Applied College Algebra

   

Welcome! I’m James Boffenmyer and I will be your instructor for Applied College Algebra!

I am looking forward to working with you this semester. Please read the following topics below

that can be very helpful for our course!

 

 

If you need to ask any questions, see me after class. However, if you have trouble with that, my email is listed below. I do ask, please place your class in the subject line. I teach ALOT of classes and this helps me organize everything. Ex. Subject: MTHS 105 on MWF at 9am

Email: james.boffenmyer@louisiana.edu  

I’ll typically respond within 24-48 hours.

Office Hours

My office hours for Fall 2026 are tentative. There may be instances where I need to change them, but I will notify the class via Moodle Announcements.

Use the link below to schedule an office hour time. I have each office hour slot set for 15 minutes, but please email me if you need longer and I can work with you.

Setmore Scheduling Link: Office Hours  

Who is Your Instructor?

To start off, you have the biggest nerd for a teacher! I wear that honor with pride!

My educational background is pretty vast, but I love learning.

1. Ed.D in Higher Education Administration from the University of Louisiana at Lafayette - In Progress
2. M.A. in Adult Learning from Northwestern State University of Louisiana
3. 18 Graduate Hours in Physics from Texas A&M University - Commerce (Now East Texas A&M University)
4. M.S. in Computational Mathematics from the University of Southern Mississippi
5. B.S. in Applied Mathematics from The Louisiana State University (Geaux Tigers!)

It may seem like I have more degrees than a thermometer, one huge benefit of working at a university is the ability to learn for almost free. We have an amazing discount within our University system that allows us to work for a degree for pennies on the dollar. I love being a lifelong student, but I’m not going into debt for it.

While learning is my passion, my wife is a high school mathematics teacher and I am a father to a 9-year-old little boy (Jacob) a 6-year-old little girl (Camilla) and a 2-year old boy (Andrew).  Needless to say life is nonstop!!! 

Course Information

“Be yourself; everyone else is already taken.” - Oscar Wilde

Course Delivery

3 Hour Lecture Course , 0% - 49% Online using Moodle and WileyPlus

Course Description

Functions and graphs including linear functions, quadratic and other polynomial functions, exponential and logarithmic functions; zeros of polynomial functions; systems of equations and inequalities. Designed for students in non-technical fields. Must be taken concurrently with MTHS 105S.

Course Learning Outcomes

At the conclusion of this course, you will be able to:

1. Solve equations & inequalities algebraically or graphically.
2. Evaluate and interpret function values.
3. Graph functions.

Required Materials and Technology

“Success is Dependent on Effort” - Sophocles

Textbook(s) and Other Materials

The required materials in this course include:

• A Knewton Alta Access Code

• A UL Mathematics Department Test Booklet

• At least a Scientific Calculator

Visit the UL Bookstore for these materials.

Computer Programs that are recommended:

1. LaTeX : This is used for typesetting Mathematical documents. This is a good language to know because many programs use a math editor that uses this in the programming.

2. Python: A very popular computer science language, not just for mathematics

3. RStudio: Can be used in place of LaTex. Has LaTeX built into this program; keeps you from knowing much of the LaTeX syntax. This syllabus is built in RStudio.

Internet Access

1. It is essential that students have a strong reliable internet connection since all content is web-based. 
2. A minimum bandwidth of 8 Mbps download/2 Mbps upload speed is suggested.
3. The use of public access internet (for example, at restaurants and public institutions such as libraries), satellite and cellular connections may result in slowness or errors (timeouts, access problems) when accessing the classroom and course materials. Therefore, they are not recommended as regular avenues to use the internet

Additional Software

All courses require Microsoft Office (specifically Microsoft Excel, Word, and Powerpoint). The student may use the school-provided Microsoft Office 365 online version or a personal license of Microsoft Office 2010 or more current.

