Mathematics and Quantitative Reasoning Task Force - UW Bothell

Share

Transcript

1 MathematicsandQuantitativeReasoning TaskForce2011FinalReport UniversityofWashingtonBothell ehill LindaSimonsen,Professor,Science&Technology;Chair ErinHill,ActingDirector,QSC;AssociateChair AnnetteAnderson,CurriculumDevelopmentDirector AlexandreBarchechat,Lecturer,IASandCUSP ColinDanby,Professor,IAS CinnamonHillyard,AssistantProfessor,IAS AllisonHintz,AssistantProfessor,Education PeterLittig,AssistantProfessor,Science&Technology JamesMiller,AssociateProfessor,Business JohnRasmussen,SeniorLecturer,IAS JamieShirley,Lecturer,Nursing CarolZander,PrincipalLecturer,CSS

2 TableofContents EXECUTIVESUMMARYOFKEYRECOMMENDATIONS........................................................................... 3 INTRODUCTION ................................................................................................................................... 4 CHARGEI:BUILDANINVENTORYOFCURRENTPRACTICESANDEMERGINGINITIATIVESTHATWILL PROVIDEACLEARPICTUREOFHOWPROGRAMSCURRENTLYTEACHANDASSESSMATHEMATICSAND QUANTITATIVEREASONING................................................................................................................. 5 SUMMARYOFMATHEMATICSANDQUANTITATIVEREASONINGACROSSUWB........................................................5 CURRENTQUANTITATIVEANDSYMBOLICREASONING(QSR)REQUIREMENT ...........................................................6 CURRENTMATHEMATICSANDQUANTITATIVEREASONINGASSESSMENTPRACTICES ................................................6 CHARGEII:IDENTIFYASHORTLISTOFDEGREESORCURRICULATHATCANBEDEVELOPEDINA PHASEDAPPROACHOVERTHENEXTFIVEYEARS,WITHCONSIDERATIONFORWAYSTOLEVERAGE EXISTINGRESOURCESANDFACULTYEXPERTISE................................................................................... 6 DEGREESINMATHEMATICSANDQUANTITATIVEREASONING ...............................................................................6 MathematicalReasoningandVisualization(IAS).................................................................................7 BachelorofScienceinMathematics(S&T) ...........................................................................................7 MinorinMathematics(S&T) ................................................................................................................7 MATHEMATICSCOURSEPREFIXES ....................................................................................................................8 QUANTITATIVEREASONING(QR)ACROSSTHEUNDERGRADUATECURRICULUM ......................................................9 QuantitativeReasoningCurriculumDevelopmentattheLowerDivision.............................................9 QuantitativeReasoningCurriculumDevelopmentinDegreePrograms...............................................9 QuantitativeReasoningFacultyDevelopment ...................................................................................10 AssessmentofQuantitativeReasoningLearningOutcomes ..............................................................10 AttentiontoQuantitativeReasoningonFacultyGoverningBoards...................................................10 EXPANDEDROLEOFQUANTITATIVESKILLSCENTER(QSC) .................................................................................11 CHARGEIII:IDENTIFYWHATUWBWILLNEEDTODOTOACCOMMODATEANINCREASINGLYDIVERSE STUDENTPOPULATION,INCLUDINGSTUDENTSWHOAREENGLISHLANGUAGELEARNERSANDTHOSE WHOAREQUANTITATIVELYUNDERPREPARED. ................................................................................. 12 ACCOMMODATINGDIVERSELEARNERS ...........................................................................................................12 ACCOMMODATINGQUANTITATIVELYUNDERPREPARED .....................................................................................12 REFERENCES ...................................................................................................................................... 14 APPENDIX .......................................................................................................................................... 15 MATHEMATICSANDQUANTITATIVEREASONINGCOURSESACROSSUWB ............................................................15 OVERLAPPINGPROGRAMMATHEMATICSREQUIREMENTS .................................................................................19 MATHEMATICALREASONINGANDVISUALIZATION(IAS)....................................................................................20 BACHELOROFSCIENCEINMATHEMATICS(S&T) ..............................................................................................29 MINORINMATHEMATICS(S&T)...................................................................................................................33 MathematicsandQuantitativeReasoningTaskForce2011FinalReport 2

