# Online Course Materials

This page provides access to online lectures, lecture slides, and
assignments for use in teaching and learning from the book
*Analytic Combinatorics*. It is
appropriate for use by instructors as the basis for a "flipped" class
on the subject, or for self-study by individuals.

Each lecture corresponds to a chapter in *Analytic Combinatorics,* so
everyone is encouraged to study the corresponding chapter in
conjunction with the lectures. If you view a lecture, you just spend
an hour with the material; if you study the lecture slides and solve the
assigned problems, you might spend several hours; if you dive into a topic by
careful study of the book itself, you might find your self enjoying at
least another order of magnitude of engagement with the material.

## Flipped Class.

If you are an an instructor teaching analytic combinatorics, an effective way for you to teach the material in a typical college class is to adhere to a weekly cadence, as follows:- Each week, send an e-mail note to all students in the class that briefly describes assignments for that week (lectures, reading, and problem sets). The e-mails used in the Spring 2017 offering at Princeton are accessible in the table below; please feel free to edit them and use them in your own class.
- Students watch the lectures at their own pace, do the reading and work on the problem sets (each lecture ends with a few suggestions for assignments, which instructors typically tailor to their own needs.
- A weekly "class meeting" is scheduled for discussion of the material, reviews for exams, informal interaction with students, and any enrichment material you may wish to cover.

*Important note:*A common mistake in teaching a flipped class is to add too much enrichment material. Our experience is that time in class meetings is much better spent preparing students for success on problem sets and exams. If an instructor makes it clear that the best way to prepare for exams is to watch the lectures and do the reading, most students will do so. Class meetings then can involve interacting with students and with the material in such a way as to reinforce understanding. For example, having students prepare and discuss potential exam questions is an excellent activity. You can find some guidelines and examples at right in the table below.

## Self-study.

An effective way to learn the material on your own is to play the lectures on some regular schedule, do the associated reading, and attempt to solve some of the assigned exercises on your own. If you get stuck on a particular exercise, find some others in the book or on this website, or try to solve some of the problems given in the lectures without looking at the solutions there. In the future, we plan to add more exercises with solutions to this website, but that is work in progress.
While some of the reading material may be difficult for a typical
undergraduate to master on such a quick pass through, a substantial
fraction of the coverage is elementary, and the lectures provide
a firm basis for understanding the key concepts.
At Princeton, we use these materials to teach the
second half of a senior-level undergraduate course (the first half
of the course covers *An Introduction to the Analysis of Algorithms*).