• An up to date installation of Adobe® Reader
• An up to date installation of the Adobe®Flash plug-in
• Note: Google Chrome will not support Flash as of December 2019. Mozilla Firefox and Safari are the recommended internet browsers. 

Cookies should be enabled. 

Course Content

“However difficult life may seem, there is always something you can do and succeed at.”

 - Stephen Hawking

The topics that we’ll cover in this course are:

• Functions and Algebraic Structure; Linear Functions
• Polynomial Functions
• Power Functions, Domain/Range, Composing, Shifting
• Exponential Functions, Logarithms

 

Remark

Other topics relating to the course learning outcomes may be included to best prepare you for the next level of coursework. Most of you will take either Math 109 or Stat 214.

Tentative Course Schedule

This is the schedule that we’ll follow throughout this semester. Keep in mind, things may change due to unforseen circumstances, such as weather cancellations, cyber security issues, pace of the course etc. Changes to the schedule will be announced in class.

It is up to the student to check Moodle for class updates and announcements regarding any changes to the assignments

An important aspect of college is ownership; taking ownership of your learning. In this course, the lecture slides containing objectives, definitions, and formulas will be provided prior to class. The slides containing practice problems will only be provided in class.

It is required for you to study (not master) the definitions and formulas prior to class. We will use that material to work on practice problems in class, when the bulk of learning will take place.

The definitions and formulas will not be covered in class, as there are many practice problems to review.

Assignment Times

The open times for the assignments are 12:01am CST on the date listed below. The close times for the assignments are 11:59pm CST on the date listed below.

 

Week Number	Topics	Learning Objective	Due Date Due by 11:59pm CST
1 Slides Complete	The Order of Oprations Properties of Real Numbers Operations with Real Numbers Introduction to Functions	CLO 1	Knewton Alta Lessons 1 - 5 Opens on Aug. 24, 2026 Closes Aug. 30, 2026
2 Slides Complete	Functions Expressions, Functions, Equations Applications with Functions Graphing Functions Variations	CLO 2	Knewton Alta Lessons 6 - 13 Opens Aug. 31, 2026 Closes Sept. 6, 2026
3 Slides Complete	Slope-Intercept Functions and Change Applications	CLO 2 and 3	Knewton Alta Lessons 14 - 22 Opens on Sept. 7, 2026 Closes on Sept. 13, 2026
4 Slides Complete	Linear Equations & Functions Functions on a Plane Systems of Equations Exam 1	CLO 1 and 3	Knewton Alta Lessons 23 - 28 Opens Sept. 14, 2026 Closes Sept. 20, 2026
5	Quadratics Techniques for Solving Quadratics Characteristics of Parabolas Applications of Quadratics	CLO 2 and 3	Knewton Alta Lessons 29 - 41 Opens Sept. 21, 2026 Closes Sept. 27, 2026
6	Polynomials Polynomial Terminology Local & End Behaviors Deriving Polynomials	CLO 2	Knewton Alta Lessons 42 - 48 Opens Sept. 28, 2026 Closes Oct. 11, 2026
7	Local & End Behaviors Deriving Polynomials Exam 2	CLO 3	Knewton Alta Lessons 42 - 48 Opens Sept. 28, 2026 Closes Oct. 11, 2026
8	Properties of Exponents Fractional Exponents Radical Equations Rational Equations	CLO 2	Knewton Alta Lessons 49 - 54 Opens Oct. 12, 2026 Closes Oct. 18, 2026
9	Applications of Power Functions Domain & Range of Power Functions Composition of Functions	CLO 2 and 3	Knewton Alta Lessons 55 - 58 Opens Oct. 19, 2026 Closes Oct. 25, 2026
10	Function Transformations Inverse Functions Exam 3	CLO 2 and 3	Knewton Alta Lessons 58 - 61 Opens Oct. 26, 2026 Closes Nov. 1, 2026
11	Properties of Exponents Exponential Functions Graphs of Exponentials	CLO 2	Knewton Alta Lessons 62 - 72 Opens Nov. 2, 2026 Closes Nov. 8, 2026
12	Logarithms Properties of Logarithms	CLO 2	Knewton Alta Lessons 73 - 77 Opens Nov. 9, 2026 Closes Nov. 15, 2026
13	Applications of Logarithms Growth Rate & Decay Base e	CLO 2 and 3	Knewton Alta Lessons 78 - 82 Opens Nov. 16, 2026 Closes Nov. 22, 2026
14	Exam 4		Nov. 23, 2026
15	3MT Presentations Review for Final Examinations	CLO 1, 2, 3
16	Final Examination	CLO 1 through 3	UL Final Exam Schedule