3 ExecutiveSummaryofKeyRecommendations OnJanuary4,2011,ViceChancellorSusanJeffordschargedtheMathematicsandQuantitative ReasoningTaskForce(MQRTF)toconveneduringWinterQuarter,2011,inordertoformulate recommendationsonhowUWBothellcouldbestmoveforwardininitiativesformathematicsand quantitativereasoningacrossthecurriculum.Thetaskforceestablishedthefollowing recommendations: 1. RequestthattheGeneralFacultyExecutiveCommittee(EC)supportthedevelopmentand offeringoftheundergraduatedegreesinmathematicsandquantitativereasoning(i.e., MathematicalReasoningandVisualization(IAS),BachelorofScienceinMathematics(S&T),and MinorinMathematics(S&T)). 2. Requestfundingfornewfacultyhiresintheareasofmathematicsandquantitativereasoningas thedegreeprograms,outlinedinthisdocument,mature. 3. Encouragecontinuedcrosscampuscoordinationofupperlevelmathematicsandquantitative reasoningcoursesandamechanismforsharinginformationacrosscampusandoptimizing resources. 4. RecommendtheadoptionofthefollowingcoursesprefixesforUWBmathematicsand quantitativereasoningcourses:BISMRV(IAS),STMATH(S&T),BMATH(CUSP). 5. RequestthatFOCUScontinuetomonitormathematicsteachingandassessmentofcourseswith theBMATHprefix(CUSP). 6. RecommendthatUWBacademicprogramsadopttheQRinitiativeasoutlinedinthisdocument inrecognitionthatquantitativereasoningisanessentialskillforallcollegegraduates. 7. RequesttheTLCdevoteresourcestosupportfacultyintegratingQRintotheircoursesasoutlined above,includingseekingexternalfundingforthissupport. 8. Requestresourcesforthedevelopmentandimplementationofacampuswideassessment instrumenttoevaluatestudentquantitativereasoningasoutlinedinthisdocument. 9. RequestthatGFOExecutiveCommitteeannuallyreviewtheprogresstowardsthecampusgoals inquantitativeliteracyoutlinedinthisdocument. 10. RequestresourcestofundanannualQRInstituteandQSCfacultyfellowships. 11. RequestresourcestohireaQSCManagerandaQSCResearchandStatisticsAssociate. 12. RequestresourcestosupporttheQSCdirectortoparticipateinlocalandnationalconversations regardingQReducationanddevelopaPacificNorthwestConsortiumofmathandquantitative supportcenters. 13. Requestthatacommitteebeformedtofurtherinvestigatebestpracticesforsupportingadiverse studentpopulation,includingstudentswhoareELL,inmathematicsandquantitativereasoning. 14. RequestthatapermanentsubgroupofFOCUSdevotetimeandresourcestodevelopingand monitoringpoliciestosupportstudentswhoareunderpreparedinmathematicsandquantitative reasoning. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 3

4 Introduction OnJanuary4,2011,ViceChancellorSusanJeffordschargedtheMathematicsandQuantitative ReasoningTaskForce(MQRTF)toconsiderhowUWBothellcouldmoveforwardininitiativesfor mathematicsandquantitativereasoningacrossthecurriculum.Morespecifically,thetaskforcewas chargedwithrecommendingathreetofiveyearstrategicplanfortheteachingandlearningof mathematicsandquantitativereasoningacrossUWBothellsacademicprogramsbytheendofWinter Quarter,2011,withrespecttothefollowing: I. Buildaninventoryofcurrentpracticesandemerginginitiativesthatwillprovideaclear pictureofhowprogramscurrentlyteachandassessmathematicsandquantitative reasoning(includingstatistics,currentQSRrequirement,andplacement); II. Identifyashortlistofdegreesorcurriculathatcanbedevelopedinaphasedapproach overthenextfiveyears,withconsiderationforwaystoleverageexistingresourcesand facultyexpertise;and III. IdentifywhatUWBwillneedtodotoaccommodateanincreasinglydiversestudent population,includingstudentswhoareEnglishlanguagelearnersandthosewhoare quantitativelyunderprepared. Mathematicsandquantitativereasoningcoursesareacriticalcomponentinmanyprogramsofstudyat UWB.TheMQRTF,comprisedofmembersrepresentingallsuchprograms,providedanimportant opportunityforcrossprogramdialogueonbestpracticesintheteachingandlearningofmathematics andquantitativereasoning.Toguideourdiscussionsweadoptedthedefinitionofquantitative reasoningarticulatedbytheAssociationofAmericanCollegesandUniversities,andtheworking definitionofmathematicsfoundonWikipedia: QuantitativeReasoningisahabitofmind,competencyandcomfortinworkingwithnumerical data.IndividualswithstrongQRskillspossesstheabilitytoreasonandsolvequantitative problemsfromawidevarietyofauthenticcontextsandeverydaylifesituations.They understandandcancreatesophisticatedargumentssupportedbyquantitativeevidence,and theycanclearlycommunicatethoseargumentsinavarietyofformats(usingwords,tables, graphs,mathematicalequations,etc.,asappropriate). Mathematicsisthestudyofquantity,structure,space,andchange.Mathematiciansseekout patterns,formulatenewconjectures,andestablishtruthbyrigorousdeductionfrom appropriatelychosenaxiomsanddefinitions. WithrespecttoChargeIthisreportincludesadiscussionofthecurrentprogrammaticpracticesand initiativesinmathematicsandquantitativereasoning,includingtheQSRrequirementandcurrent assessmentpractices. ManystudentsenterUWBwithadesiretofurthertheirstudyintheareaofmathematicsand quantitativereasoning.Tothisend,theMQRTFdiscussedpotentialoptionsfordistinct,but MathematicsandQuantitativeReasoningTaskForce2011FinalReport 4

