Class Notes for Math 901/902: Abstract Algebra, Instructor Tom Marley

Topics include: Free groups and presentations; Automorphism groups; Semidirect products; Classification of groups of small order; Normal series: composition, derived, and solvable series; Algebraic field extensions, splitting fields, algebraic closures; Separable algebraic extensions, the Primitive Element Theorem; Inseparability, purely inseparable extensions; Finite fields; Cyclotomic field extensions; Galois theory; Norm and trace maps of an algebraic field extension; Solvability by radicals, Galois' theorem; Transcendence degree; Rings and modules: Examples and basic properties; Exact sequences, split short exact sequences; Free modules, projective modules; Localization of (commutative) rings and modules; The prime spectrum of a ring; Nakayama's lemma; Basic category theory; The Hom functors; Tensor products, adjointness; Left/right Noetherian and Artinian modules; Composition series, the Jordan-Holder Theorem; Semisimple rings; The Artin-Wedderburn Theorem; The Density Theorem; The Jacobson radical; Artinian rings; von Neumann regular rings; Wedderburn's theorem on finite division rings; Group representations, character theory; Integral ring extensions; Burnside's paqb Theorem; Injective modules.

Class Notes for Math 921/922: Real Analysis, Instructor Mikil Foss

Topics include: Semicontinuity, equicontinuity, absolute continuity, metric spaces, compact spaces, Ascoli’s theorem, Stone Weierstrass theorem, Borel and Lebesque measures, measurable functions, Lebesque integration, convergence theorems, Lp spaces, general measure and integration theory, Radon- Nikodyn theorem, Fubini theorem, Lebesque-Stieltjes integration, Semicontinuity, equicontinuity, absolute continuity, metric spaces, compact spaces, Ascoli’s theorem, Stone Weierstrass theorem, Borel and Lebesque measures, measurable functions, Lebesque integration, convergence theorems, Lp spaces, general measure and integration theory, Radon-Nikodyn theorem, Fubini theorem, Lebesque-Stieltjes integration.

Class Notes for Math 905: Commutative Algebra, Instructor Sylvia Wiegand

Topics include: Rings, ideals, algebraic sets and affine varieties, modules, localizations, tensor products, intersection multiplicities, primary decomposition, the Nullstellensatz

Class Notes for Math 918: Homological Conjectures, Instructor Tom Marley

This course was an overview of what are known as the “Homological Conjectures,” in particular, the Zero Divisor Conjecture, the Rigidity Conjecture, the Intersection Conjectures, Bass’ Conjecture, the Superheight Conjecture, the Direct Summand Conjecture, the Monomial Conjecture, the Syzygy Conjecture, and the big and small Cohen Macaulay Conjectures. Many of these are shown to imply others. This document contains notes for a course taught by Tom Marley during the 2009 spring semester at the University of Nebraska-Lincoln. The notes loosely follow the treatment given in Chapters 8 and 9 of Cohen-Macaulay Rings, by W. Bruns and J. Herzog, although many other sources, including articles and monographs by Peskine, Szpiro, Hochster, Huneke, Grith, Evans, Lyubeznik, and Roberts (to name a few), were used. Special thanks to Laura Lynch for putting these notes into LaTeX.

Class Notes for Math 918: Cohen Macaulay Modules, Instructor Roger Wiegand

Topics covered are: Cohen Macaulay modules, zero-dimensional rings, one-dimensional rings, hypersurfaces of finite Cohen-Macaulay type, complete and henselian rings, Krull-Remak-Schmidt, Canonical modules and duality, AR sequences and quivers, two-dimensional rings, ascent and descent of finite Cohen Macaulay type, bounded Cohen Macaulay type.

Class Notes for Math 918: Local Cohomology, Instructor Tom Marley

Topics include: Injective Module, Basic Properties of Local Cohomology Modules, Local Cohomology as a Cech Complex, Long exact sequences on Local Cohomology, Arithmetic Rank, Change of Rings Principle, Local Cohomology as a direct limit of Ext modules, Local Duality, Chevelley’s Theorem, Hartshorne- Lichtenbaum Vanishing Theorem, Falting’s Theorem.

Class Notes for Math 871: General Topology, Instructor Jamie Radcliffe

Topics include: Topological space and continuous functions (bases, the product topology, the box topology, the subspace topology, the quotient topology, the metric topology), connectedness (path connected, locally connected), compactness, completeness, countability, filters, and the fundamental group.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

Improving Student Engagement and Verbal Behavior Through Cooperative Learning

In this action research study of my classroom of 10th grade Algebra II students, I investigated three related areas. First, I looked at how heterogeneous cooperative groups, where students in the group are responsible to present material, increase the number of students on task and the time on task when compared to individual practice. I noticed that their time on task might have been about the same, but they were communicating with each other mathematically. The second area I examined was the effect heterogeneous cooperative groups had on the teacher’s and the students’ verbal and nonverbal problem solving skills and understanding when compared to individual practice. At the end of the action research, students were questioning each other, and the instructor was answering questions only when the entire group had a question. The third area of data collection focused on what effect heterogeneous cooperative groups had on students’ listening skills when compared to individual practice. In the research I implemented individual quizzes and individual presentations. Both of these had a positive effect on listing in the groups. As a result of this research, I plan to continue implementing the round robin style of in- class practice with heterogeneous grouping and randomly selected individual presentations. For individual accountability I will continue the practice of individual quizzes one to two times a week.

The Impact of Teaching Presence in Intensive Online Courses on Perceived Learning and Sense of Community: A Mixed Methods Study

This mixed methods concurrent triangulation design study was predicated upon two models that advocated a connection between teaching presence and perceived learning: the Community of Inquiry Model of Online Learning developed by Garrison, Anderson, and Archer (2000); and the Online Interaction Learning Model by Benbunan-Fich, Hiltz, and Harasim (2005). The objective was to learn how teaching presence impacted students’ perceptions of learning and sense of community in intensive online distance education courses developed and taught by instructors at a regional comprehensive university. In the quantitative phase online surveys collected relevant data from participating students (N = 397) and selected instructional faculty (N = 32) during the second week of a three-week Winter Term. Student information included: demographics such as age, gender, employment status, and distance from campus; perceptions of teaching presence; sense of community; perceived learning; course length; and course type. The students claimed having positive relationships between teaching presence, perceived learning, and sense of community. The instructors showed similar positive relationships with no significant differences when the student and instructor data were compared. The qualitative phase consisted of interviews with 12 instructors who had completed the online survey and replied to all of the open-response questions. The two phases were integrated using a matrix generation, and the analysis allowed for conclusions regarding teaching presence, perceived learning, and sense of community. The findings were equivocal with regard to satisfaction with course length and the relative importance of the teaching presence components. A model was provided depicting relationships between and among teaching presence components, perceived learning, and sense of community in intensive online courses.