   

Assignment Information

Grade Weight

 

Assignment Category	Percentage Weight
Knewton Alta/Homework	5%
In-Class Worksheets*	10%
In Class Pop Quizzes	10%
Coffee Chats (Office Hours)	10%
In-Class Examinations	30%
3MT Presentations	15%
In-Class Final Examination	20%

 

Remark

If you are enrolled in MTHS 105S, this assignment is required.

If you are not enrolled in MTHS 105S, this assignment is optional. Your grade will be adjusted accordingly.

Homework Assignments

There will be homework assignments for each topic. While each assignment does not have a huge impact on your grade, it serves as practice for the examinations, which do have a large impact on your grade. 

Coffee Chats

Coffee Chats act as Office Hours. In these chats, we’ll discuss your progress in the course, what we can do to improve your progress and overall well-being, and connect you with any resources you need for success.

Each student is required to meet with me for one 15-minute session in September, October, and November in my office. There is a sign-in sheet on my desk to verify this visit. Visit records will be shared with your academic coach, academic advisor, academic success, and other campus support resources.

To schedule an appointment, scan the QR code on my office door or the link in the moodle page.

Quizzes

Quizzes will be given at random, without notice to assess comprehension of the presented material.

Examinations

The allotted time, question types, and amount of questions for each exam will vary. The delivery of the exams may also vary. Exams could be given on paper, online, or as an oral examination. The information will be made in an announcement in class prior to the Exam opening. It is your responsibility to keep track of any announcements and/or the schedule on the syllabus. 

3 Minute Thesis (3MT) Presentations

This assignment serves as a “Capstone” assignment for the course. It will assess not only how well the student knows the material, but how they can explain it in under 3 minutes. This assignment will be graded out of a maximum of 100%. This assignment will be 15% of the overall grade in the course. 

The overarching goal for this assignment will be: How will a topic in this course assist with a topic that you are currently majoring in? For example, if you’re a Biology major, demonstrate how logarithms play a role in Ecology and modeling predator/prey dynamics.

For more information on 3 Minute Thesis assignments, follow the link here: What is a 3 Minute Thesis?

Final Examination

This is the final assessment of the course. The Comprehensive Final Exam will be graded out of a maximum of 100%. This assignment will be 20% of the overall grade in the course. 

Course AI Policy

This institution does not have an official policy for the use of artificial intelligence (AI) and language model text generators like ChatGPT, but this course does.

1. While this institution recognizes that such tools can assist in writing and solving problems, such tools are NOT a replacement for your own creativity, originality, or critical thinking.

2. Such skills require time and effort to develop. Thus, the use of these tools without the instructor’s consent constitutes a violation of the Plagiarism policy for the institution and is considered cheating with penalties ranging from a grade of “zero” for the assignment to dismissal from the Institution.

3. The use of artificial intelligence and text generators is allowed in this course with proper attribution; use artificial intelligence as a tool, but do not use it to replace human intelligence. Trust me, it shows.

Late Policy

“You cannot do a kindness too soon, for you never know how soon it will be too late”

- Ralph Waldo Emerson

Part of being a student in college is meeting deadlines. Your employer will have deadlines and it’s imperative that you meet those deadlines. In our class, the deadlines will be on Knewton Alta and in your Moodle course. This policy is similar to what you’ll find in the workplace.