5 complementary,degreesinIASandS&T.FacultyinIASareproposinganOptioninMathematical ReasoningandVisualization.FacultyinS&TareproposingaMinorinMathematicsandaBachelorof ScienceinMathematics.TheMQRTFalsodiscussedtheQuantitativeReasoningAcrossthe UndergraduateCurriculuminitiative.ThereportonChargeIIincludessummariesofthedegreesand curricula,payingparticularattentiontothecrosscurricularcoordinationofmathematicsand quantitativereasoningcourses.ThissectionalsoincludeadetaileddiscussionoftheQRinitiativeand theexpandedroleoftheQuantitativeSkillsCenter(QSC).Buildingontheexcellentworkalreadybeing doneintheseareas,thetaskforcewasabletothinkstrategicallyabout,andmakerecommendations regarding,campuswidegoalsandcoordination. Finally,theMQRTFalsoprovidedanimportantopportunityforcrossprogramdialogueonhowUW Bothellcanbestmeettheneedsofagrowingcampusandincreasinglydiversestudentbody.Thereport onChargeIIIincludesabriefsummaryofourdiscussionsandrecommendationsregardingsupportfor Englishlanguagelearners(ELL)andthemathematicallyunderprepared. ChargeI:Buildaninventoryofcurrentpracticesandemerging initiativesthatwillprovideaclearpictureofhowprograms currentlyteachandassessmathematicsandquantitative reasoning SummaryofMathematicsandQuantitativeReasoningAcrossUWB MathandQRareprevalentinalldegreeprogramsattheUniversityofWashingtonBothell.Alldegree programsinBusiness,S&T,andCSSaswellastheEnvironmentalStudies,EnvironmentalScience,STS, andMAPSdegreeprogramsinIASareinherentlyquantitativebecausetheyhaveacalculus/precalculus prerequisiteaswellasmultiplequantitativecoursesaspartoftheirgraduationrequirements.In addition,thedegreeprogramsinNursingandEducationaswellastheSEB,CP,andGSTinIASalso requireatleastonesignificantlyquantitativecourseforgraduation.Theextentoftheofferingsineach programissummarizedinTable1belowandspecificscanbefoundintheMQRTFappendix. Table1:FrequencyofQSR-designated courses and courses with significant mathematical content DegreeProgram Count CUSP 23 Business 39 CSS* 8 Education 4 IAS 23 Nursing 1 S&T* 7 *However,manymoreCSSandS&TcourseshavesomelevelofQR. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 5

6 Additionally,severalmathematicsandquantitativereasoningcourses(i.e.,Calculus,StatisticsandLinear Algebra)servemultipleprogramsofstudyofferedatUWB.SeetheMQRTFappendixformoredetails regardingcourseofferings. ThediversityoftheQRandmathematicsoncampusisreflectedinthesupportofstudentsinthose classesattheQSC.Overthepastyear,theQSChasseenover5,000studentvisitsinalmost100 differentcourses.TheyserviceawiderangeofcoursesincludingthosedevelopingQRskillswith freshman(suchasprecalculusandcalculus)tograduatelevelcoursesinbusinessandpolicystudies, andeverythinginbetween.TheQSCprovidestutoringservicesfortraditionalmathematicsand statisticscoursesandawiderangeofscience,business,economics,andcomputingcourses. CurrentQuantitativeandSymbolicReasoning(QSR)requirement Currently,theUniversityofWashingtonrequiresstudentstocompleteonecoursethathasbeen designatedasQuantitativeandSymbolicReasoningorQSR.Therequirementismeanttohelp studentslearntousenumericalorsymbolicmethodstoassesstherelationshipsamongideas,to demonstratecompetencyinusingmathematicalorlogicalmethodstosolveappliedproblems.However, thedesignationofacourseasQSRisatthediscretionofthecurriculumcommitteeatthetimethe courseisinitiallyreviewed.Further,thereisnomonitoringthatfutureiterationsofsuchacourse continuetohavequantitativecomponents.(Detailsaboutthisrequirementcanbefoundat: http://www.washington.edu/students/ugrad/advising/aif/qsr.html) CurrentMathematicsandQuantitativeReasoningAssessmentPractices WiththeonsetoftheCUSPprogramin2006UWBdesigneditsownQRandMathplacementexam.The mathematicsfacultyandQSCstaffgradedthesepaperexamseachsummer.Notonlyweretheresults giventostudentsasaguideformathplacement,butthefacultyalsousedtheexamasawaytodesign andrefinethenewentrylevelmathcourses.However,asthesizeofthefreshmanclassgrew,this optionofassessmentbecameunfeasible;bothstudentsandadministrationrequestedonlineaccessand standardizationoftestingwithotherWA4yearcolleges.InFall2010,UWBadoptedthestatewide placementexaminstead.Currently,theeffectivenessofthisexamisbeingreviewed. ChargeII:Identifyashortlistofdegreesorcurriculathatcan bedevelopedinaphasedapproachoverthenextfiveyears, withconsiderationforwaystoleverageexistingresourcesand facultyexpertise DegreesinMathematicsandQuantitativeReasoning TwoUWBProgramsarecurrentlydevelopingundergraduatedegreeswithmathematicsand quantitativereasoningcontent(themostrecentversionsoftheseproposalscanbefoundintheMQRFT appendix): MathematicsandQuantitativeReasoningTaskForce2011FinalReport 6

