Section 2 General Course Policies
This section provides policies and advice on how to best use them which apply to every course I teach, along with some general observations on why students should study mathematics and take that study seriously.
Subsection 2.1 Why Study Math?
One of the most common questions I get when people find out I teach mathematics is: “Why should anyone study math?” It’s a fair question—and one worth exploring seriously, especially for students in STEM fields. Mathematics isn’t just about numbers or equations; it’s a foundational discipline that trains your brain, shapes your thinking, and helps you understand the world in a deeper and more structured way. Here are a few key reasons why studying mathematics is valuable—regardless of your eventual career path.
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Mathematics is the basic language of science: Math is the language through which we describe patterns, relationships, and phenomena in nearly every scientific field—from physics and engineering to biology and economics. Gaining fluency in this language takes time, practice, and effort—just like learning to speak any other language. But once you speak math, you unlock the ability to express complex ideas with clarity and precision.
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It develops powerful problem-solving skills: Mathematics is a training ground for your mind. Every problem you tackle requires you to interpret given information, analyze relationships, identify patterns, and pursue a logical strategy toward a solution. This process is excellent preparation not just for exams, but for real-world situations where you need to solve unfamiliar problems with limited information.Additionally, math helps cultivate habits of mind: persistence, attention to detail, critical thinking, and adaptability. One key challenge students face in problem-solving is the Einstellung effect (see note below)—a tendency to rely too heavily on familiar methods even when better options exist. Mathematical practice helps you recognize and overcome these mental traps, making you a more flexible and creative thinker.
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Mathematics is inherently beautiful: Math is not just useful—it’s also an art form. Writers like Dante, Melville, and Lewis Carroll wove mathematical themes into their literature. Artists such as da Vinci, Escher, and Kandinsky used mathematical structures to inspire their work. The study of mathematics allows you to see hidden patterns, symmetry, and elegance in the world around you. Even if you don’t pursue a mathematical career, learning to appreciate this beauty can enrich your thinking and your life.
The Einstellung effect: Also known as cognitive fixation, this is a psychological phenomenon where prior experience with a particular type of solution makes it harder to see better or more efficient alternatives. It’s a cognitive bias that causes us to stick with familiar approaches—even when they no longer work. In math courses, this often arises after solving many similar problems, and then encountering a new problem that breaks the expected pattern. The only way to consistently overcome this bias is through deliberate practice, reflection, and a willingness to adapt your approach.
The general policies presented in this section are designed to support students on their journey in mathematical training.
Subsection 2.2 Course Feedback and Grade Tracking
Feedback is an essential component of the learning process in this course. Marked assignments are typically returned during regular class meetings. If you are absent on a day when feedback is distributed—usually when the next graded assessment is returned—you will need to either wait until the following distribution day or visit the instructor during office hours to collect your graded work.
Grades will be recorded directly on your returned assignments and may or may not be posted to D2L. You are responsible for tracking your own progress throughout the semester. Keeping a personal record of your scores will help you stay informed, monitor your performance, and make strategic decisions about your study habits.
As students in a mathematics course, you are expected to be able to calculate your own course grade using the weight structure provided in the course syllabus. In most of the instructor’s courses, exam grades are weighted using a flexible structure: your highest exam score receives the greatest weight, and your lowest exam score the least. This policy is intended to reflect that all course material is important, while also recognizing that students may have an off day. The goal is to reward consistent performance and reduce the impact of a single poor test result. Because most online gradebooks do not support this type of weighting, your final grade cannot be automatically calculated in the course Learning Management System.
If you have questions about how to interpret feedback, calculate your course grade, or improve your performance based on instructor comments, you are strongly encouraged to attend office hours or reach out via email. Making use of feedback is a key part of your success in this course.
Subsection 2.3 Effective Use of Office Hours
Office hours are one of the most valuable resources available to you in any of your courses. They are dedicated times when you can meet with your instructor to ask questions, clarify concepts, and receive individualized support. You are strongly encouraged to take advantage of them, whether you’re struggling, curious, or simply want to stay on track. Here are some effective ways to use office hours:
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Get help with homework or assigned problems: Bring questions about specific problems you’ve attempted and want help understanding or solving.
