Academic Program & Requirements

While using someone else's work or collaborating too closely with a fellow student may benefit your grade initially, it actually hurts you in the long run. Learning to solve problems and write down solutions is an important part of the learning process. One of the best ways to ensure that you understand the concepts and methods being taught is to make sure you can write down a clear and complete solution on your own. Often, actually formulating and expressing the solution is as hard as figuring out how to solve the problem in the first place. Skipping the steps of thinking about and writing up solutions on your own will deprive you of this opportunity to practice and improve your skills and will make future classes and assignments more difficult.

On homework and other out-of-class assignments, the line between acceptable and unacceptable levels of collaboration can be hard to find. Syllabi often contain statements such as, “While you are encouraged to discuss problems with other students, the solutions that you write up and turn in must be your own work.” The guidelines below will attempt to clarify exactly what this statement means, what types of collaboration are acceptable, and which are not.  

The goals of having you turn in written homework solutions to be graded are first, to give you a chance to express yourself mathematically, and second, to give you feedback on your understanding and progress. If you are not doing your own work, then neither of these goals can be met.  

Avoiding Problems with Homework

Here are some suggestions for how you can avoid inappropriate collaboration on take-home assignments: 

When you start working on a problem, you need to spend time thinking individually about what the problem is saying and what it is asking you to do. Thus, you should not start working with other students before you have given some thought to what the problem is asking. Make some preliminary notes or jot down some ideas about the problem. At that point, you are ready to start talking to others about the problem.

You should never join a group that has made substantially more progress on a problem than you have. Knowing how to get started on a problem takes practice and often takes a good bit of “thinking time.” You cannot circumvent this learning process by having someone else “fill you in” or try to “catch you up.”

Once you are discussing the problem with a group, you may jot notes, draw pictures, and sketch arguments, but be careful not to write out details together. Even if you are a full contributor or participant, this does not constitute “your own expression.” You should discuss the problem to the point where everyone understands the general approach to the question clearly. Then you should try to work out the details and write it up on your own.

If you get stuck, try talking to your professor or classmate again. For example, “I think I am supposed to follow example number 2, but I can't get the homework problem to work out.” A classmate may tell you, “Example 2 doesn't apply because they are using a result that only works for prime numbers.” Since you have spent time thinking about the problem, this may be enough to steer you in the right direction. If not, try showing your work to your professor. They have a lot of experience giving students hints when they are stuck in the middle of a problem. 

After a discussion with others, it's great to come away with a hint/note to yourself: “Use Integration by Parts” or “Treat odd and even cases separately”, but your notes to yourself should not be more detailed than that. If your “notes” are a solution or an outline of a solution, that crosses the line. If you get carried away in your discussion and do end up solving a problem together with a fellow-student at a board or on scrap paper, then erase the board or recycle the scrap paper and work out the problem afresh when writing it up to submit. This is not only more academically honest, but it will be of much greater help to you in learning the material. 

Remember that you need to be able to explain anything you turn in as your own work. If you can't explain every detail of your solution and the techniques you used to solve the problem, this is a sign that you were working with others too closely. 

Document any acceptable collaboration, including a BIG HINT or partial solution that was obtained from another person.

Do not look at another student's work if you get stuck on an assignment. 

Do not try to find the same (or a very similar) problem in any other source, including other students, the internet, another text, a solution manual, or the back of the book, even if you think it's just to help you get started. 

You really are encouraged to talk to classmates, but for things like discussing assignments in a big picture way to understand what approach might be appropriate, or giving or receiving help on how to solve minor computational or syntax errors. Anything more specific should be done on your own or with the professor. 

Based in part on the Academic Honesty Policy Guidelines of the Mathematics and Computer Science Department, St. Joseph's University, Philadelphia.

The Department of Mathematics and Statistics at Kenyon College views active engagement and participation of all students an essential part of the learning process. Therefore, regular attendance is expected. It is impossible to fully make-up a missed class because it is not possible to recreate the class dynamic and the interactions that take place between the students and the instructor. Thus, a student should not miss a class unless there is a legitimate excuse. When a student must miss a class, the following must happen:

If a student knows that they need to miss a class in advance (for example for an official athletic event of the college, a doctor appointment, a religious holiday, etc.) then they need to contact the professor in advance to make arrangements for the missed work. If there is an assignment due that day, the student should turn in the assignment before leaving campus, unless the student and the professor agree on a different arrangement.

