### About textbook problems

The purpose of handing in textbook problems is to give students
feedback and a chance to practice representative problem solutions. In
a large class where there are definitely bounded resources (people,
money, time!) this can be quite valuable *to students*. The peer
mentors read a few problems each week. Students are expected to do the
problems listed on the syllabus. Several people have observed that
some students are abusing the process. Indeed, one peer mentor wrote:

I have a concern about the homeworks the students have been handing
in. Most people seem to just copy straight from the solutions manual
(which is readily available online), so I end up with the vast
majority of students with perfect homework scores (possibly for only
5 minutes of copying), and a few with lower scores who presumably
don't know about the solutions manual but are actually doing their
own work. I made some comments and took off some points from some
students who actually copied the manual *word for word*, so now I get
solutions that are strikingly similar but not identical. This has
been a trend for the two years I've been peer mentoring, so I thought
I would bring it to your attention.

Therefore several "textbook-like" problems will be given each week, to
be handed in. This development is disappointing.
Although I am primarily concerned that students are depriving
themselves of useful information and practice, at least one person
pointed out that the activities mentioned constitute a *level three
violation* of the Rutgers academic integrity policy. This is a
serious violation. Please read about ** academic integrity
at Rutgers**.

**
Maintained by **`
greenfie@math.rutgers.edu` and last modified 3/4/2007.