• An SRQ is a response to a reading assignment. The main purpose of an SRQ is to help you reflect on what you read and summarize what you learned. In other words, writing an SRQ helps you digest the material. They can also provide a starting point for class discussions.
• Some courses will require that you write a 1-2 page SRQ on every day there is a reading assignment. Check the Grading page for your course to see if they are required. If multiple sections are assigned, you should write a single SRQ for those sections. For reading assignments that are not from the textbook, you only need to write an SRQ if the link to the reading in the schedule contains "(SRQ)" after it.
• Your SRQ must be typed/typeset (using Microsoft Word, Open Office, etc.) and submitted as a PDF named BookAuthorLastName-X.Y.pdf, where BookAuthorLastName is the last name of the first author of the book in question and X.Y is the section of the book (or just X if it is for a whole chapter or there are not sections).
  For example, if the author is Brookshear and the assignment is for section 2.3, the file would be Brookshear-2.3.pdf. For sections 2.4-2.7, you would name it Brookshear-2.4-2.7.pdf.
  There are various ways of creating PDFs. CutePDF, which is installed on all of the lab machines and is freely available, installs like a printer so you can print to a PDF document from whatever program you use.
• In each document, include your name and the chapter/section(s) of the book that the summary is about. Then include the following three sections (with headings):
  • Summary: Start with a 1-2 sentence overview of the main topic(s) of the section. Then fill in more details. Highlight the definitions, theorems, etc. that seem to be the most important. The exact format of the summary might change from book to book or section to section depending on the type of material.
  • Response: In 1-4 sentences, discuss what you think about the chapter/section—is it interesting or boring? Does it connect to something else in the book or from another class? Can you see how the material might come in handy in another context?
  • Questions: When you read something there will always be questions. There are several types of questions you might have.
    • Things you didn't understand. Give specific terms, concepts, examples, or exercises that you had trouble with, being as detailed as possible.
    • How this section connects with previous material.
    • How the material might be extended or applied to other things.
    • Why certain symbols or terms where chosen.
    There are plenty of other questions that might come to your mind as you read—include them.
• Grades will be on a scale from 0-4 based on completeness, correctness, insight, and mechanics (grammar, spelling, etc.). Sometimes I will grade solely based on having turned it in (so 0 or 4). Roughly, the grades mean the following:

  0	Didn't turn it in
  1	Very poor attempt
  2	The required sections are present, but too brief or very poorly written.
  3	A very good attempt, but there are some problems with one or more of the sections and/or the mechanics need work.
  4	An excellent SRQ.

• The late policy does not apply to SRQs—they must be handed in on time or they don't count.
• See the Grading page of your course for how to submit your SRQs.

• You must do your own work. Putting your name on an assignment (or in a program) implies that it is your work.
• You are always free to discuss the concepts, examples, etc. from the textbook or class sessions. Often clearing up general confusions goes a long way in helping solve specific problems on your own.
• You may discuss homework assignments only in very broad terms and only to provide each other nudges.
  • Examples of what is permitted
    • Get clarification about what is being asked.
    • Discuss the general concepts related to an assignment (e.g. On a program that requires a HashMap, you may discuss what it is, what the various methods do, the syntax for using it, etc.).
    • Give vague hints (e.g. "Look at section 3.4 of the textbook", "I used 3 classes", or "Use an induction proof").
    • Compare the overall structure/design of a program (e.g. what classes/methods you each used and why) after you both (all) already have ideas and as long as that is not the main point of the assignment.
    • Look at someone else's code to help them find a bug, but only after you have already completed your code. The idea is to be a second pair of eyes to help them see the obvious error(s) that they keep looking past, not to help them figure out how to do something they don't know how to do.
  • Examples of what is not permitted (Not a complete list!)
    • Look at someone else's solution, proof, code, etc. so you can copy it.
    • Work through a problem step by step with someone else.
    • Talk through the solution of a problem as each of you write down what you are saying.
    • Talk through the details of how to implement a class/method while you each type it in.
    • Ask questions like "What classes/methods/fields/variables are you using?", "Can I see how you implemented the thingamajig?", "How do I start this proof?", "What did you do after that?"
• In my classes you may compare answers/results with each other, but not solutions/methods, and only after you have both (or all) completed them.
  • This does not include proofs, essay questions, code, or any other type of problem/assignment in which there isn't a clear distinction between the answer and the solution (i.e. the method to get the answer).
  • This mainly includes numerical answers and the output from programs.
  • The idea is to give you an opportunity to be more confident in your work, not to copy someone else's work.
  • Make sure both you and the other person (people) have completed a given problem before discussing it.
  • If you compare answers and they are different, you should each check your own work. You should not compare the details of your work.
  • Make sure you clearly understand the boundaries!
  • Be aware that this may not be permitted in your other classes.
• Under no circumstance should you copy any material from any source (e.g. classmates, friends, a teaching assistant or tutor, the textbook, the Internet, etc.) without attributing it to that source, and then only when appropriate (e.g group project or term paper).
• You must fully understand everything that you turn in. If you don't, then you probably got too much help from somebody and are violating the policy.
• You are responsible to make sure nobody has access to your work.
  • If somebody copies your homework or program, you will both be held responsible and punished.
  • Make sure nobody has access to your files (from your thumb drive, your computer or on any department PCs or servers).
  • Don't leave scratch paper or printouts of your work where others can obtain them.
  • Tear up any paper before you throw it in the trash/recycle bin.
• If you are found guilty of violating the policy the result will be a 0 on the assignment in question (even if the violation only involves one problem) and you may receive an 'F' for the entire course depending on the severity of the incident. In both cases a letter will also be sent to the Provost in accordance with the college's policy. I don't care if it will ruin your GPA, you will lose your scholarship, or your parents will disown you. Assuming you read this during the first week of class as you were asked to, you knew the risks when you decided to violate the policy.