7 MathematicalReasoningandVisualization(IAS) AproposalforanoptioninMathematicalReasoningandVisualizationtransitedtheinitialstages offormalIASreview(IASCurriculumCommittee,IASProgramCouncil,IASfaculty)inFebruary andMarch2011,andwasalsodiscussedandcritiquedinMQRTFmeetings.Ifapproved,this degreewouldbeginasanoptionundertheB.A.inInterdisciplinaryStudies.Itcouldlater transitiontoafreestandingB.A.,withtheadditionalstagesofapprovalthatrequires. BachelorofScienceinMathematics(S&T) Thisdegreeresemblesastandardmathematicscurriculumwithafocusonpreparingfuture secondarymathematicsteachers,butcouldexpandovertimetoaddressothermathematics options.AproposalforaBachelorofScienceinMathematicshasgonethroughtheinitialphase ofreviewinS&TinMarch2011,anditwasalsodiscussedintheMQRTFmeetings. MinorinMathematics(S&T) Thisdegreeresemblesastandardmathematicsminorwithafocusonofferingavalueadded credentialtostudentscurrentlymajoringinhighlymathematicalfields(i.e.,EE,CSS).Aproposal foraMinorinMathematicshasgonethroughtheinitialphaseofreviewinS&TinDecember 2010,anditwasalsodiscussedintheMQRTFmeetings. Itistobeexpectedthatthesedegreeproposalswillchangeastheytransitprogram,campus,UW,and stateapprovalprocesses,aswellasinformalconsultationsacrosscampus.Relevanttothisreportisthat thesedegrees,ifapproved,would: AddtothealreadyrichvarietyofUWBdegreesthatdrawonlowerlevelmathematics courses.ThisconnectstorecommendationsforsupportingteachingintheCUSP mathematicscourses. Potentiallysharesomeupperlevelcourses,suchasgametheoryorgraphtheory.We recommendthatfacultycurriculardecisionsbeinformedbycrossprogramconsultation, andthatthecampusadoptasagoalthegreatestpossiblesharingofcourses. Facilitatetheofferingofcoursesusefultononmajors. Helptobuildacampuscultureinwhichmathematicsisprominentlyvisible,andrichlylinked tootherareasofstudy. Recommendations: 1. RequestthattheGeneralFacultyExecutiveCommittee(EC)supportthedevelopmentandoffering oftheundergraduatedegreesinmathematicsandquantitativereasoning(i.e.,Mathematical ReasoningandVisualization(IAS),BachelorofScienceinMathematics(S&T),andMinorin Mathematics(S&T)). 2. Requestfundingfornewfacultyhiresintheareasofmathematicsandquantitativereasoningas thedegreeprograms,outlinedinthisdocument,mature. 3. Encouragecontinuedcrosscampuscoordinationofupperlevelmathematicsandquantitative reasoningcoursesandamechanismforsharinginformationacrosscampusandoptimizing resources. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 7