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Clarify difficult concepts from class: If something from lecture didn’t fully make sense, office hours are a great time to revisit and reinforce those ideas.
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Explore how topics connect across courses: Discuss how the current material relates to what you’ve learned in previous math classes or how it might apply in future courses or real-world contexts.
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Get advice on effective study strategies: Learn how to take better notes, manage time, approach problem sets, and prepare for exams in a way that suits this course’s structure.
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Ask about academic or career pathways: Whether you’re considering a math major, teaching certification, or a STEM-related field, office hours are a chance to get informed advice.
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Review feedback from graded assignments: Discuss mistakes you made and ask questions about how to improve or approach similar problems differently in the future.
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Build rapport with your instructor: Forming a professional relationship can help you feel more comfortable asking questions and may lead to future opportunities like recommendation letters or research experiences.
You do not need to have a specific question prepared to attend office hours—sometimes simply talking through material aloud with your instructor can help clarify your thinking. Feel free to request a joint appointment with one or two classmates if you’re working through the same material.
There are three drop-in office hours as shown in Table 1.2. I also reserve several hours a week specifically for responding to student emails. All other times are available by appointment to allow for flexibility and to make the best use of the instructor’s time across teaching, grading, student communication, and other university responsibilities. This model also helps ensure that the instructor meets the university’s 10-hour weekly student availability requirement in a sustainable and effective way.
Appointments can be scheduled by emailing your instructor at kristopher (dot) hollingsworth (at) mnsu (dot) edu. You may schedule individually or as a small group if you’d prefer to review material collaboratively.
If you happen to see the instructor’s office door open, you are welcome to check in and ask if now is a good time for questions. However, please be aware that the instructor may be busy with other responsibilities, and students with scheduled appointments will be given priority.
Subsection 2.4 Late Work and Missed Assessments
Missed Assignments: Assignments in this course are intentionally designed to help you prepare for upcoming assessments and to deepen your understanding of key concepts. To ensure fairness and maintain academic integrity, solutions or feedback are often shared on or shortly after the original due date. For this reason, late submissions will not be accepted for any assignment once solutions have been released, the relevant assessment has taken place, or graded work has been returned.
If you are unable to attend class on the day an assignment is due, you may email a digital copy to the instructor before class begins to timestamp your submission. The physical copy should then be submitted at the next class meeting.
Because late submissions create additional grading and administrative overhead, they are subject to a cumulative penalty: the first late assignment will be accepted at full credit; the second will receive a 25% deduction; the third, a 50% deduction; and the fourth and all subsequent late submissions will receive no credit. Additionally, late work will be placed at the bottom of the grading queue. While every effort will be made to provide feedback, timely grading is not guaranteed, and in rare cases, late work may not be graded until the week of final exams.
Submitting work on time is essential for staying on track with the course and for benefiting fully from instructor feedback. Meeting deadlines ensures that material is completed while it is still relevant and that you are well-prepared for future assessments. Delays often result in missed opportunities for reflection, clarification, and academic growth.
Students are expected to manage their time responsibly and communicate proactively. If you anticipate a conflict or difficulty meeting a deadline due to extenuating circumstances, you must contact the instructor in advance to discuss possible accommodations. Requests made after a deadline will generally not be considered unless otherwise stated in an individual assignment or course policy.
An exception to this policy applies to University-Sanctioned Events, as described in Subsubsection 6.1. In such cases, students must communicate in advance to make arrangements for meeting assignment deadlines or completing alternate work.
Missed Exams: Exams may be made up only during the same calendar week as the university’s final exam period. No other make-up opportunities will be offered. Shorter assessments may be eligible for make-up during office hours or through department provided proctoring at the instructor’s discretion.
To request a make-up, students must email the instructor as soon as possible after missing the scheduled assessment. No documentation is required or expected—timely communication is sufficient.