• Algorithm Rubric

  Points	Category	Description
  2	Correct	The algorithm does what it is supposed to do.
  2	Complete	You include all pertinent details.
  2	Clear/Concise	Your description of the algorithm makes perfect sense and isn't bogged down in too many unnecessary details.
  2	Efficiency	Your algorithm is as efficient as possible and/or meets the required efficiency. Points may or may not be awarded if your algorithm is not correct.
  2	Analysis	You give the worst-case performance of your algorithm with justification (not necessarily a formal proof). When possible and practical, you include the average-case (or expected) performance. Point may or may not be awarded if your algorithm is not correct.

  
  
• Proof Rubric

  Points	Category	Description
  2	Correct	You prove the right thing, and you prove the thing right.
  2	Complete	You include all pertinent details.
  2	Clear/Concise	Your proof is easy to follow/understand and does not contain extraneous details.
  2	Conventions	You follow the proper conventions for the given type of proof.
  2	Misc.	A catch-all criteria that is based on the exact problem.

  
  
• Computational Problem Rubric

  Points	Category	Description
  2	Correct	You used a correct technique to get the correct answer.
  2	Complete	You include all pertinent details.
  2	Clear/Concise	Your work is easy to follow/understand and does not contain extraneous details.
  2	Plausible	Even if your answer is not correct, it is at least within the realm of possibilities in the given context.
  2	Misc.	A catch-all criteria that is based on the exact problem.

  
  

Advice

• Brief advice
  Here are some suggestions for how to succeed in my courses.
  • Read every section of the book when it is assigned.
  • Do the suggested problems from the textbook.
  • Attend every class.
  • Do not be afraid to ask questions in class. You are likely not the only one who has the same questions!
  • Start your homework assignments early so you can ask questions when necessary.
  • Do every problem on every homework assignment.
  • Utilize the Computer Science Help Center when you get stuck while reading or doing homework.
  • Come to my office and/or e-mail me when you have questions.
  • Have an attitude that says "I want to learn as much as I can in this class" instead of "How good of a grade can I get if I do the minimum amount of work."
• General Advice
  The following things will help you do well in most courses:
  1. Focus: Focus on learning instead of grades. If you focus on learning, generally the good grades will come.
  2. Read: Read your textbook and reference materials. In many of my courses, I will not lecture through material during class. I expect that you know how to read and can learn some of the material by reading and doing suggested exercises (if they exist). Class time will be spent discussing the more difficult topics or expanding on what the book has to say. If you are not preparing for class time, you will not get as much out of class time.
  3. Attend: Whether or not attendance is required, you should always attend. There is always the possibility of missing important information if you skip class. In addition, my experience has shown that those who attend class usually do much better than those who do not.
  4. Practice: Learning is often accomplished through practice, not just by reading a book or listening to a lecture. It is much easier to understand and remember concepts when you see them in practice. Therefore you should do as many suggested problems or programs as possible.
     An analogy might help here. Learning is often like sports—you don't learn how to play basketball (or your favorite sport) by reading books and/or watching people play it. Those things can be helpful, but you will never become a proficient basketball player unless you practice. Practicing a sport involves running many drills to work on the fundamentals and then applying the skills you learned to new situations. Learning many topics is exactly the same—first you need to do lots of exercises to practice the fundamental skills. Then you can apply those skills to new situations. When you can do that well, you know you have a good understanding of the topic.
  5. Communicate: Most instructors are not mind readers, so it is important to communicate with them when appropriate.
     • Is there something in the book that doesn't make sense? Ask about it in class or in an e-mail.
     • Are you lost during class? Ask questions.
     • Having a hard time with an assignment? Attend office hours, stop by their office, ask about it before or after class, or send an e-mail.
     • Is there something about the class that you don't like? Talk with the instructor. Discussing things with the instructor can help clear up some problems. They may be unaware of some problem or you may not understand the reason behind some decision. Whatever the case may be, talking through things is much better than just assuming the worst. Even if in the end you don't see eye-to-eye, hopefully you will both appreciate where the other is coming from better.
     • Is there something you really appreciate? Instructors don't always hear feedback about the things that students like. Sharing these with your instructor will help them to keep doing these things. This will help you and future students, and it may brighten their day.
• Homework
  • Start your homework early. This will give you more opportunities to get help.
  • Spend your time wisely. You will probably run across one or more topics or homework problems that will give you some difficulty. I often hear students say things like "I worked on that problem/program for hours and I just couldn't get it." Sometimes the problem is with how you spend your time. Successfully solving a problem requires both having the proper understanding of the relevant concepts and putting enough thought into it.
    • All the effort in the world won't help if you don't have the proper understanding.
    • Conversely, all of the knowledge in the world won't help if you don't put effort into thinking about how to solve the problem.
    In light of this, it is important to shift your focus as you are working on problems so that you are not wasting your time. Here are some specific strategies you should employ when you are having trouble with a problem.
    • Re-read the relevant section of the book. Although it may seem like a waste of time to be reading instead of getting your homework done, sometimes it is the best way to proceed. When I hear a student say they spent 3 hours working on something that should have taken 10 minutes, I usually suspect that there is something fundamental they don't understand. Had the student spent 20-30 minutes re-reading the book, they might have been done in a total of 30-40 minutes instead of 3 hours.
    • Dig in. Some problems are difficult and they take some serious thought to solve. So when you come to a problem whose solution is not obvious, put some serious thought into it. But strike a good balance here. Staring at a computer screen or piece of paper is not always the most productive thing to do. So make sure you try some of the other suggestions as appropriate.
    • Look at sample solutions. Many textbooks contain sample solutions. For some courses there is a student version of the solution manual available in the library. As you are working on a problem you should see if there is a similar problem with a solution. These can be useful as examples of how to approach a problem, write up a solution, write a proof, and sometimes even understand what the problem is even asking.
    • Move on to another problem and come back to it later. When you really get stuck and aren't making progress, sometimes this is the best thing to do. I am surprised how many times this works.
    • Get help. If you have tried the other strategies and are still stuck, it may be time to get help from someone who knows what they are talking about (e.g. me, the Help Center, someone who has done well in the course previously). However, make sure you are not going beyond the bounds of what is acceptable.
  • Review your homework. When you get your graded homework assignments back, go over them and try to determine what you did incorrectly. Then try to figure out how to do it correctly. If you cannot figure it out, ask me. You will see the material again (on future asignments or exams, for instance) so it is not helpful to ignore the mistakes and misunderstandings.