8 MathematicsCoursePrefixes Currently,threeprogramsoncampusoffermathematicscourses.Wethinkitisimportantforsuch coursestobedesignatedassuch,especiallyasourstudentstranscriptsarereviewedatother institutions.TheMQRTFsupportsthefollowingcourseprefixes: BISMRVMathematicscoursesbeingofferedandsupportedthroughtheIASprogram. STMATHMathematicscoursesbeingofferedandsupportedthroughtheS&Tprogram. BMATHMathematicscoursesofferedandsupportedthroughCUSPthatservemultipledegree programs,theseinclude,Functions,Models,andQuantitativeReasoning(currentlyBCUSP123 andaprerequisiteforthecalculusseries)andourfirstyearcalculussequence(currently BCUSP124/125/126). TheSeptember2010reportoftheCUSPImplementationCommittee,chargedbytheVCAAto implementGFO/ECRecommendations,wrote: Astheinstitutionreshapesitself,wealsowanttoemphasizetheneedforcontinuedcoordinationofthe firstyearexperienceacrosscampusandthereforeproposeongoingconsultationsbetweenCUSPandthe programsonhiring,assessment,facultydevelopment,andtheinclusionofbestnationalpracticesforfirst yeareducation.FOCUSshouldtaketheleadinprovidingthiscoordinationandarticulatingbothannual andstrategicpriorities.Asoneaspectofthis,FOCUSshouldbechargedtoestablishassessmentpriorities andprocessesforallthelowerdivisionclasses,regardlessofwhetherthosearehousedinCUSPorinthe academicprograms.TheassessmentprocesswouldincludetheDiscoveryCores,Writingand Communication,MathandQuantitativeReasoning,andtheelectivesrepresentingtheAreasof Knowledge(NW,IS,andVLPA).Suchanassessmentwould,inconsultationwiththerelevantprograms, developareviewprotocolbasedonthelearningobjectives,whichwouldinformtheteachingoffuture iterationsofthecourses.Allofthesemeasureswouldenableustocontinuetocreateastrongcross campuslowerdivisioncultureofteachingandrelatedactivities. WerecommendthatFOCUScontinuetoassessmathematicsteachingundertheBMATHprefix(as designatedabove),andthattheassessmentbeintegratedintoanongoingefforttopromoteinnovative teachingatthislevel,drawinginasmanystudentsaspossibleandenablingtheirsuccess.Itisespecially inthesecoursesthatthecampusneedstoprovideresourcestohelpstudentswitharangeof backgroundsandpreparations.Ifwearesuccessful,wewillencouragestudentswhohadseen mathematicsaslimitingtheiroptionstoconsiderpursuingdegreeswithmoremathematicalcontent,as wellasraisingthelevelofmathematicalcompetenceacrossallUWBstudents. Recommendations: 4. RecommendtheadoptionofthefollowingcoursesprefixesforUWBmathematicsand quantitativereasoningcourses:BISMRV(IAS),STMATH(S&T),BMATH(CUSP). 5. RequestthatFOCUScontinuetomonitormathematicsteachingandassessmentofcourseswith theBMATHprefix(CUSP). MathematicsandQuantitativeReasoningTaskForce2011FinalReport 8

9 QuantitativeReasoning(QR)AcrosstheUndergraduateCurriculum Quantitativereasoning(QR)isanessentialskillforcollegegraduates.Indeed,QRislistedasoneofthe essentiallearninggoalsoftheAssociationofAmericanCollegesandUniversitiesandisavitalcomponent ofthe21stCenturyCampusInitiativeofInnovation.(See:http://www.aacu.org/leap/vision.cfm)We recommendthatUWBdevelopasystematicplantoincreasestudentcompetenceandcomfortin applyingquantitativeconcepts.Thisinitiativeshouldreachallundergraduatestudentsandshouldbe drivenbytwomaingoals: 1) Tocreateacampusculturethatvaluesquantitativereasoningandcultivatesquantitative literacyasanessentialcompetenceofaneducatedcitizen. 2) Tograduatestudentswhoastutelyemployquantitativereasoningtobetterunderstand importantissuesandtomakebetterinformedpersonalandorganizationaldecisions. QuantitativeReasoningCurriculumDevelopmentattheLowerDivision BuildinguponCUSPsQuantitativeLiteracylearninggoalalreadyinplace,studentswillberequiredto developquantitativereasoningskillsacrosstheundergraduatecurriculum.Thisgoalwillbemadeclear attheoutsetofstudentseducationalcareers.Specifically,wesuggest: DeliberateAttentiontoQRintheDiscoveryCores(DC):ForDCcoursesthatarenotdesignatedasQSR, wesuggestasagoalthatamajorityoftheDCcoursesincorporatesomequantitativework.Tosupport thiseffort,theQSCDirectorwouldworkwithFOCUStoofferworkshopsandworkoneononewith DiscoveryCorefacultytofindplacestonaturallyincorporateQR(e.g.,workingwithdata). LowerDivisionAppliedQuantitativeReasoningCourse:Weshoulddeveloponeormoreapplied quantitativereasoningcourses(100level).ThesecourseswouldfocusontheuseofQRtounderstand importantsocialissuesandtomakeinformedpersonalchoices.Forexample,acoursemightexamine issuesinpersonalfinance,nutrition,publicopinionpolling,publichealth,racialprofiling,or unemploymentandthejobmarket.Thesecourseswouldimmersestudentsintheanalysisofproblems thatinterestthem. QuantitativeReasoningCurriculumDevelopmentinDegreePrograms InadditiontosupportingthecurriculumdevelopmentinCUSPoutlinedabove,werequesteachdegree programconsiderrequirementssuchasthosedescribedbelow: LowerDivisionQRRequirement:Everystudentshouldberequiredtocompleteaonequartercoursein mathematics,statisticsorquantitativereasoning.Thisrequirementcouldbesatisfiedbyprecalculus, calculus,statistics,orbycompletinganAppliedQuantitativeReasoningcourse(discussedabove).These coursesintroducestudentstoquantitativeconceptsthatcanbeappliedandfurtherdevelopedinupper divisioncourses. UpperDivisionQRRequirement:Everyundergraduatestudentshouldpassatleastonequantitative reasoningcoursebeyondthelowerdivisionrequirementdescribedabove.TosatisfythisQR requirement,acoursewouldhaveatleastonemajorassignmentthatcombinescriticalreading, quantitativereasoning,andwriting.Inparticular,studentsshouldcriticallyevaluatequantitative MathematicsandQuantitativeReasoningTaskForce2011FinalReport 9

