Proseminar and Senior Comprehensive Student Guide

Proseminar I: Fall

A: Description:

During the first part of the fall semester (Proseminar I), all students will be working on the same mathematical subject so that mutual support and cooperation can serve to promote the learning of the mathematics and the development of presentation skills. At this time they will also work on the mechanics of presentation (organizing a talk, speaking before a group, using visual aids, and using a word processor for typing mathematics). Each student will also be required to make formal arrangements for a topic and an advisor for the senior comprehensive project.
There will be an opportunity for some students (student teachers, in particular) to present the some or all of the preliminary talks on the senior comprehensive project. This will allow them to complete the senior comprehensive project at an early date. The students in this "early group" will have to meet all requirements at earlier times, which will be given in the syllabus for each year.
Students who will be completing the student teaching requirement in the Spring semester are required to give both preliminary talks on the comprehensive topic during the Fall semester.

B: Mechanics

The mechanics of the fall semester may be described under two headings: a. Work on the seminar topic, b. Preliminary work on the comprehensive project.

1. Work on the seminar topic

During the study of the seminar topic, students will prepare and present material, assign problems related to their sections, learn and discuss the material in all of the sections, and contribute to a critique of all the presentations. The schedule will be on the syllabus for the current year.
Pairs of students will work as teams to present blocks of material from the text. They will cover the main points of the material, assign appropriate problems (to be handed in by all students), and lead a discussion of the assigned problems.
The presentations should include explanations, examples, etc. going beyond those of the text. Outside references should be used in preparing these presentations, since amplification and interpretation of the text presentation is required (The copurse text alone will not contain sufficient detail for preparation); a number of books are available in the library.
Each student should speak the same amount of time. While the actual format is left to the students (in consultation with the instructor), each student should include some theory or proof in her presentation; that is, it is not advisable to have one student present all the theorems and the other present all the examples. Each team should assign problems from its block of material, to be handed in by all students (the team assigning the problems will hand in an answer key) .
Each team will be expected to meet with the instructor (having read the material) at least a week prior to the beginning of their presentation to discuss their plan; they should meet again with instructor at least three days before beginning their presentation to deal with any questions or difficulties that might arise. It is the team's responsibility to contact the instructor to schedule these meetings.
Students may choose their partners for the first round of presentations; the instructor will make the assignment for the second round.
On the days she is not presenting, each student is required to be an active participant in the seminar: by reading the text material; by asking questions (to assist the presenters in communicating effectively); by participating in discussion prompted by questions (including any asked by the presenters); by recall of her own section of material when it is relevant; by discussing, completing, and handing in the assigned problems; and by completing the student response form for each team. The response forms will be distributed by the instructor and collected following the problem session; the instructor will summarize the results for the presenters.

2. Preliminary work on the comprehensive project

By week 2 of the semester, each student must have an agreement with an advisor for the senior comprehensive project. She indicates completion of this requirement by submitting the "Senior Comprehensive Advisor Agreement" form (See Part IV). Each student is responsible for speaking to faculty members, looking at possible sources, and developing a topic with an advisor. A faculty member can only work with a limited number of students, so this process should be begun early. A faculty member should not be regarded as being committed to work with a particular student until the "Senior Comprehensive Advisor Agreement" form is completed.
The agreement with the advisor is for a four-month period (to be specified in the agreement between student and advisor) to work on the projec; a date for the final preesntation will be set by the fourth week of the Fall semester. If the project is not completed by the end of this time the student may have to seek another advisor and project, which will almost certainly prevent her from graduating on schedule.
Students who are intending student teaching in the Spring semester must present both preliminary talks on the Comprehensive topic in the first semester.

C: Grading

Work in the Proseminar will be graded using the standard (A through F) grading system. The grade covers the work of the seminar - described under "Mecahnics" (above) -, but not including any preliminary talks on the senior comprehensive material (they are part of second semester work). The breakdown for grading will be:

1. Learning of the material (seminar topic) - 35%

Quality and independence of advance preparation; ability to answer questions; completeness and correctness of material presented; ability to interpret material in forms other than those of the text; recognition of material from assigned reading; ability to correct errors occurring during presentations; success in solving assigned problems or in suggesting methods for solution.

2. Presentation of topics - 30%

Coherence and intelligibility; organization; explanations which go beyond those in the text; selection of level (full discussion, brief outline, etc.) for various topics; explanation of meanings, implications, relations to other topics; mechanics of presentation (voice, use of board, etc.); work with instructor in preparing the presentation. The relative success of the other students in solving the assigned problems is also relevant here.

3. Participation - 35%

Attendance; asking questions; suggesting answers to questions or approaches to problems; recall of own topic or other material relevant to discussion; submission of critiques forms; meeting of due dates for papers, preparation, sign-ups. Some of the evidence for learning of the material would have to be shown by participation when the student is not presenting.

 

D: Schedule

Important dates during the Fall semester (For actual dates, see the current syllabus)
Week 2: Advisors, topics and dates for senior comprehensive must be determined
Week 4: Schedule for Comprehensive presentations will be set
Week 5: First (seminar) talks on comprehensive topics for First group
Week 11: Second (seminar) talks on comprehensive topic for First group, First (seminar) talks on somprehensive topic for Second group
Week 14: Monday - Complete draft of comprehesive paper due to advisor (First group)

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Last corrected 8/24/2007