If an unforeseen emergency requires an absence, then the student should contact the professor as soon as  possible to make arrangements for the missed class and work. 

In-class participation is a crucial part of the learning process in all courses offered by the department. ​Thus, it is the department’s general policy that if a student misses 20% of classes during the semester for any reason, whether excused or not, then the student shall be expelled from the course. Individual instructors may slightly modify this number, but unless otherwise stated by the instructor, if a student misses 20% of the classes for a semester, then they shall be automatically expelled from a course. 

We also expect all students to arrive at the classroom on time, that is before the class starts, and remain in the classroom until the class is dismissed or the official class time is over. Entering or leaving the classroom while class is in session is disruptive; hence, we expect students to minimize these behaviors. If there are special circumstances that require a student to be late to the classroom or to take breaks during class, they are advised to talk to the instructor in advance. 

The department of Mathematics and Statistics recognizes the availability and widespread use of generative AI tools in education, industry, research, and other areas as well as rapid developments in AI technology. The department also recognizes that AI tools carry significant potential benefits and potential harms for learning. Beyond the direct impact on learning, the use of AI raises important ethical questions, including environmental costs, bias reinforcement, issues of data attribution and intellectual property, privacy concerns and more. As members of a liberally educated community, we encourage students to engage critically with these broader implications of AI technology. With this statement, we aim to guide our students in the thoughtful and appropriate use of AI in mathematics, statistics, and computing courses.  

Our stance on generative AI mirrors our longstanding approach to the use of mathematical software in teaching and learning. Learning is a process that takes place in the mind of the learner and it cannot be outsourced. If employed properly, external tools such as AI can be used to help the process of learning. However, improper or inappropriate use of external tools can be detrimental if they are used in ways that circumvent this process. In particular, they should never replace critical thinking, problem-solving, and the construction of meaning.  Additionally, the use of AI should never be a substitute for genuine inquiry.  

The role of software tools varies widely across our curriculum. Some courses integrate software tools extensively, while others may involve minimal or no use at all. This variability reflects the differing goals and pedagogical approaches of individual courses and instructors. The same principle applies to generative AI tools. Therefore, students should pay close attention to the AI policy of each course and consult their instructors for guidance, rather than assuming a uniform policy across the department — or the College. Even within a single course, appropriate use of AI may differ from one assignment to another. In the event of uncertainty about the AI policy for a course or assignment, students are encouraged to seek clarification from their course instructor.  

This document outlines the guidelines and expectations for students requesting letters of recommendation from faculty in the Department of Mathematics and Statistics. Students’ adherence to these guidelines will help faculty manage their time and workload, enabling them to write strong, personalized letters that increase the likelihood of a positive outcome. 

Selecting Letter Writers

When considering whether or not Professor X is the right person to write a letter for you, you should consider the following: 

Did you take a course with Professor X and did they get to know you in and out of class? A letter of recommendation should come from a professor who knows your abilities well. In general, the better someone knows you, the better they will be able to speak to aspects of your character and abilities that do not show up on a transcript (work ethic, intellectual curiosity, collaboration skills, etc.).

Did you do well in Professor X’s course(s)? Were you consistently on time and professional? Did you engage in the class discussions and activities? Did you visit office hours? Did you demonstrate a healthy level of independence in your work? Did you submit your assignments in a timely fashion? Did your work reveal your abilities and potential?

Is Professor X the best person to speak about your abilities, skills and/or potential regarding the position to which you are applying? For example, if you are applying for a statistics-related position, then you will want at least one (and probably two) letter-writers who can say something meaningful about your statistical work. If you are applying for graduate school, then you should seek out letter-writers who can speak about your upper-level proof-based coursework or a mentor who has witnessed your research first hand.  

Timing of Requests

Faculty will consider letter requests that are made at least 2 weeks prior to your first letter deadline and preferably 3. At the time of your request you should be prepared to supply the following information: 

Title and type of position/opportunity (e.g., internship, scholarship, fellowship, grad application); when applying to a variety of different graduate programs, be sure to provide the letter writer with a complete list of the programs (including the title of the graduate degree sought at each institution, e.g., Masters of Applied Statistics, Masters of Data Science, etc.).

