CSCI 2011H -- New Course

Tue Nov 27 13:54:06 2012

Approvals Received:
on 11-20-12
by Mary Freppert
Approvals Pending: College/Dean  > Honors > Catalog > PeopleSoft Manual Entry
Effective Status: Active
Effective Term: 1133 - Spring 2013
Course: CSCI 2011H
UMNTC - Twin Cities
UMNTC - Twin Cities
Career: UGRD
College: TIOT - College of Science and Engineering
Department: 11108 - Computer Science & Eng
Course Title Short: Honors Discrete Structures
Course Title Long: Honors Discrete Structures of Computer Science
Max-Min Credits
for Course:
4.0 to 4.0 credit(s)
Foundations of discrete mathematics. Sets, sequences, functions, big-O, propositional/predicate logic, proof
methods, counting methods, recursion/recurrences, relations, trees/graph fundamentals.  Advanced topics in discrete structures as time permits.
Print in Catalog?: Yes
CCE Catalog
<no text provided>
Grading Basis: A-F only
Topics Course: No
Honors Course: Yes
Delivery Mode(s): Classroom
Contact Hours:
4.0 hours per week
Years most
frequently offered:
Every academic year
Term(s) most
frequently offered:
Component 1: LEC (with final exam)
Component 2: DIS (no final exam)
Progress Units:
Not allowed to bypass limits.
4.0 credit(s)
Financial Aid
Progress Units:
Not allowed to bypass limits.
4.0 credit(s)
Repetition of
Repetition not allowed.
for Catalog:
MATH 1271 or MATH 1371 or MATH 1571H, honors student.
CSci 2011
No required consent
(course-based or
00571 - undergraduate honors student
Editor Comments: <no text provided>
Proposal Changes: <no text provided>
History Information: Honors college requested us to add this course.
Sponsor Name:
Phil Barry
Sponsor E-mail Address:
Student Learning Outcomes
Student Learning Outcomes: * Student in the course:

- Can identify, define, and solve problems

Please explain briefly how this outcome will be addressed in the course. Give brief examples of class work related to the outcome.

CSci 2011H is a problem-based course. Homeworks, in-class exercises, and exams require students to identify problems, decide which problem-solving tools and approaches are appropriate, solve the problems, and/or communicate their solution clearly and accurately. Examples of the types of problems that arise in the class are (i) Given a theoretical result to be proved, decide which proof approach is most useful. (ii) Given an algorithm, be able to rigorously prove results about its time complexity (iii) Given a computer network, find the shortest path between any two machines on the network.

How will you assess the students' learning related to this outcome? Give brief examples of how class work related to the outcome will be evaluated.

Student proficiency is assessed through graded homeworks and exams.

Liberal Education
this course fulfills:
Other requirement
this course fulfills:
Criteria for
Core Courses:
Describe how the course meets the specific bullet points for the proposed core requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or method.

Core courses must meet the following requirements:

  • They explicitly help students understand what liberal education is, how the content and the substance of this course enhance a liberal education, and what this means for them as students and as citizens.
  • They employ teaching and learning strategies that engage students with doing the work of the field, not just reading about it.
  • They include small group experiences (such as discussion sections or labs) and use writing as appropriate to the discipline to help students learn and reflect on their learning.
  • They do not (except in rare and clearly justified cases) have prerequisites beyond the University's entrance requirements.
  • They are offered on a regular schedule.
  • They are taught by regular faculty or under exceptional circumstances by instructors on continuing appointments. Departments proposing instructors other than regular faculty must provide documentation of how such instructors will be trained and supervised to ensure consistency and continuity in courses.

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Criteria for
Theme Courses:
Describe how the course meets the specific bullet points for the proposed theme requirement. Give concrete and detailed examples for the course syllabus, detailed outline, laboratory material, student projects, or other instructional materials or methods.

Theme courses have the common goal of cultivating in students a number of habits of mind:
  • thinking ethically about important challenges facing our society and world;
  • reflecting on the shared sense of responsibility required to build and maintain community;
  • connecting knowledge and practice;
  • fostering a stronger sense of our roles as historical agents.

