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\newcommand\className{Foundations of Computer Science}
\newcommand\classNumber{CIS~300}
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\newcommand\semester{Spring 2023}
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\begin{document}
\title{Syllabus: \classFullName}
\author{Brian C. Ladd}
\date{\semester}
\maketitle

\section*{Catalog Description}
\begin{quote}
  \texttt{Topics include introductions to: propositional logic, sets,
    and formal languages; mathematical proof techniques;
    incomputability; and recurrence relations. Fall and Spring.
    Prerequisite(s): CIS 201 with a minimum grade of 2.0.
  }
\end{quote}

\section*{Overview}

Why do \emph{you} trust computers? That is, when the bank's program
calculates the interest that they owe you (or you, them), do you check
that it is correct? Why do you accept that it is something that a
computer can accurately calculate?

Similarly, when you write your own program that includes, say, sorting
some data, if it takes one one-thousandth of a second to sort data for
your 100 users, what will happen if your site goes viral and there are
100,000 users? Will it be able to sort in less than a minute? An hour?
A day? How could you know?

These questions get at the heart of the theoretical side of computer
science: \textbf{computablity}, defining the limit of what computers
\emph{can} do, and \textbf{tractability}, determining what computers
can do within a \emph{reasonable} amount of time. Answering these
sorts of questions requires a basis in \emph{discrete mathematics} as
well as the ability to \emph{prove} facts in mathematics and computer
science.

\lstinline{Foundations of Computer Science} is the gateway to theoretical
computer science. Discrete mathematics is the study of
\emph{discrete}, or separate, objects. Where calculus studies
continuous functions (and hence \emph{real} numbers, $\mathbb{R}$), discrete
mathematics studies separate objects, sets of such objects, and
functions on sets of such objects (and hence focuses on the set of
\emph{integers}, $\mathbb{Z}$ (and, to a lesser extent,
\emph{rational} numbers, $\mathbb{Q}$)).

The course uses a \emph{beta} version of a forthcoming textbook,
\emph{Connecting Discrete Mathematics to Computer Science} which
introduces sets and logic with examples found across computer
science. Propositions (truth \emph{statements}) and predicates (truth
\emph{functions}) and rules of inference (all from the field of logic)
are used to \textbf{prove} mathematical theorems.\footnote{Yes, it is
  \emph{only} a theorem. Of course in mathematics, being only a
  theorem means that it has been rigorously proved to be true.}
Discrete structures such as sets (finite and infinite), relations,
functions, and algorithms are presented and serve as fertile fields to
practice proof techniques.

Proof techniques, including direct proof, indirect proof, and
induction are the most important material in the course as they
underlie all of algorithm analysis and theory of computation. This
class will include the proof that there are (\emph{mathematical})
\textbf{languages} that cannot be (\emph{mathematically})
\textbf{decided} (or \textbf{computed}), ever. This fundamental
limitation of computability is something that every computer scientist
should have in the back of their mind as they look to solve real-world
problems.

\hspace{\baselineskip}

Remember that the computer you use is \emph{digital}, \emph{binary},
and \emph{general-purpose}. \textbf{Digital} (as opposed to
\emph{analog}) means that values are chosen from a set (discrete math
object) of distinct elements (discrete math objects). \textbf{Binary}
means that the values are \emph{base-2 digits} or \emph{Boolean
  values}; Boolean values, also known as \emph{truth}-values, are the
set of objects used in mathematical \emph{logic}, propositions, and
predicate functions. \textbf{General-purpose} means that sequences of
bits (another discrete structure) can be combined to \emph{encode}
different types of values at different times; encodings of sets in an
actual computer provides insight on proving the limitations of
computation. The point of this paragraph is to show that though this
course is the \emph{foundation} of the \textbf{theory} of computer
science, theory informs practice across the entire field of computer
science.