Description of the position/opportunity (e.g., provide a link to the ad or program description).

Information about the letter submission process, including deadlines and links/addresses for submission. 

An updated CV or resume.

A copy of your personal statement, research statement and/or cover letter, if relevant.

A list of the courses you took with the letter-writer, including the respective semester and year of each course.

A brief description of any achievements/experiences you have had that would be relevant for the position to which you are applying.

Faculty collect this information in a variety of ways. Some require students to fill out a Google form, while others will ask that you send them the information via email. Faculty will explain their process when they agree to write a letter. Whatever the process, please provide this information at least 2 weeks prior to your first deadline.  

Quantity of Requests

Ordinarily, students request no more than 15 letters from a single faculty member during a 12-month period (8-12 is more common for students pursuing admission into graduate school). Math/stats faculty will not submit more than 20 letters for an individual student during a single academic year. Applicants are better served by putting more effort into tailoring their application materials to a smaller number of programs. 

Considering Faculty Time

Faculty are typically juggling multiple responsibilities — teaching, grading, research, meetings, mentoring and writing letters for multiple students. A strong, personalized recommendation letter takes time, and there are many things you can do to help your letter-writers, providing them with the time and bandwidth needed to write a strong letter (as opposed to a rushed or generic one): 

Consider the timing of your request. For example, the last day of spring break is probably not the best time to ask for a letter that has an impending deadline because faculty will likely be gearing up for the second half of the semester. No doubt, they would have appreciated the ability to write the letter over their break when time wasn’t as scarce. Likewise, if you know you have a letter due in early January, then please notify your letter writers prior to winter break.

If a faculty member has written a letter for you in the past, do not assume you can forgo the 2-week advanced notice. Faculty are busy, and you want to give them ample time to update the content and perhaps tailor it to the current position\opportunity to which you are applying. 

Please ensure the letter solicitations (from employers or universities) come to faculty well in advance of the deadlines. Even when the professor is submitting a second letter for you, they need time to carry out the submission process. Many submission portals come with detailed forms that require faculty to answer additional questions. Do not operate at the last minute and assume a faculty member can meet the short deadline you have created for them. Furthermore, please be aware that some portals do not send their requests for letters until you have completed your full application. 

If the job or graduate application requires the letter-writer to fill out a form/questionnaire, please complete as much of the form as you can before it is sent to the faculty member; for example, you should certainly fill out your own personal information. If you are requesting a letter for multiple jobs/graduate programs, please provide the letter-writers with a complete list of all of the institutions/programs, including due dates of each letter. Additionally, please work to ensure that letter solicitations arrive in the professor’s inbox at the same time. It’s much easier for faculty to submit all letters for the same student in one or two sittings, and letter solicitations that arrive in dribbles spread over an extended time period are more likely to get lost in the faculty member’s inbox.  

If you can see that a letter has not been submitted 3-4 business days before the deadline, then please feel free to send a gentle reminder to the letter writer. It is your responsibility to check with the program or organization to make sure that the letter has been received. 

Waiving Your Right

Universities give students the option to waive their rights to view letters of recommendation, and the choice students make is visible to the letter writer. The choice is likely visible to the admissions committees, as well, and some committee members will question the accuracy of any letter that is visible to the applicant. (How candid can a letter writer be knowing that the applicant will read what was written about them?)  To protect the integrity of the process, faculty in the Mathematics and Statistics Department require that students waive their right to view their letters. If you have concerns about what a faculty member will write in your letter, don’t hesitate to ask that faculty member. The vast majority of students waive their right to view letters of recommendation, and faculty generally decline requests to write if they don’t feel they can write a positive letter.  

If a letter of recommendation must be submitted via email, then please provide the letter writer with the appropriate email address. Letter writers will not make their letters available to the student for submission. Faculty will insist on sending the letter themselves. 

Following Up

After you have learned about the outcome of your application process, please follow up with your letter writers to let them know where things stand. Faculty are invested in the success of their students, and they will care about the outcome of your applications; they will appreciate any news that you share — positive or negative. Communicating your gratitude in a professional manner is also good practice.