10 evidenceandargumentsinothersargumentsandintegratequantitativeinformationandargumentsin theirownwriting. DevotedResourcesforRequiredCourses:TheQSCDirectorandacademicdirectorsshouldbewillingto devoteresourcestofacultywillingtodevelopandrequiretheabovecourse.Programsthemselves shouldprioritizeneeds/interestsforsuchhelpandrequestsupportfromthehighlevelofQRexpertise availableoncampusandnationally. QuantitativeReasoningFacultyDevelopment Whilesomefacultyhaveconsiderableexperiencedevelopingquantitativereasoningcompetencies, supportforfacultydevelopmentwillencouragefullandenthusiasticfacultyparticipation.Inconjunction withtheTeachingandLearningCenter,theQSCDirectorshoulddesignandorganizeQRpedagogy workshopstobeavailabletoallfaculty.Theseworkshopsshoulddrawontheexpertiseofourcurrent facultyaswellasoutsideexperts.TheTLCcouldfurtheroffermoneytofacultytoattendconferencesto presenttheirworkonQRpedagogy.Additionally,UWBshouldseekfundingforinnovativeQRinitiatives frompublicandprivatefoundationsforfacultytoupgradetheircurrentcoursesanddevelopnewones. AssessmentofQuantitativeReasoningLearningOutcomes Acommonassessmentinstrumentshouldbeadopted(acrossprograms)toevaluatestudent quantitativereasoning.Theassessmentplanshouldincludethefollowingfeatures: a. TheassessmentshouldevaluatebothQRskillsandattitudestowardsQR. b. Totheextentpossible,ourassessmentshoulduseestablishedinstrumentsdevelopedand testedatotherschools.Manyoftheseareproveninstrumentswithwellestablished psychometricproperties. c. Weshouldimplementalongitudinalstudythatfollowsstudentsthroughtheirundergraduate experience,assessingtheirQRskillsandattitudeatthreepoints:1)thebeginningofthe freshmenyear,2)thebeginningofthejunioryearand3)completionofthesenioryear. d. Toestablishbaselinemeasurements,weshouldpilotourassessmenttoolwithacrosssectional studyinSpring2011(graduatingseniors)andFall2011(enteringfreshmenandentering juniors). FacultytrainedinassessmentoflearninginconjunctionwithUWBsofficeofeducationalassessment shouldberesponsibleforthisassessmentplan. AttentiontoQuantitativeReasoningonFacultyGoverningBoards WerequestthatGFOExecutiveCommitteeannuallyreviewtheprogresstowardsthecampusgoalsin quantitativeliteracyoutlinedinthisdocument.Whileprogramfacultieswillultimatelyestablish learninggoalsfortheircourses,theQSCdirectorcanexaminetheQRresearchandinitiativesatother schoolstosuggestpromisingpossibilities.TheECcanalsoreviewcurrentUWBofferingstodetermine whichcoursespresentlypromoteQRlearninggoals.Thiscommitteecouldalsoidentify(inclear operationalterms)thecriticalquantitativeinsightsandcompetenciesthatourstudentsshouldmaster. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 10