\subsection*{Calendar Considerations}
\begin{itemize}
\item The last day to \textbf{add/drop}: 2024-01-26
\item The last day to withdraw or select S/U: 2024-03-29
\item \textbf{Winter Recess}: 2024-02-22 -- 2024-02-23 (days w/o classes)
\item \textbf{Spring Recess}: 2024-04-01 -- 2024-04-05 (days w/o classes)
\item \textbf{Last Day of Classes}: 2024-05-10
\item \textbf{Final Exam}: 2024-05-15 08:00 -- 10:00
\item Additional Calendar Information:
  \href{http://www.potsdam.edu/academics/calendar}{SUNY Potsdam Academic Calendar}.
\end{itemize}

\section*{Student Learning Outcomes}
\lstinline{Foundations of Computer Science} introduces the
mathematical language and techniques underlying the theory of
\emph{complexity} (what can be computed in a \textbf{reasonable}
amount of time) and the theory of \emph{computability} (what can be
computed \textbf{at all}). Upon completing this course, students
should be able to:

\hspace{0.5\baselineskip}

\begin{enumerate}
\item \textbf{Foundations}. \emph{Relate} mathematical structures
  (\emph{e.g.} sets, functions, recurrence relations, sequences, alphabets,
  strings, and formal languages) to computer science concepts
  (\emph{e.g.} variable types and their encodings, computer functions,
  recursion, algorithms, and decidability). (Apply)

\item \textbf{Proof Techniques}. \emph{Use} \ul{direct} and
  \ul{indirect} proof techniques (\emph{e.g.} chain of implication,
  proof by contradiction, and both strong and weak induction) to
  \emph{prove} novel facts in various mathematical and computer
  science domains (the \textbf{Foundations}). (Synthesize)

\item \textbf{Undecidability}. \emph{Summarize} the implications,
  across computer science, of the proof that \ul{undecidable}
  languages exist. (Apply)
\end{enumerate}

\paragraph{Note:} It would be a very good idea to review this section
of the syllabus before exams (especially the final). You can also use
it when filling out course evaluations to review what the class taught
and what it was expected to teach.

\subsection*{Computer Science Program Student Learning Objectives}

The Computer Science department has adopted five \textbf{program}
learning objectives for students completing any undergraduate major in
the department [See \href{url}{https://cs.potsdam.edu} for the complete
list.] \lstinline{Foundations of Computer Science} addresses PSLO \#1:

\noindent
Students graduating from the Computer Science department at SUNY
Potsdam are expected to be able to

\begin{quote}
  1. \emph{Apply logic and mathematical proof techniques to computing
    problems, including computability, formal languages, and
    complexity of algorithms.}
\end{quote}


\section*{Assessment}

This is a 300-level course in your major field. You will be evaluated
on how well you can apply the expected learning outcomes. This means
your understanding of discrete mathematics and your ability to
communicate that understanding in both English (the language
of instruction) and mathematical symbols. Your writing and speaking
should be clear, concise, and correct.

\section*{Philosophy}
I have been working very hard since the plague struck to improve
student learning in my courses. The grade (A-F, 0-100, or 0.0-4.0) is
a very small amount of information. What \textbf{you} have learned
across a semester distilled down to less than seven bits.

Much of the work in this class is \emph{practice} and you will do some
of it \emph{during class meetings}. If we are spending time in class
doing problems, that means you will have to spend time
\textbf{outside} the classroom reading the textbook. There will be
content quizzes on these assignments that will be assessed; you should
bring questions about the material to class and ask.

One of the goals of lots of practice is for \textbf{you} to be able to
evaluate your own work. That is, at first, working in groups you will
be able to give your classmates constructive criticism on the way to
being able to look at your own work critically.

Notice: You (yes, \textbf{you}) will \emph{make mistakes}. Rather than
being a sign of some sort of failing, mistakes are a sign of
growth. When you make mistakes, you prime you brain for learning about
the material and will learn the correct approach much more firmly for
having corrected the mistake.

One shortcoming of videos, textbooks, and slides is that they are
edited to avoid showing incorrect information. This makes it look
like a ``real'' mathematician does not make mistakes. The trick is
\textbf{editing}, rewriting the messy, perhaps error-prone work that
produced the proof into a clear, easy to follow result. \textbf{Hint}:
That means you should plan on rewriting your notes, your practice in
your notes, and, especially, anything you plan on turning in.

