Distribute index cards
Have students fill out index cards with:
	Name (official name plus what you like to be called, CIRCLED)
	Year
	Interests (academic and non-)
	Major (if declared)
	Dorm
	Phone number
	Email address
	Anything else I should know
	
Give them 2-3 minutes to work on these and then collect them.
Have the students hand in the cards *and* pick up the hand-outs
        (explain how this works)

Explain how final grade in course is computed (components of course
	total 110%; lowest 10% is dropped)

Homework submission:
  in class, OR by e-mail (bofore class --- no Word documents),
  OR to my office (before class).
  ("If you just slip a late assignment under my door, or the grader's,
        or the TA's, don't expect it to be graded.")
Homework sets and tests will be graded not just on the basis of 
    correctness but also on the basis of clarity.
"Your lowest homework grade will be discarded.
    So, you get one free excuse from doing an assignment."
"Please staple your assignments."

Phone list available next week
You are encouraged to form study groups.

"Guidelines for collaboration: try to do the problems yourself first; 
    write them up on your own afterwards.  Give credit to collaborators 
    (this information won't be used in grading).  If someone calls you 
    with a question, try to be helpful.  If you can't find study-partners, 
    see me."
"Come to my office hours.  Most under-utilized resource at the university.  
    It also helps me plan my lectures and homework assignments."
"You don't need to make an appointment to come to my office hour.
    It's only if you want to come *outside* of my scheduled office
    hour that I ask you to arrange a time with me, preferably a
    day ahead of time.  But it never hurts to ask if I'm available."

Checking email:
   "It might be a good idea to check your email for hints or corrections
    on the homework problems."

GENERAL:
"There's no such thing as a dumb question.  (You're not alone.)
    In asking the question, you show that you know what's confusing you.
    Don't ridicule other students' questions or laugh at their mistakes.
    Feel free to interupt with questions or slow me down.  It only takes a
        couple of students to steer me onto the right path.
    But you have to respect my decision if at some point I feel the need
        to rein in discussion (say, so that we can cover everything you'll
        need to know in order to work on the homework)."
Prepare for class:
  "Read ahead.
  Bring questions.
    This will make for a more interesting class.  For one thing, you'll
    be able to get involved by asking questions.  For another, you'll be
    able to look at me (and only copy down the stuff that isn't in the
    notes) and help me stay energized and in touch with where you are.
    Remember, most of what I say is in the notes and lectures, and what
    isn't you can get from me at my office hours.
If you have a documented disability and wish to discuss academic
    accomodations, please contact me as soon as possible.
Suggestions are welcome.
    If you have suggestions about the way the course is run (my sections,
    the lectures, the book, anything), let me know.  (For instance: If I
    never call on people in the back row.)  Don't wait until the course
    evaluation forms are distributed at the end of the term!"

"Keep track of your good ideas!
    If you have any good ideas, such as clever alternative solutions to
    homework problems or simpler proofs of the theorems we discuss, make
    a note of them, so that two years from now, when you ask me to write
    a letter of recommendation for grad school and I ask `Who are you?',
    you can say `I'm the person who...'"

Go around with names with self in middle (take pictures and record voices)
Introduce self.
Get students to introduce selves, say what they're interested in,
	what their background is, why they're here.