11 Recommendations: 6. RecommendthatUWBacademicprogramsadopttheQRinitiativeasoutlinedinthisdocumentin recognitionthatquantitativereasoningisanessentialskillforallcollegegraduates. 7. RequesttheTLCdevoteresourcestosupportfacultyintegratingQRintotheircoursesasoutlined above,includingseekingexternalfundingforthissupport. 8. Requestresourcesforthedevelopmentandimplementationofacampuswideassessment instrumenttoevaluatestudentquantitativereasoningasoutlinedinthisdocument. 9. RequestthatGFOExecutiveCommitteeannuallyreviewtheprogresstowardsthecampusgoalsin quantitativeliteracyoutlinedinthisdocument. ExpandedroleofQuantitativeSkillsCenter(QSC) Currently,theQuantitativeSkillsCenter(QSC)meetsarangeofquantitativeneedsincludingassisting underpreparedstudents,enhancingthequantitativeskillsandreasoningofstudentsandfaculty,and providinganinterdisciplinaryenvironmentinwhichtocollaborateandconverse.Thesuggestionsbelow willrequireexpansionoftheCentertoincreaseandwidentheeffectivesupportofstudentsandfaculty acrossthecampustomeetthegoalsoutlinedabove.ItisespeciallyimportantforQSCresourcestokeep pacewiththerapidchangesoccurringintheSTEMandstatisticsfields,includingthedegreeprograms proposedabove. UWBshouldassisttheQSCintheacquisitionofresourcestofundanAnnualQRInstitute,e.g.,during theSummerQuarter.TheInstituteshouldbehostedbytheQSCDirectorandwouldincludeacohortof facultywiththegoalofupgradingcurrentcoursesandfullyintegratingQRacrosstheUWBcurriculumas outlinedinthisdocument.FellowshipsshouldbefundedforUWBfacultytoworkwithintheinstituteas wellasworkwiththeCenterasconsultants,tomeetonsyllabi,andtogointoclassestofullysupport andadvocateQRonthecampus. Inadditiontotheinstitute,additionalsuggestionsforexpandingandimprovingtheQSCinclude: HiringaQSCManagerassoonaspossibletooverseethedailyoperationoftheCenter; Hiringaquantitativeresearchandstatisticsassociatetomeetthegrowingneedofstatisticsliteracy andmethodsacrossallprograms.Theassociatewouldprovidesupportwithdatacollection, analysis,andvisualizationprojectsforstudentsatalllevelsaswellasfacultymembers.The associatewouldalsoworkwiththeOfficeofResearchSupportbyprovidingstatisticsanddata supportforindividualsseekingfunding; FundingtheQSCDirectortoengageinlocalandnationalQRconversationsincludingattendingand presentingatQReducationandassessmentconferences; SupportingtheDirectortoformaPacificNorthwestConsortiumofmathandquantitativeCenters. TheseconversationswillhelptosupportQRontheUWBcampusbyestablishingbestpractices,and theywillprovideaplatformtosharethesuccessesofUWBothell. Recommendations: MathematicsandQuantitativeReasoningTaskForce2011FinalReport 11

12 10. RequestresourcestofundanannualQRInstituteandQSCfacultyfellowships. 11. RequestresourcestohireaQSCManagerandaQSCResearchandStatisticsAssociate. 12. RequestresourcestosupporttheQSCdirectortoparticipateinlocalandnationalconversations regardingQReducationanddevelopaPacificNorthwestConsortiumofmathandquantitative supportcenters. ChargeIII:identifywhatUWBwillneedtodotoaccommodate anincreasinglydiversestudentpopulation,includingstudents whoareEnglishlanguagelearnersandthosewhoare quantitativelyunderprepared. AccommodatingDiverseLearners UWBothellhasahistoryofeducatingdiverselearners.Notonlyisitoneofthemostethnicallydiverse universities,butasaprimarilycommutercampus,wehaveahighpercentageofnontraditional students(i.e.,veterans,returningstudents).UWBhasrecentlyformedadiversitycouncilestablishedto coordinateandguideongoingprogressinfulfillingthecommitmenttodiversityatthecampuslevel (http://www.uwb.edu/diversity/initiatives/diversitycouncil).Further,UWBhassuccessfullyintroduced theDreamProjectandAcademicTransitionProjecttorecruitandsupportamorediversestudent population. OneavenueforsupportingdiverselearnerswithintheQSChasbeentostaffdiversetutors.TheCenters tutorscurrentlyhaveanagerangefrom19to50+,theethnicitiesofthetutorscontinuestoinclude: Caucasian,Chinese,Korean,Vietnamese,variousAfricancountries,Icelandic,Russian,andIndianto nameafew,andthetutorshaveincludednontraditionalstudents.Thediversityofthetutorshasbeen invaluableforknowledgeofforeignlanguagesandculture,whichisanintegralpartofcommunication.A subcommitteethatincludesexpertsinthefieldshouldinvestigatefurthersupportofELLstudents. Asthistaskforcedidnothavesufficienttimetoaddresstheseissuesfully,werecommendthata committeebechargedtoinvestigatebestpracticesinmathematicsandQLeducation.Wesuggestthat thiscommitteeincludetheQSCdirector,membersofUWBsdiversitycouncil,facultyinvolvedwiththe DreamandAcademicTransitionProjects,andscholarsknowledgeableaboutdiversityinSTEM education. AccommodatingQuantitativelyUnderprepared Thehighpercentageofstudentsenteringcollegewhoarenotreadytosucceedincollegelevel mathematicsisanationalcrisis.InthestateofWashingtonalone,itisestimatedthat45%ofstudents whoenterthestatecollegesplaceintoprecollege(remedial)levelmathematicscourses.AtUWB,40% ofstudentsassessedscoredlessthan60%onthestateadoptedmathplacementtest.Currently,most ofthosestudentsarebeingaskedtotakeabasicalgebracoursebeforeproceedingonwiththeir requiredmathcourses.However,some(thosescoringmorethan50%)havebeenallowedtotakepre MathematicsandQuantitativeReasoningTaskForce2011FinalReport 12