Remember that mistakes as you learn are a sign that you are trying and
are a place to jump off toward the right answer.

You will be assessed. You will do assessment assignments that you are
expected to do on your own \emph{outside of class} to demonstrate what
you have mastered. Then, every week or so, there will be a quiz and
every several weeks an exam.

In the spirit of mistakes being a \emph{part} of learning, every
assessment will be returned with feedback on what you did and did not
show mastery of. Some assignments might have a chance for a rewrite.

If you do not turn in a \emph{good-faith attempt} for the initial due
date (I will determine whether or not you tried the assignment), you
will not be able to participate in the rewrite.

The limited amount of time for rewriting work (on those occasions
where it is available) is because the rest of the class keeps right on
rolling along. If you need to redo lots of work, you will not be doing
the current work. And, that will cascade, putting you further and
further behind. My cutoff is set to go to zero when I believe your
continuing to work on the old material will adversely impact your
current learning.

\subsection*{Feedback}
It is important to me (Dr. Ladd) that you \emph{learn} discrete
mathematics and its application to computer science. This gives you a
strong basis to study \emph{algorithm analysis} and \emph{theoretical
  computer science}. It also gives you the understanding of
mathematics to understand papers and results in the field and keep
learning as it moves forward.

Note that learning in an \textbf{active} process on the part of the
learner (that is you): read and engage with the text and included
problems; work problem after problem after problem; work problems in
groups; talk about problems and how to work them in class; reflect
about working problems.

There is a \emph{theme} in the list of your learning activities:
\textbf{problems}. Example solutions (in books or class) give students
the wrong idea about mathematics. Solutions to real problems are not
written down in a clean quarter of a page with no crossing out and no
false starts. Problems are solved by looking at definitions and seeing
what you know and how close that is to what you need to know. Then,
after all the false starts, mistakes, and arrows pointing all over the
page, the solution can be \emph{rewritten} in a clean, clear, logical
form.

Compare it to an essay: in a book, blog, or newspaper, an article
appears, written in correct English with careful word choice, a
pleasant cadence, and a strong, logical flow. When \emph{you} write an
essay, it does not look like that when you start: research notes on
napkins, big X-marks through \xcancel{hole} whole paragraphs, and
missing topic sentences. The next (and next) draft make it better. You
get \textbf{good} at writing essays by writing and reading a lot of
essays. The same is true about mathematical problems: read good
solutions and engage with real problems over and over to build up your
intuition. This is a \textbf{skill} that grows with practice.

There will also be some \emph{reflection} exercises, small written
responses where you will explain what (and sometimes how) you learned
the material. Reflection is \textbf{very important}: cognitive
scientists have shown that reflection greatly improves the fixation of
new knowledge for the learner; your answers provide me with a moving
snapshot of how you are learning.

\subsection*{Grading Distribution}

Dr. Ladd gives grades on a 0.0 -- 4.0 linear scale, rounded to the
nearest third, just as they are reported on your transcript. Thus
getting 30\% of the questions correct on a graded assignment means you
will get a $4.0 \times 0.30 = 1.20$ rounds to $1.3$. The final grade
is a weighted average of these scores.

\begin{tabular}{lr}
  \toprule
  \textbf{Category}&\textbf{Percentage}\\\midrule
  Practice& \textbf{---No Points---}\\
  \makecell[lt]{Participation\\\hspace{1em}Group Work}& 0.20\\\midrule
  Homework&0.20\\
  Quizzes&0.18\\
  Exams&0.42\\\bottomrule
\end{tabular}

\begin{description}
\item[Practice] Many problems, homework, and worksheets are
  \emph{practice} for your learning. During class, you are expected to
  do the problems and be able to explain them when called upon. These
  may, occasionally, be done in \emph{ad hoc} groups. Remember that
  the point of these exercises is to \textbf{practice} solving
  problems and \textbf{learn} the principles of discrete math.

