Innovative Approaches to Undergraduate Mathematics Courses Beyond Calculus

Cover 
 copyright page 
 title page 
 Preface
 Initial Comments
 Some Specifics
 The First Chapter
 The Second Chapter
 The Third Chapter
 Conclusion
 Contents
 1 Papers Covering Several Courses
 Introduction
 1.1 Using Writing and Speaking to Enhance Math Courses, Nadine C. Myers
 1.1.1 Introduction
 1.1.2 Teaching Students to Write Mathematically
 Teaching Students to Write Proofs
 Writing and Speaking Activities
 1.1.3 Grading
 1.1.4 Conclusions
 Instructor's Observations
 Student Reactions
 Appendix A
 Appendix B
 References. 1.2 Enhancing the Curriculum Using Reading, Writing, and Creative Projects, Agnes Rash1.2.1 Introduction
 section on Showcasing Student Accomplishments. 1.2.2 Reading about the Subject
 1.2.3 Student Projects
 Putting it all Together: An Example from a Number Theory Course
 Puting it all Together in Probability and Statistics
 1.2.4 Showcasing Student Accomplishments
 1.2.5 Other Creative Endeavors
 1.2.6 Conclusion
 References 
 1.3 How to Develop an ILAP, Michael Huber and Joseph Myers
 1.3.1 Introduction
 Developing and Executing ILAPs
 1.3.2 Strategy for Using ILAPs. 1.3.3 Considerations when Developing an ILAP1.3.4 Guidance for Students on Written Reports
 1.3.5 Grading
 1.3.6 Student Feedback
 1.3.7 Conclusions
 References
 1.4 The Role of the History of Mathematicsin Courses Beyond Calculus, Herbert E. Kasube
 1.4.1 Introduction
 1.4.2 Graph Theory
 1.4.3 Combinatorics
 1.4.4 Abstract Algebra
 1.4.5 Number Theory
 1.4.6 Other Courses
 1.4.7 Assessment
 1.4.8 Where do you find this stuff?
 1.4.9 Conclusion
 References
 1.5 A Proofs Course that Addresses Student Transition to Advanced Applied Mathematics Courses, Michael A. Jones and Arup Mukherjee. 1.5.1 Introduction1.5.2 Fitting the Proofs Course into the Institution
 1.5.3 Outline, Description, and Philosophy
 1.5.4 Some Specific Mathematical Content
 1.5.5 From Theory to Practice: Assessing the Outcomes of the Proofs Course
 1.5.6 Modifying this Course to Other Institutions
 1.5.7 Conclusion
 References
 2 Course-Specific Papers
 Introduction
 2.1 Wrestling with Finite Groups
 Abstract Algebra need not be Passive Sport, Jason Douma
 2.1.1 Introduction
 2.1.2 Objective
 2.1.3 Background
 2.1.4 Searching for a New Approach
 2.1.5 Allocating Time for the Project. 2.1.6 The Project Assignment2.1.7 The Project as Source of Content
 2.1.8 Creative Output
 2.1.9 Assessing Student Development
 2.1.10 Assessing the Course
 2.1.11 Conclusion
 References
 2.2 Making the Epsilons Matter, Stephen Abbott
 2.2.1 Calculus or Analysis?
 Truth plays such odd pranks
 A shift of emphasis, not content
 2.2.2 Sample Assignments
 Sets of Discontinuity
 A Continuous Nowhere- Differentiable Function
 The Generalized Riemann Integral
 2.2.3 The Task of the Educator
 References
 2.3 Innovative Possibilities for Undergraduate Topology, Samuel Bruce Smith.