This policy ensures consistency and fairness while accommodating occasional, unavoidable conflicts. Consolidating make-ups into the final exam week helps maintain instructional continuity and supports efficient grading throughout the semester.
Subsection 2.5 Attendance and Emergency Preparedness
Regular attendance is expected in each class, as much of the learning will occur through in-class activities and collaboration with peers. However, I recognize that students may occasionally face disruptions due to communicable illnesses (such as COVID-19 or measles), extreme weather, or other unexpected events.
If you need to miss class, please notify the instructor as early as possible. When appropriate, we will work together to develop a plan for staying on track with course material and assignments.
Students are expected to maintain an average attendance rate of 90% or higher. Consistent absences without communication may prompt outreach from the instructor and/or your academic advisor. Note: Students with attendance rates below 85% have historically been at significantly higher risk of failing the course.
Emergency Preparedness
This course is designed with flexibility in mind to accommodate emergencies such as severe weather, public health events, and other unexpected disruptions.
Weather or Campus Closures: If Minnesota State University, Mankato cancels classes due to inclement weather or other emergencies, a recorded lecture will be posted to D2L in place of the in-person meeting. In the event of an instructor-initiated cancellation, you will be notified via email as early as possible, and the change will also be posted on D2L. For official updates, please consult the university’s emergency notification site: http://www.mnsu.edu/security/emergencies/weatherclosingshtml.html.
Public Health: This course will follow evolving guidance from the university and public health authorities. As of now, masks are not required in the classroom, but this may change during the semester depending on university policy. Students are expected to respect each other’s health decisions and contribute to an inclusive and supportive learning environment.
If you are feeling unwell, you should stay home or wear a mask to class to protect yourself and your peers. All course policies are subject to change in response to updated guidance. In the event of widespread health concerns, courses will shift modalities or expectations in accordance with university policy.
Subsection 2.6 Comments on AI Usage and Academic Integrity
Artificial Intelligence tools, such as ChatGPT and other language models, are now widely accessible and increasingly powerful. They can assist with a range of academic tasks, from generating ideas to solving problems and drafting responses. Used thoughtfully, they can be a meaningful part of your learning process. However, they are not a replacement for learning itself.
Professionals in fields such as computer science, economics, engineering, and physics have raised concerns about over-reliance on AI. A common theme is that foundational skills—critical thinking, problem solving, and conceptual understanding—are not being sufficiently developed. These are the very skills that allow experts to adapt when tools fail, when new techniques are needed, or when a deeper understanding is required. Without them, you may find yourself unprepared in real-world situations where AI alone is not enough.
Responsible use of AI involves a thoughtful feedback loop: asking good questions, interpreting AI-generated output with a critical eye, cross-checking with your own understanding, and revising based on insight. Simply copying or submitting AI-generated work short-circuits this process. It not only raises concerns about academic integrity—it also undermines your ability to grow intellectually and professionally.
As your instructor, I recognize that AI is now part of the educational landscape. My goal is not to police its use, but to encourage its integration in ways that support genuine learning. I want you to graduate not only with a degree, but with the habits of mind that will sustain you in a rapidly changing world.
Your education is not a series of tasks to complete—it is a process of becoming. Learning to think for yourself is central to that process. When you avoid the struggle of learning by outsourcing it to an algorithm, you miss the opportunity to strengthen the very skills that education is meant to develop.
AI can be a powerful partner in your education, but it must be used with care and integrity. Use it to clarify concepts, explore alternatives, and deepen your understanding—but do not let it think for you. Let it be a tool in your feedback loop, not a substitute for it.
This course is designed to challenge you—not to discourage you, but to help you build the resilience and skill needed in any meaningful career or intellectual pursuit. You have the opportunity now to cultivate the habits that will serve you for a lifetime. Don’t trade long-term growth for short-term convenience.
Let’s engage honestly, think critically, and use the best tools available—including AI—with responsibility and purpose.