No extension will be provided without documentation. Documentation is listed below and is subject to verification:

• Medical - Medical Emergency; Student was physically incapacitated and unable to complete the work during the requested window of time.
• Jury Duty - Official Summons must be provided
• Military Leave - Official DoD forms must be provided
• Funeral - Official Letter (with letterhead) from the Funeral Home Director
• University-Related Event - Documentation from the University Employee

The late policy only applies to exams. All requests for makeups for in-class assignments (Pop Quizzes, Worksheets, Homework, 3MT) will be denied so please plan ahead and attend class. Your request for a make-up exam must be made at or before 48 hours of the deadline. Please allow up to 1 week for confirmation via email. See the Make Up Exam process below.

Make Up Examination Policy

If a make up examination is approved by the instructor, The Mathematics Department administers make-up exams for mathematics classes on Fridays from 1:30-2:30 in Room 207 of Maxim Doucet Hall.

The student must bring a picture ID to take the test.

If a make-up exam is approved, you will receive an email to your UL Email Address stating the date and time your make up exam will take place. Failure to take the exam will result in a grade of 0% and will not be made up.

More information regarding the Make Up Examinations are found on the Mathematics Department Website: https://math.louisiana.edu/current-students/mathematics-make-exams

Behavior Policy

To ensure a productive, respectful, and inclusive learning environment, all students are expected to adhere to the following behavior guidelines throughout the duration of the course:

Respectful Engagement

• Treat classmates, the instructor, and guest speakers with courtesy and professionalism.
• Listen actively and allow others to speak without interruption during discussions.
• Utilizing technology only for class purposes (i.e. Not on Snapchat, Instagram, etc)

Participation and Focus

• Be mentally and physically present during class. Avoid side conversations, unrelated activities, or disruptive behavior.
• Come prepared, having completed all assigned readings or tasks.
• No phones. Only tablets and laptops for note taking purposes

Inclusive Conduct

• Foster a learning environment that values diversity in backgrounds, perspectives, and experiences.
• Any form of harassment, discrimination, or threatening behavior will be addressed according to institutional procedures and may result in removal from the course.

Consequences for Misconduct

Failure to adhere to the behavior policy may result in a verbal or written warning, removal from a class session, and/or formal reporting to your advisor and Dean of Students, depending on the severity and frequency of the behavior.

Grading Rubric: 3MT Presentations

“The ones who are crazy enough to think they can change the world are the ones who do.”

 - Steve Jobs

P.S. That’s why I became a teacher 

 

Criteria	Exemplary Rating	Moderate Rating	Needs Improvement	Maximum Weight
Creativity	10 Points The student utilized at least 3 methods of artistic ability such as music, visual graphics, to keep and enhance the audience’s attention.	5 Points The student utilized at least 1 method of artistic ability such as music, visual graphics, to keep and enhance the audience’s attention.	0 Points The student utilized 0 methods of artistic ability such as music, visual graphics, to keep and enhance the audience’s attention.	10%
Instructional Methodology	20 Points The student used a wide assortment of differentiated instruction techniques to enhance the learning process	10 Points The student used limited differentiated instruction to enhance the learning process. Instead, most of the demonstration was listened to, and not visualized.	0 Points The student used no variation in instructional delivery.	20%
Knowledge of Topic	30 Points The student demonstrated confidence in the topic at hand. Little to no mistakes were made during the presentation. The student used different tones in their voice to capture the audience’s attention and demonstrated enthusiasm.	15 Points The student demonstrated lack of knowledge in 1 or more areas of the topic. The presence of “Ums” and “Uhs” were prevalent during the presentation.	0 Points The student demonstrated little to no knowledge of the topic at hand. The student also lacked enthusiasm in the topic.	30%
Peer Review (Instructor)	20 Points The student reviewed their peers and provided constructive feedback.	10 Points The student missed 1 or more peer reviews and/or the feedback provided was not constructive.	0 Points The student did not submit a peer review and/or constructive feedback was not provided	20%
Peer Review (Students)	20 Points The feedback provided by the students was largely positive.	10 Points The feedback provided by the students was a mixture of positive and improvement measures.	0 Points The majority (at least 75%) of the feedback is regarded as methodologies for improvement. Little to no positive feedback is provided.	20%