  The most important thing to do when practicing: \textbf{Avoid}
  looking at models, notes, or on-line. Do each problem as if it were
  a quiz with no notes or book allowed. Recall, if it is successful,
  is the best way to cement what you know; if unsuccessful, it
  actually primes the brain to record the answer when you finally look
  it up. Do \emph{not} give up easily. The harder you work your brain
  in \emph{practice}, the easier tests and graded assignments will be.

  These are practice for a reason: you are learning how to solve the
  problems. Making mistakes is \emph{encouraged}. These are
  \emph{formative} assessment, assessment that helps form your
  knowledge. Learn from your mistakes.

\item[Participation] How do \emph{you} learn things that are important
  to you? A commitment to sustained, disciplined practice is part of
  it for most things, including both mental and motor skills.

  I \textbf{invite} you to make such a commitment to
  \lstinline{Foundations}, agreeing to: read the textbook; work through
  examples and practice; join the class on time, every time and be
  part of the learning community.

  Practice and example problems are discrete math
  \emph{exercises}. Just like running or strength training for sport,
  mental exercises, done regularly over time, are necessary to develop
  new skills.

  To check the preparation and encourage participation, I will have
  randomized class roster (that will change when I feel like it) and
  will direct my questions to specific students during
  class. Additionally, students will be asked to present their
  solutions to the problems we are working in class.

  Each week, you will be assigned an integer score 0 -- 4 based on
  your level of participation.  At the end of the semester, these
  points will be averaged and count toward your course grade.

\item[Group Work] Once or twice a week you will meet with your assigned
  group to do a group worksheet during the class meeting time. This is
  another form of practice with the answers coming from the
  \emph{consensus} of the group.

  The point of these exercises is to work together with the other
  members of your group: talking about the material, \textbf{aloud},
  following each other's thought process, reading and writing
  together. The questions in the group work \emph{are} practice but
  doing them alone is not nearly as helpful as participating in a
  discussion about discrete math with your peers. If you get the
  material easily, helping others has been shown to cement it in your
  memory; if you struggle with some topic, being able to ask your
  peers for assistance can be less intimidating than seeing the
  instructor or tutors.

  After each group work session, you will get an e-mail with a
  short follow-up question. This problem \emph{will} be assessed as
  part of your participation score.

\item[Homework] Problems, like the practice ones, will be assigned
  regularly. Prepared by the practice, these problems will be turned
  in and graded. They are due at the \textbf{beginning of class} on a
  given day. Upload the answers to Brightspace or hand in a hardcopy
  when class starts (when the clock strikes the hour; not when you
  finally get to class; though you plan on being on time, right?).

  You will have a very short assessment after each group work,
  something that follows on from the point of the work that will be
  due the \emph{next} class period (the reason that it is short).

\item[Quizzes] About once a week there will be a quiz. Some will be
  reading checks, some definition practice, and many will practice
  proof techniques.

\item[Exams] There will be three in-class exams and a final exam that
  is weighted as two exams. Because these are in-class and
  closed-book, you will need to \emph{memorize} definitions. It would
  be a good idea to write a page or two of definitions that you can
  read before starting your homework (or right before an exam if that
  helps you). Any term used in class or assigned readings is one you
  should know; you have ample opportunity to ask about definitions and
  how to use them.

  Exam problems will be similar to those in practice and homework,
  with an emphasis on explaining \emph{how} to solve the problem and
  explaining \emph{what} the solution means. You will have to generate
  solutions and proofs and then connect that work to a broader
  understanding of where the work fits in computer science.
\end{description}


\section*{Textbook and Readings}

\url{https://cs.carleton.edu/faculty/dln/book/} is the home of
\emph{Connecting Discrete Mathematics and Computer Science} with a
complete beta version of the book. It is available in PDF by
chapter. You should download the whole thing soon so that you do not
have to fret if the network becomes unreachable the evening before a
class.