Hope College Policies and Expectations

Excessive Absence Policy

Hope College encourages students to regularly attend class and allows faculty to develop their own classroom attendance policies. Attendance and participation in class are vital components of a residential college experience. View the entire Excessive Absence Policy (doc).

Special Note: Only arrange holiday travel after confirming the dates of your final exams/projects, as the Office of the Provost dictates.

Accommodations

If you have questions about access or are a student needing accommodations for a disability, please contact me. I will ask that you connect with Disability and Accessibility Resources if you haven't already.

Academic Honesty & Integrity

As it seeks to fulfill its mission, the Hope College community assumes each of its members will operate with integrity and honesty, with a sense of personal responsibility, and with mutual trust and concern toward others in all facets of the life of the college. In order to apply this principle to academic life in a fair and consistent manner, the following policies have been adopted to clarify the expectations regarding conduct, and to establish a set of procedures for dealing with situations which violate these expectations.

Preamble, Code for Academic Integrity at Hope College

More information about Academic Integrity can be found at Student Handbook | Student Development

Student Complaint

Hope College is committed to the appropriate resolution of complaints as efficiently and effectively as possible. Providing a mechanism to hear complaints allows us to improve our services.  Students are encouraged to speak directly to other members of the Hope community in an effort to resolve conflict and/or seek an informal resolution of the dispute directly with the other community member(s) whenever possible. Please use this Complaint form when such a resolution is impossible.

Safety & Emergency Preparedness

Students should dial 911 (the United States’ primary emergency response system) from any phone if they or someone else experiences a medical or mental health emergency.  Students can also contact Hope College’s Campus Safety Office (616-395-7770) in any kind of emergency situation, and Campus Safety will contact the necessary emergency response service.  You can learn more about specific emergency instructions on their webpage.  Students can sign up for emergency text message alerts at plus.hope.edu.

Inclement Weather

Campus Safety sends emergency notification texts, including notices of weather-related closures, via the HOPE ALERT system.  A decision to close campus offices and cancel classes is typically announced before 6:30 AM.  More information regarding inclement weather notifications can be found on Campus Safety’s webpage.

Academic Assistance Statement

The Academic Success Center (ASC) offers all students various free services (e.g., tutoring, testing strategies, time management resources).  The ASC is located in Van Zoeren Hall--immediately adjacent to the Van Wylen Library second-floor entrance.  To contact the ASC send an email to asc@hope.edu or call 616-395-7830.  

Counseling and Psychological Services (CAPS)

Students may experience stressors that can impact both their academic experience and their personal well-being. These may include academic pressures, relationship challenges, alcohol or other drugs, financial concerns, identity development, body image, etc.

If you are experiencing similar concerns, we encourage you to seek support. Hope College Counseling and Psychological Services (CAPS) is a free and confidential resource. Call 616-395-7945, or visit the top floor of the Bultman Student Center to find the right support for you.

If the source of your stressors is academic, please contact us or academic advising to find solutions together.

Disclaimer:

This syllabus is subject to change. If changes occur, students will be notified via email.