Student and Faculty Expectations

“The Quality of a Leader is reflected in the expectations they set for themselves”

 - Anonymous

Responsibilities for the Instructor and Student

The following statements come from the American Mathematical Society Journal in 1996 by Dr. Steven Zucker with a few experiences of my own.

The underlying premise, whose truth is very easy to demonstrate, is that most students who are admitted to a college were being taught either at below their level, or they were simply given the grade to move on and graduate. The intent for any college is to reduce the time it takes for the student to appreciate the workings of mathematics and to help him/her adjust to the demands of working up to the level of college mathematics. Thus, there are a few things that ought to be pointed out.

1. You are no longer in High School. The clear majority of you, not having done so already, will have to discard high school notions of teaching and learning and replace them by college-level notions. Hopefully sooner than later. College is designed to get you to think critically, not just regurgitate.

2. Fast-Paced Class. Expect to have the material covered at two to three times the pace of high school. Above that, we aim for greater command of the material, especially the ability to apply what you have learned to new situations.

3. Lecture Time. Lecture time is at a premium, so it must be used efficiently. It is your responsibility to learn the material. Most of this learning must take place outside the classroom. You should be willing to put in roughly two hours per week for each hour of class.

4. My Responsibility. It is my job, to primarily provide a framework, with some of the particulars, to guide you in doing your learning of the concepts and methods that comprise the material of this course. It is not my responsibility to give you the example problems of every scenario. It is your job to apply the techniques that we use in lecture to new situations. It is not to “program” you with isolated facts and problem types nor to monitor your progress.

5. Expectations: I expect that you know the pre-requisites for this course. If you feel uncomfortable with the pre-requisite material, it is up to you to review the material. Also, you are expected to read the E-book for comprehension. It gives a detailed account of the material of the course. It also contains many examples of problems that are worked out, and these should be used to supplement those you see in the lecture. The text is not a novel, so the reading must often be slow going and careful. However, there is a clear advantage that you can read it at your own pace. Use a pencil and paper to work the material and fill in any omitted steps.

6. Studying for Math Classes: Studies do show that students in any class, particularly math classes, should spend 3 times the class credit hour just studying the material outside of class. In other words, if a student is taking a 3 credit class, then they should spend at least 9 hours per week outside of the lecture just working on assignments and reviewing the material.

7. Utilizing AI: While AI is a great tool to use, I expect everyone to utilize it to their advantage. However, I strongly suggest that you do not let it replace your thinking and problem-solving skills. Many students will put in a problem and trust the answer that it produces.

Agreement

By remaining in this course, you agree to the terms and conditions set forth by the syllabus content.

Instructor Interaction

1. As an online instructor, I feel that it is my duty to provide students with the most up-to-date information as quickly as possible. Therefore, announcements will be posted at the beginning of the topic week, and reminders will be sent throughout the week to inform you of upcoming assignments. It’s always best to check the syllabus for those dates just to be on the safe side.
2. If you email me with a question, you can always expect a response within 48 hours during Monday through Friday. If you email me during the weekend, please expect a response on the following Monday. 
3. Responses to your discussion posts can be sporadic. However, I will do my best to analyze each and every one of your posts to ensure quality. 
4. Grading is something I am very particular on. If an exam is given, grades will be posted within the next day. I am and have always been quick on grading assignments. Discussion threads may take a little longer simply because of the quality of the responses. However, those are usually completed within 36 hours after the window of time has closed.
5. Periodically, throughout the term, I will may web conferences to gauge how students are doing and to engage in interaction. 