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Writing Intensive
Propose this course
as Writing Intensive
Question 1 (see CWB Requirement 1): How do writing assignments and writing instruction further the learning objectives of this course and how is writing integrated into the course? Note that the syllabus must reflect the critical role that writing plays in the course.

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Question 2 (see CWB Requirement 2): What types of writing (e.g., research papers, problem sets, presentations, technical documents, lab reports, essays, journaling etc.) will be assigned? Explain how these assignments meet the requirement that writing be a significant part of the course work, including details about multi-authored assignments, if any. Include the required length for each writing assignment and demonstrate how the minimum word count (or its equivalent) for finished writing will be met.

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Question 3 (see CWB Requirement 3): How will students' final course grade depend on their writing performance? What percentage of the course grade will depend on the quality and level of the student's writing compared to the percentage of the grade that depends on the course content? Note that this information must also be on the syllabus.

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Question 4 (see CWB Requirement 4): Indicate which assignment(s) students will be required to revise and resubmit after feedback from the instructor. Indicate who will be providing the feedback. Include an example of the assignment instructions you are likely to use for this assignment or assignments.

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Question 5 (see CWB Requirement 5): What types of writing instruction will be experienced by students? How much class time will be devoted to explicit writing instruction and at what points in the semester? What types of writing support and resources will be provided to students?

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Question 6 (see CWB Requirement 6): If teaching assistants will participate in writing assessment and writing instruction, explain how will they be trained (e.g. in how to review, grade and respond to student writing) and how will they be supervised. If the course is taught in multiple sections with multiple faculty (e.g. a capstone directed studies course), explain how every faculty mentor will ensure that their students will receive a writing intensive experience.

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Course Syllabus
Course Syllabus: For new courses and courses in which changes in content and/or description and/or credits are proposed, please provide a syllabus that includes the following information: course goals and description; format;structure of the course (proposed number of instructor contact hours per week, student workload effort per week, etc.); topics to be covered; scope and nature of assigned readings (text, authors, frequency, amount per week); required course assignments; nature of any student projects; and how students will be evaluated. The University "Syllabi Policy" can be found here

The University policy on credits is found under Section 4A of "Standards for Semester Conversion" found here. Course syllabus information will be retained in this system until new syllabus information is entered with the next major course modification. This course syllabus information may not correspond to the course as offered in a particular semester.

(Please limit text to about 12 pages. Text copied and pasted from other sources will not retain formatting and special characters might not copy properly.)

CSci 2011H Syllabus
Honors Discrete Structures of Computer Science

Meeting time and place:


Instructor: TBA

TA(s): TBA

Text: Discrete Mathematics and its Applications, K.H. Rosen, McGraw-Hill, 7th edition.

Course description and role: CSci 2011H covers discrete mathematical techniques and structures used in computer science. This includes introductory logic, set theory, recursion, induction, combinatorics, algorithmic analysis, and graphs.

CSci 2011/2011H is a required course for CS and CompE majors, and is a prerequisite for most 4xxx and 5xxx-level CSci classes. The goal of 2011/2011H is to give students familiarity and skill with the fundamental structures, concepts, proof techniques, and problem solving approaches that play a critical role in both the theory and practice of computer science and computer engineering.

How this course differs from (the non-honors) CSci 2011: CSci 2011 and 2011H are similar in that both cover much of the same material. However, 2011H differs from 2011 in three ways:

1. 2011H covers some common material more quickly, which allows it to cover some material beyond what 2011 covers.
2. 2011H explores many topics in more depth than 2011 does.
3. 2011H will often use more of a problem-focused approach. Specifically, 2011H devotes more time to in-class exercises than 2011 does.

Expected Workload: The workload in CSci 2011H consists of weekly textbook reading (about 50 pages per week), weekly or biweekly written short problem assignments, weekly in-class exercises, and quizzes and exams (4 quizzes, 2 midterms, and one final exam for the semester). The expectation is this will take about eight hours per week outside of class. However, students might find it takes more or fewer hours, depending on their background, mathematical skills, etc.

Prerequisites: Math 1271, 1371 or 1571H.