\section*{General Rules}

Your choices make your fate. Information arms you to make your best
decisions and enjoy the best fate. This section describes the class
expectations so that you can meet them (or decide not
to).

\section*{Instructor Expectations of Students}
\label{sec:instr-expect}

\subsection*{Communication}
\label{sec:communication}

Read/respond to e-mail. Read/respond to the Brightspace site. These
are the two primary means of communication in the class. You should
make use of them.

Brightspace contains the course \emph{schedule}. That schedule
contains readings, writings, programs, presentations, and homework
deadlines appear. If anything is missing or you find discrepencies,
ask.

Students are expected to have a copy of the textbooks (if any) and are
expected to complete reading assignments \emph{before} the beginning
of class the day they are due. In-class participation requires you to
have engaged the reading. \textbf{Note:} this is particularly true for
the original source assignments. If you have not read the assigned
portion of the project, you will get nothing out of the discussion.

Students are expected to listen actively in class. They are also
expected to take notes in class. These two activities (which are
linked) correlate strongly with understanding the material
presented. Do not copy slides or board notes directly: digest them and
restate them in your own words. Mark where you expect test questions
to lurk (sometimes the instructor will even help with this).

Advanced courses often use a version control system (such as
\texttt{git}) to retrieve and submit source code and programming
assignments. This requires you to understand how to use \texttt{git},
to understand the difference between the \emph{class} repository
(which belongs to the instructor) and \emph{assignment} repositories
(which belong to you).

\subsection*{Attendance}

American undergraduates are old enough to join the army, vote, and
even get married. You are each mature enough to make your own
decisions about attending class. Be aware that your decisions have
\emph{consequences}.

Students are expected to attend every class. Students are responsible
for all material covered in every class meeting. There is no taking of
attendance in this class (see `old enough' in the previous paragraph).

The study of computer science is cumulative; past experience shows a
strong correlation between high absences and low grades.

The registrar schedules the final exams every semester; I am not able
to move them and do not give early finals. Take-home final exams are
due \emph{before} the end of the scheduled exam period (it \emph{will}
be accepted early).

\subsection*{Do Your Own Work}

Do your own work. That should go without saying but it appears that
for some students it bears repeating. Doing your own work means
\textbf{not} using online resources such as \lstinline{chegg.com} to
look up answers or asking \emph{ChatGPT} (or the generative AI of the
moment) to solve problems or design code. Those constitute
\textbf{academic dishonesty.}

Code you plan to turn in for an individual grade should not be shared
with any other student; you should never look at another student's
project code, not even for `guidance.'

I \emph{want} you to discuss assignments and show off results of your
playing with programming different things. Discussion at a high-level,
even if it includes details on data structures is fine; debugging
assistance is also acceptable though the depth of code analysis
necessary for debugging skates on thinner ice; directing someone else
on exactly what methods a given class should have or the exact format
of a programmer-controlled file should take is beyond the pale.

This does \emph{not} apply to group work: in a group project, all
members of the team are expected to see and understand all parts of
the project. Cross-disciplinary understanding is a highly valued skill
in the real world and a major reason for group work in our curriculum.

\textbf{Artificial Intelligence} Note that ChatGPT (or some other new
language model) can appear to help you by writing answers for you. Do
\textbf{not} do this. It is \textbf{cheating}. I do not care what
\emph{kind} of entity wrote your answers. If it was not \textbf{you}
then it is not \emph{your} answer and not \emph{your} work.

\subsection*{Turning In Work}
Start early, everything takes longer than you think.

As mentioned earlier, reading is to be done \emph{before}
class. Homework assignments are also due at the beginning of class so
please complete them before class.

Assignments have a due time: a date and a time when they are due. If
they are due electronically (they all are), make sure you submit them
the expected way by the expected hour. The clock on the receiving
computer (Brightspace or the \lstinline{git} server) determines
on-time/late. Do not cut things too close.

Make sure you check the spelling and arithmetic in your
assignments. It does not help your grade (or my mood) to turn in
sloppy work.

