Combinatorics and Graph Theory

Computer Science 575/Math 513

Combinatorics and Graph Theory

Fall 2002

Course Administration

This is an introductory course in graph theory and combinatorics. The course has a lecture format. It meets twice a week. Combinatorics and Graph Theory is distinguished by the incredible number and variety of very interesting problems, and these problems are constitute the basis of the course.

Instructor: Robert Moll, CS BLDG 236, 545-4315, email: moll@cs.umass.edu

Office hours: M 1:30-2:15; W 2:45-3; TH 2:30 – 3:30; F 2-3

Meeting: Elab 304, TuTh 1-2:15 (notice room change from original schedule book)

Textbook: Applied Combinatorics, Alan Tucker, Wiley, 4^rd edition. Other texts on reserve

Grading: 50% homework problems; 15% midterm; 35% final. In addition, you must pass the final to pass the class. Collaborative solutions are allowed for homework problems marked "c". You are expected to work problems not marked "c" on your own. Homework problems are due in class on collection day. By and large late homework will not be accepted.

Last Updated: Tuesday, September 10, 2002

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This —¡–*5esystem has been used for nearly five years in more than a dozen courses and has been accessed by more —¡–*4*than 24,000 clients in over 100 countries. —¡–+K5{Discuss RIPPLES} —¡–*5 À)bWeb-based lectures have been used at UMass for nearly five years and in more than a dozen courses. —¡–(Æ¯MANIC|à)ŒQ (Multimedia Asynchronous Networked Individualized Courseware) is an asynchronous —¡–(ú¯dpresentation of courses using both audio from lecture as well as the slides shown in class [Padhye & —¡–*5Kurose Ô98; Stern et. al, ¥ (/hÔ¡`)S97]. Students can listen to audio from a lecture, and while it is being played, the —¡–(d¯`corresponding slide is synchronously displayed. Students can also simply view the slides without —¡–*4olistening to the audio, using the provided ``next'' and ``previous'' buttons, as well as the table of contents. —¡–*5MANIC|à)Œ` courses have been accessed by more than thousands of clients in over 100 countries in the years —¡–(¯bthey have been posted to the web. We are now identifying Òknowledge unitsÓ in the Computer Science —¡–*5ccurriculum, supported by a NSF grant [Kurose & Adrion, Ô99]. Composable multi-level (KUs) are being —¡–*4bdeveloped and disseminated for advanced undergraduate computer science courses. This work provides —¡–*5cus an example of how to identify KUs and how to teach courses with electronic modules based on KUs. —¡–*N2.5.,ÑArialÑ)B Ú)T"Tools to Improve Classroom Culture —¡–(; fIn addition, to our software development research, we will introduce several activities to improve the —¡–(p¯classroom culture. —¡–+^51) ÒNuts and BoltsÓ Workshops. €(¥c>American male students seem to be more comfortable than female —¡–(Ù¯istudents as tinkerers and manipulators of detail. This seems to be broadly true in the culture as whole - —¡–*5nmen are more likely to fix their cars, change their oil, sheet-rock their living rooms. 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A —¡–*4hsteady diet of work in isolation goes against the more social tone of computing in the real world, and - —¡–*5csince women tend to be more social than men - it also undermines women's interest and commitment to — ÿÕ°ÙüÿÿÿÿÿüÙ Œ¡dvgrd¡Ô Ùü,ÚTimes New RomanÚ -.+¯?,Gaining Confidence in Information Technology(?-1/17/01¡– — )(Ã(9¡– -(Õ¯cthe field. We therefore propose, minimally, to designate several homework projects in which broad, —¡–*4aunrestricted collaboration among students is encouraged. We feel that such a policy will greatly —¡–*5encourage minorities and women. —¡–+K5 3) Mentoring.v)úQ We will expand an existing tutoring center to bring together minority and women —¡–(¨¯aundergraduates both socially and technically. A group of capable and well trained mentors will be —¡–*4aavailable for students of the elementary CS and engineering courses. Mentoring is as important as —¡–*5hteaching or advising, particularly when it comes to increasing the number of minorities in IT. 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We will teach the students to be mentors, in part by having them research general issues —¡–*5iin IT and identify the opportunities for career growth and personal development in IT. Five undergraduate —¡–*4dmentors will be hired to collectively cover the courses. Computers in the MEP office already provide —¡–*5Zaccess to the OWL system, tutors us them and thus can work with all our academic software. —¡–+K5]Several issues around mentoring will be explored. Who should mentor? How many mentors can one —¡–(7¯gclassroom support? What is a critical mass for peer mentoring?. Many underrepresented minorities have a —¡–*4ksense of cultural isolation in non-minority institutions. 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Instructor: Robert Moll, LGRC 257, 545-4315, email: moll@cs.umass.edu

Office hours: M 1:30-2:15; W 2:15-3; TH 4-5; F 1:30-3

Meeting: LGRt 117, TuTh 1-2:15

Textbook: Applied Combinatorics, Alan Tucker, Wiley, 3^rd edition. Other texts on reserve PhysSci Lib

Grading: 60% homework problems; 15% midterm; 25% final. Collaborative solutions are allowed for homework problems marked "c". You are expected to work problems not marked "c" on your own. Homework problems are due in class on collection day. By and large late homework will not be accepted.

Syllabus

Homeworks

Last Updated: January 29, 2001

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