What you should expect to learn from this course: Upon successful completion of the course students should be able to do the following:

For each of the structures (e.g., graphs) or techniques (e.g., counting methods, proof techniques) discussed in class, students should be able to
 *define the basic terminology and use it correctly,
 *give an explanation of why it is important,
 *provide and discuss specific examples of its use,
 *be able to identify its important characteristics, as well as any variants or special cases,
 *perform the basic operations associated with it,
 *use it, when applicable, to analyze and solve problems.

Given a problem, students should be able to
  *identify which structures and/or techniques could be useful in analyzing or solving the problem, and why,
   *modify or specialize structures or techniques to make them applicable to problems that are not amenable to straightforward use of the structure or technique,
   *present a clear, concise, logically accurate, and rigorous solution,
   *tell whether a purported solution or analysis is accurate.

Assignments, exams, and grading: There will be weekly or biweekly homework assignments, weekly in-class exercises, a number of quizzes, two midterms, and a final. Your final grade will be based on a weighted average of all these elements.

Grading: Grading for this course is on an absolute scale, so that the performance of others in the class will not negatively affect your grade. Final grades will be assigned based the following scale:

    93.0% -- 100.0%   A
    90.0% --  93.0%   A-
    87.0% --  90.0%   B+
    83.0% --  87.0%   B
    80.0% --  83.0%   B-
    77.0% --  80.0%   C+
    73.0% --  77.0%   C
    70.0% --  73.0%   C-
    60.0% --  70.0%   D+
    50.0% --  60.0%   D
    0%   --  50.0%   F

Incompletes: will be given only in very rare instances when an unforeseeable event causes a student who has completed all the coursework to date to be unable to complete a small portion of the work (typically the final assignment or exam). Incompletes will not be awarded for foreseeable events including a heavy course load or a poorer-than-expected performance. Verifiable documentations must be provided for the incomplete to be granted, and arrangements for the incomplete should be made as soon as such an unforeseeable event is apparent.

Withdraws: You are free to withdraw from the class up to the end of the eighth week of classes. Withdrawing thereafter is up to the college, and is not automatic. If you are not doing as well as you had hoped in the course, and are considering withdrawing, please do so by the end of the eighth week.

Scholastic conduct: Cheating on assignments or exams is a serious offense, and will be dealt with as such. The amount of collaboration allowed on assignments will be explained in the assignment rules. In general, you are free to discuss the assignment with others, you must work out your own solution and write your own code. Copying answers (whether from another person, from the Internet, or from a printed work), or letting another person copy your answers is a serious situation and can result in failing the course. Here is some more detailed information about academic conduct. If you have any questions about what is and is not allowable in this class, please ask the course instructor.

Other: Please check your registration carefully for accuracy.

Course Outline: (This schedule may change as the course progresses.)

   Week 1: Foundations (Start Chapter 1 in text)
   Week 2: Quantifiers, methods of proof (Continue Chapter 1)
   Week 3: Basic Structures (Chapter 2)
   Week 4: Algorithms (Chapter 3)
   Week 5: Number Theory (Chapter 4)
   Week 6: Introduction and Recursion (Chapter 5)
   Week 7: Induction and recursion (Chapter 5). Midterm 1.
   Week 8: Counting (Chapter 6)
   Week 9: Counting, Probability (Chapters 6 and 7)
   Week 10: Advanced Counting (Chapter 8)
   Week 11: Relations (Chapter 9)
   Week 12: Graphs (Chapter 10)
   Week 13: Graphs (Chapter 10). Midterm 2.
   Week 14: Modeling Computation (Chapter 13)
   Week 15: Modeling Computation, Class Summary (Chapter 13)
   Finals week:  Final Exam.

Strategic Objectives & Consultation
Name of Department Chair
<no text provided>
Strategic Objectives -
Curricular Objectives:
How does adding this course improve the overall curricular objectives ofthe unit?

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Strategic Objectives - Core
Does the unit consider this course to be part of its core curriculum?

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Strategic Objectives -
Consultation with Other
In order to prevent course overlap and to inform other departments of new curriculum, circulate proposal to chairs in relevant units and follow-up with direct consultation. Please summarize response from units consulted and include correspondence. By consultation with other units, the information about a new course is more widely disseminated and can have a positive impact on enrollments. The consultation can be as simple as an email to the department chair informing them of the course and asking for any feedback from the faculty.

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