\subsection*{Attitude}

Learning is not always easy. Learning is not always
comfortable. Students must actively engage the material and be able to
ask for help. This does not mean look at the problem for fifteen
seconds and throw up your hands because it is `hard.' It does mean
beating your head against it for a bit and then asking me for
guidance.

Be respectful. Trust me that I actually have a plan and I know where
we are going (okay, I don't \emph{always} know exactly where we are
going at every moment but I do have a plan). The readings, the
assignments, the lectures, they all go together.

\textbf{Start early!} Everything takes longer than you think.


\section*{Student Expectations of the Instructor}
\label{sec:stud-expect-instr}

\subsection*{Communication}

You may expect me to state and keep office hours (you know where my
office is, right? \st{301 Dunn Hall} Potsdam CS Department Discord).
My office hours appear on the course schedule. When I am on Discord, in my voice
office, without setting the \emph{Do Not Disturb} setting, you may
come on in.

You may expect fairly prompt answers to e-mail (next morning is
typical).

You may expect confidentiality: I will not discuss your grades with
anyone except my departmental colleagues (and then only to make sure
that I am doing my job correctly). I will not share work you have done
without your permission.

\subsection*{Attendance}
\label{sec:attendance}

You may expect me to be prepared. This means for class every day and
it means with assignments, too. You should expect adequate time to
complete an assignment after it is published. You may expect some
flexibility (with in the limitations of getting through the course
materials) in due dates.

\subsection*{Assignments}
\label{sec:assignments}

Expect assignments to be clear (correct spelling, correct
grammar). Expect most sample code to compile and run. Expect
assignments to be accompanied by a clear system by which they will be
evaluated. Expect me to follow that system.

Students should expect that their work will be evaluated on its own
contained merits and not based on how closely it follows the
instructor's personal/political views (unless I put parroting my
political views into the rubric).

\section*{Student Expectations of One Another}
\label{sec:stud-expect-one}

Wait, students have expectations of one another? Yes, they should. The
most important expectation we should all have of each other is to
create a safe learning environment. By safe I mean we should all feel
safe to ask questions, to admit mistakes, to try and to be wrong.

Students should be willing to help one another and should all be aware
of the limits.

In group work, all students in the group should expect equitable
division of labor and should expect to evaluate every member of the
group.

Students should expect to evaluate other students' work (and to be
evaluated by other students). Both parts of this process have valuable
learning outcomes.

Students should expect to feel safe being different. What does this
mean in computer science? I actually am not sure. It means respecting
each other, evaluating each other in openly communicated terms related
to computer science (since that is the topic of the course), and being
flexible, accommodating each other whenever possible.

\section*{Grading Grievances}
When graded work is returned you may have questions about how it was
graded. If the question pertains to process (\emph{e.g.,} addition,
number of points per subsection), by all means ask me as soon as
possible. Typically, if the grade is changed, you will be asked to
e-mail me the grade update so that the gradebook is current.

If, however, you feel that your grade fails to reflect the quality of
your work (you want to argue that your answer is, in fact, correct,
rather than incorrect), take a deep breath and wait. You must wait no
less than one and no more than seven days after the work is returned
to you to raise the issue with me.

After the cooling-off period, resubmit the work along with a
\emph{written} explanation of your concern. This is to assure that
your concern gets a cool, thoughtful consideration. If I agree to
regrade the work, I will regrade the entire project, replacing the old
grade with the new one.


\newpage
\section*{SUNY Potsdam Department of Computer Science Code of Professional Conduct}\label{sec:conduct}
All members of the Potsdam Computer Science community are governed by
the ACM Code of Ethics and Professional Conduct,
\url{https://www.acm.org/about-acm/acm-code-of-ethics-and-professional-conduct},
which we have distilled into our SUNY Potsdam Department of Computer
Science Code of Professional Conduct (see below). The department
faculty are committed to modeling and promoting ethical and
professional behavior for all our students.

\subsection*{Preamble}
All members of the ACM, including the Computer Science faculty of SUNY Potsdam, are committed to ethical professional conduct as specified in the ACM Code of Ethics and Professional Conduct. Students, taking courses from the faculty, are bound by our commitment.