Success in Online Coursework

Online learning offers flexibility in course completion, but also involves some challenges beyond those experienced in a traditional class setting. Here are some things to keep in mind:

1. Time commitment. Online classes take as much time as regular on-campus classes. You need to set aside sufficient time for study. Plan to spend at least as much time working on the assignments and studying as you would with a traditional course. Note that some students report spending even more time for online classes than for traditional ones.

2. Self-motivated and independent learner.  While online courses can offer more flexibility in scheduling, they require more self-discipline and independence than on-campus courses. Some students can find this uncomfortable and not suitable for their learning style. They may miss face-to-face interaction with an instructor and peers, which helps to keep them on track. In the online environment, you have to be able to start and to work on tasks on your own, without someone keeping you focused, and you have to be self-disciplined in order to follow the class schedule and meet deadlines.

3. Time Management. Log in frequently and develop study schedules
   Even though you may not have to “be” in class on some specific day and time, you still have to follow the course schedule provided by your instructor. Remember that online classes are not independent study courses; you are still required to “show up” and participate actively.
   
   Since online courses are asynchronous, they will continue developing and changing even if you are not online. You need to be online frequently enough and log in at least three to four times per week in order to keep up with the content flow, complete assignments, follow discussions and communicate with your classmates and instructor. Some courses may even require you to log in every day.
   
   Never wait until the last minute to complete your assignments. You may have a technical problem or run out of time which will cause frustration. One of the major challenges in online classes is procrastination. Make sure to set aside specific time on a regular basis to participate in your course. It is advised to schedule specific times to log in and to study.

4. Computer Literacy You need to have a basic knowledge of computer and Internet skills in order to be successful in an online course. Here are some of the highlights (this list is not a complete list)
   
   Internet skills (connecting, accessing, using browsers) and ability to perform online research using various search engines and library databases.
   
   Ability to use online communication tools, such as email (create, send, receive, reply, print, send/receive attachments), discussion boards (read, search, post, reply, follow threads), chats, and messengers.

5. Strong Reading and Writing Skills. You need to have strong reading skills and be able to communicate effectively through writing. Most of the material in the online environment will come from your textbooks and written lectures, therefore strong reading and critical thinking skills are very important for success in an online course. Online students communicate through such text-based tools, as emails, discussion forums, chats and messaging. You need to feel comfortable expressing yourself in writing.

My Mission

My mission is to prepare you for future coursework and the workforce by providing you, through instruction, the tools to think critically and apply your mathematical knowledge to real-world situations. I wish each and every one of you the best of luck in this course! 

Institutional Policies

Academic Integrity

Please see the University’s policy on Academic Integrity.

Accommodating Students with Disabilities

Disability Accommodations: Students needing academic accommodations for a disability must first be registered with the Office of Disability Services (ODS) to verify the disability and to establish eligibility for accommodations.

Students may call 337-482-5252 or visit the ODS office in Agnes Edwards Hall (Conference Center), room 126. Once registered, students should then schedule an appointment with the professor to make appropriate arrangements.

Students must also complete an ODS Student Application with Disability Services. To begin this process, you may find the link here: https://disability.louisiana.edu/student-information/how-register

Student Responsibilities and Conduct

Please see the University Student Code of Conduct

Academic Calendar

Please see the University Academic Calendar for important dates regarding withdrawals, school holidays, and other pertinent information.

Final Examinations

The University has a different schedule during the Week of Final Examinations. As a student, you will not meet for your regularly schedule class. Instead, you are to meet at the date and time posted on the University’s final examination schedule. Please review this as early as possible so you are prepared. If you encounter a scheduling conflict, you must report it to the instructor, department chair, and/or dean of that college as soon as possible.

To view the schedule, follow the link here: https://louisiana.edu/sites/default/files/2026-06/FA26%20EXAM%20SCH.pdf