learns at a different pace. The activities I have planned might take a day for one group of students and a couple weeks for another group. There is no way for me to know exactly how long an activity will take with this class so dates might have to be moved around to accommodate different schedules.
Also the ever evolving COVID situation may change some plans.
Q: Will due dates change?
A: Due dates will only ever move back (unless the class as a whole votes otherwise). To see the most up to date due dates see the Due Dates page on this website
Homework 35% - You will be completing labs individually to practice the skills you learn in the lecture videos and in class.
Midterm 10% - Together the two midterm exams will make up 10% of your grade.
Paper 20% - Over the first half of the semester you will research and write a paper on a discrete math topic of your choosing.
Project 15% - You will complete a project by the projects with 2-3 of your classmates to practice the skills that you learn in class and practice working together.
Final 10% - The final exam will be held in the last week of class. This exam will cover material from the entire semester.
Participation 10% - Asking questions and working on in class activities with your classmates.
(See late work policy in the next section)
Homework will due ten minutes before class on Tuesdays. No late submissions will be accepted for credit since we will discuss the homework answers in class.
All homework must be typed.
Project submissions will all be due on Friday. For each 24 hours after Friday that the assignment or project submission is turned in late 10% will be subtracted from the final grade of the assignment.
Projects will not be accepted if they are more than a week late.
I teach using active learning because “students in classes with traditional lecturing were 1.5 times more likely to fail than were students in classes with active learning” (Active learning increases student performance in science, engineering, and mathematics. Freeman, Eddy, McDonough, Smith, Okoroafor, Jordt, and Wenderoth, 2014). In order for you to benefit from this teaching style you have to be present in class.
If you don’t come you will miss the learning that happened in that class period and the participation points available during the class period. Similarly if you are on social media or doing work for other classes in my class you are not participating and therefore will get no points for the day.
According to the Judicial Procedures for Academic Misconduct in To the Point “plagiarism is the act of appropriating and using the words, ideas, symbols, images, or other works of original expression of others as one’s own without giving credit to the person who created the work.”
Any violation of academic integrity will result in an automatic zero for that assignment and will be reported to Academic Services. Severe violations of academic integrity or a second offense will result in a more severe penalty up to, and including, an automatic F in the course, as allowed by the Judicial Procedures for Academic Misconduct.
Don’t just read your notes. Instead:
1. Quiz yourself
2. Do Practice Problems
3. Study in Groups
4. Spend an hour a day on the material outside of class.
4 classes * 5 days = 20
4 classes * 4 hours/week = 16
Total = 36, which is still less than a 40 hour work week.
5. Follow proven study and learning strategies.
The Writing & Speaking Center will be operating online only for Spring 2021, but it will continue to offer free peer tutoring in writing and speaking. The peer tutors are students themselves, but they have completed extensive hands-on training to learn how to assist their peers at any step of the process (planning, drafting, or revising) for any writing or speaking assignment, and they have also now been trained how to deliver this help via Zoom sessions. Although the peer tutors cannot diagnose issues or make revisions for you, they can work collaboratively with you to discuss ideas, consider options, and find solutions so that you can continue solo. This collaborative approach is one of the best ways to help students develop their abilities because all writers and speakers need audiences—just ask the peer tutors, who often schedule tutorials with each other. If you are unable to attend tutorials via Zoom, the Center will also be providing “Draft Drop-Off” tutorials where you can submit your draft online and receive feedback via e-mail.
To schedule a Zoom or Draft Drop-Off tutorial, please visit the Center’s website (www.smcm.edu/writingcenter) and click the “Make an Appointment” button. The Center’s website also has videos of sample tutorials, helpful handouts on different writing elements, an FAQ section with more information, and details for how to become a tutor. If you need assistance scheduling or have additional questions, please contact the Assistant Director of the Center, Mandy Taylor, at apheatwole@smcm.edu.