All members of the Department are obliged to remind one another to behave professionally. Violations should be reported promptly; however, capricious or malicious reporting of violations is, itself, a violation. When reporting, bring all relevant aspects of the incident to the faculty's attention.
\subsection*{Moral Imperatives}
As a Computer Science student I will...
\subsubsection{Respect all members of the Department.}
\begin{enumerate}
\item Be professional in face-to-face and electronic interactions.
\item Be fair so everyone is free to work and learn.
\item Be active in preventing discrimination in physical and electronic spaces frequented by Department members.
\end{enumerate}
\subsubsection{Accept and provide appropriate feedback.}
\begin{enumerate}
\item Avoid starting or spreading rumors.
\item Respect confidentiality.
\end{enumerate}
\subsubsection{Be honest, trustworthy, and respect intellectual property.}
\begin{enumerate}
\item Only take credit for my own work.
\item Respect the privacy of others.
\item Access computing resources only when authorized and report any
access risks discovered.
\end{enumerate}
\subsubsection{Contribute to society and human well-being.}
\begin{enumerate}
\item Improve public understanding of computing and its consequences.
\item Consider both the direct and indirect impacts of my actions.
\end{enumerate}

\newpage
\section*{Student Support}
\subsection*{Caring Community}
I recognize that this is an incredibly stressful time for you, your
peers, and our community.  Please know that there are resources
available to you, both on and off campus, to support you during these
very uncertain times.  Our excellent Counseling Center staff are
available to meet with you; more information can be found on their FAQ
page accessed at:\\
\href{url}{https://www.potsdam.edu/studentlife/wellness/counseling-center/coping-covid-19-pandemic/counseling-center-faqs}.\\
In addition, information on a variety of on- and off-campus resources
can be found our Bear Care site:\\
\href{url}{https://www.potsdam.edu/studentlife/wellness/bear-care}.
You are an incredibly important member of our Potsdam community;
please take care of yourself, and each other.

Every student in this class is a valued individual. If you are
struggling with issues outside of the classroom, please know that
there are professionals both on and off campus who can assist you. If
you need immediate assistance, please contact our campus Counseling
Center (with free counseling) at (315) 267-2330 or visit their
website. Links to other resources are provided below:

\subsection*{Andrea Waters, Title IX Support Staff \&  Title IX Core Team}
\begin{itemize}
\item Sisson 244. (315) 267-2350
\item \url{http://www.potsdam.edu/offices/hr/titleix}
\end{itemize}
\subsection*{Bias Incident Reporting}
\begin{itemize}
\item \url{http://www.potsdam.edu/about/diversity/biasincident}
 \end{itemize}
\subsection*{Center for Diversity}
\begin{itemize}
\item 223 Sisson Hall
\item (315) 267-2184
\item \url{http://www.potsdam.edu/studentlife/diversity}
\end{itemize}
\subsection*{University Police}
\begin{itemize}
\item Van Housen Extension
\item (315) 267-2222 (number for non-emergencies; for an emergency please dial 911)
\end{itemize}
\subsection*{Student Conduct and Community Standards}
\begin{itemize}
\item 208 Barrington Student Union
\item \url{http://www.potsdam.edu/studentlife/studentconduct/codeofconduct}
\end{itemize}
\subsection*{Reachout (24-hour crisis hotline)}
\begin{itemize}
\item (315) 265-2422
\end{itemize}
\subsection*{Renewal House (for victims of domestic violence)}
\begin{itemize}
\item SUNY Potsdam Campus Office: Sisson 217 (open Wednesdays, 9-5:00)
\item (315) 379-9845 (24-hour crisis hotline)
\item Email: renewalhouse@verizon.net
\end{itemize}

And please: if you see something, say something. If you see that
someone that you care about is struggling, please encourage them to
seek help. If they are unwilling to do so, Care Enough to Call has
guidelines on whom to contact. Everyone has the responsibility of
creating a college climate of compassion.
\end{document}
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