Interviews: Students are required to write up all work in this course independently. Throughout the term, I will hold one-on-one meetings with students to ask you to explain your solutions and answer questions about them. These meetings could cover your solutions to homework, quizzes, or exams, and your grade is contingent on these "interviews".

The interviews are intended to be informal and friendly. You are not being evaluated on quality of exposition or presentation style. Though their primary objective is to let you demonstrate your understanding of your solutions, the interviews are also intended as an opportunity for Jenny and the students to have more personal contact and to touch base throughout the course.

Academic integrity: Students are expected to know and to uphold the LSA Community Standards of Academic Integrity.

Students with documented disabilities: If you might need an academic accommodation based on the impact of a disability, please get in touch with Jenny, and contact the Office of Services for Students with Disabilities (SSD) (734-763-3000) as soon as you can. SSD typically recommends accommodations through a Verified Individualized Services and Accommodations (VISA) form. Any information you provide is private and confidential. Please note that the University Policy is two weeks’ prior notice for any academic accommodation.

COVID-19: The coronavirus pandemic has created unprecedented challenges in our personal and professional lives. Your health and well-being are top priority. See below for a list of campus resources.

Homework

Quizzes

Exams

Gradescope Instructions

Gradescope is an online platform for grading homework and exams. Your work is still being graded by a human on the Math 592 instructional team, but Gradescope streamlines the process. Gradescope is designed around grading best-practices, for example, the solutions are anonymized for the grader, points are assigned according to a rubric that we set, and Gradescope allows the grader to give more detailed feedback more efficiently.

You can find instructions and trouble-shooting advice at the Gradescope student centre and Gradescope help page.

How to set up a Gradescope account. Gradescope synchronizes with Canvas to create our course roster. Students should receive an email from Gradescope with information on how to create their log-in credentials. If you have not received this email by Thursday 21 January, contact Jenny.

How to upload an assignment or test. To upload an assignment, you must:

Resubmission. If you find a mistake in your solution, it is possible to resubmit it anytime before the deadline passes. In Gradescope, click on your assignment, and you will see a "resubmit" button in the bottom right corner. Unfortunately, to make any changes to your solution you must re-upload your whole solution and repeat the page selection process.

How to produce a pdf of your homework. If you write your homework solutions by hand, you can "scan" your solutions to create a pdf. Gradescope has recommendations for apps you can use to produce a pdf with a smartphone. To create legible scans, it is best to write with a dark pencil or pen.

Please preview your scan before you upload it to ensure it is clearly readable.

You can also complete your homework on a computer, using software such as LaTeX. If you do use LaTeX, it may be easiest to draw figures separately by hand and scan or photograph them. You can add graphics to a LaTex document by using the graphicx package, or use software to collate the pdf files after your LaTeX document is complete.

Viewing your graded assignment. Once your work is graded and the grades are "published", you will be able to log into Gradescope to see your graded solutions. Click on the name of your assignment to see a problem-by-problem breakdown of your score. Click on an individual problem to see your solution, the complete grading rubric, and any comments from the grader.

Optional Reading

The following reading is strictly optional: it is not related to the course material and will not be discussed in the course. These are articles on math education and learning psychology which may be of interest to math students.

Dweck - Beliefs about intelligence (Nature.com)

Kimball and Smith - The myth of 'I'm bad at math' (The Atlantic)

Tough - Who gets to graduate (New York Times Magazine)

Paul - How to be a better test-taker (New York Times)

Boaler - Timed tests and the development of math anxiety (Education Week)

Parker - Learn math without fear (Stanford Report)

Steele - Thin ice: stereotype threat and black college students (The Atlantic)

Vedantam - How stereotypes can drive women to quit science (NPR)

Stroessner and Good - Stereotype threat: an overview (University of Arizona)

Lockhart - A mathematician's lament (Mathematical Association of America)

Campus Resources for Wellbeing

• Counseling and Psychological Services (CAPS)

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• University Health Service 24-hour Nurse Line (734-764-8320)

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• Psychiatric Emergency Service (PES) (734-936-5900)

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• Sexual Assault Prevention and Awareness Center (SAPAC)
  (24­-hour Crisis Line: 734-936-3333)

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• University Psychology Clinic (evaluation and therapy)

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• Services for Students with Disabilities (SSD)

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• Campus Mind Works (mental health education and drop-in wellness groups
  for students with a diagnosed mental health disorder)

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• CAPS Grief and Loss
  UMHS and Ann Arbor resources for grief and loss
• Resources for eating disorders

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• Resources for alcohol and other drugs

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• Addiction Center and Collegiate Recovery Program

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• Wolverine Support Networks
  (peer-facilitated group meetings and community events)

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• UHS Wellness Coaching

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• MiTalk

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• Helping a friend

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• Resources for financial needs and medical assistance

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• National Suicide Prevention Lifeline (1-800-273-8255)

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• Substance Abuse and Mental Health Services Administration Helpline (1-800-662-4357)

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• Trevor Project Lifeline (24-hour chat or phone 1-866-488-7386),
  and the Trans Lifeline (877-565-8860)

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• UM Psychiatry resources for COVID-19, including advice for college students

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• Advice from UCSF on coping during COVID-19