13 calculuswiththeadditionalrequirementoftakinga2creditlearningstrategiescourseinconjunction withprecalculus. Giventhedepthofthisproblem,werecommendthatapermanentsubgroupofFOCUSdevotetimeand resourcestodevelopingandmonitoringpoliciestoaddressthisproblem.Thiscommitteeshouldpay specialattentiontothenationalandstateeffortsincludingfundingopportunities,toaddressthese issuesincludingtheStateofWashingtonsTransitionMathProject (http://www.transitionmathproject.org/)andtheCarnegieFoundationsQuantWayandStatWay initiatives(http://www.carnegiefoundation.org/problemsolving/developmentalmath).Inaddition,the taskforcerecommendsthatthiscommitteelookattheeffectivenessofthe2creditsupplemental course,thepossibilityofpeermentors,andonlineassessmentsystemssuchasALEKS (http://www.aleks.com/)toaddresstheseneeds. Recommendations: 13. Requestthatacommitteebeformedtofurtherinvestigatebestpracticesforsupportingadiverse studentpopulation,includingstudentswhoareELL,inmathematicsandquantitativereasoning. 14. RequestthatapermanentsubgroupofFOCUSdevotetimeandresourcestodevelopingand monitoringpoliciestosupportstudentswhoareunderpreparedinmathematicsandquantitative reasoning. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 13

14 References AssessmentandLEarninginKnowledgeSpaces,(http://www.aleks.com/ AssociationofAmericanCollegesandUniversities,EssentialLearningOutcomes, http://www.aacu.org/leap/vision.cfm CarnegieFoundationfortheAdvancementofTeaching,http://www.carnegiefoundation.org/problem solving/developmentalmath MathematicalAssociationofAmerica,CUPMCurriculumGuide2004, http://www.maa.org/cupm/curr_guide.html TransitionMathematicsProject,http://www.transitionmathproject.org/ MathematicsandQuantitativeReasoningTaskForce2011FinalReport 14

15 Appendix MathematicsandQuantitativeReasoningCoursesAcrossUWB CUSP Course# CourseTitle QSR BCUSP110 DiscoveryCoreI:TheNaturalWorld Yes BCUSP116 DiscoveryCoreII:TheNaturalWorld Yes BCUSP121 Algebra No BCUSP122 IntroductiontoElementaryFunctions No BCUSP123 Functions,Models,&QuantitativeReasoning Yes BCUSP124 CalculusI:OriginsandEarlyDevelopments Yes BCUSP125 CalculusII:FoundationsandtheEmergenceofModernAnalysis Yes BCUSP126 CalculuswithAnalyticGeometryIII No BCUSP127 LearningStrategiesinMathematics No BCUSP130 Mathematics:APracticalArt Yes BCUSP140 ScientificJourneys Yes BCUSP142 GeneralChemistry Yes BCUSP143 GeneralPhysics Yes BCUSP144 GeneralPhysics Yes BCUSP145 GeneralPhysics Yes BCUSP149 Mechanics Yes BCUSP150 ElectromagnetismandOscillatoryMotion No BCUSP151 Waves No BCUSP152 GeneralChemistry No BCUSP157 GeneralLearningStrategiesforGeneralChemistry No BCUSP162 GeneralChemistry No BCUSP176 IntroductiontoGlobalEconomy Yes BCUSP200 IntroductiontoMicroeconomics Yes BCUSP201 IntroductiontoMacroeconomics Yes BCUSP237 OrganicChemistry No BCUSP238 OrganicChemistry No BCUSP239 OrganicChemistry No Business Course# CourseTitle QSR BBUS210 PrinciplesofFinancialAccounting No BBUS211 PrinciplesofManagerialAccounting No BBUS215 IntrotoBusinessStatistics Yes BBUS310 ManagerialEconomics No BBUS350 BusinessFinance No MathematicsandQuantitativeReasoningTaskForce2011FinalReport 15

16 BBUS361 IntermediateAccountingI No BBUS362 IntermediateAccountingII No BBUS373 CostAccounting No BBUS454 Investments No BBUS455 FuturesandOptions No BBUS463 AdvancedFinancialAccounting No BBUS500 QuantitativeBusinessMethods No BBUS502 QuantitativeMethodsandBusinessStatistics No BBUS503 FinancialandManagerialAccounting No BBUS504 EconomicsforBusinessLeaders No BBUS505 FinancialManagement No BBUS541 AdvancedCorporateFinance No BBUS543 Investments No ELCBUS301 BusinessStatistics Yes ELCBUS310 ManagerialEconomics No ELCBUS350 BusinessFinance No ELCBUS454 Investments No ELCBUS455 FuturesandOptions No ELCBUS463 InternationalFinanceandTrade No CSS Course# CourseTitle QSR CSS105 InterdisciplinaryInformationTechnology Yes CSS106 ComputerAnimation Yes CSS161 FundamentalsofComputing Yes CSS162 ProgrammingMethodology Yes CSS225 PhysicsandChemistryofComputerComponentsandTheirManufacture Yes CSS263 ProgrammingandDiscreteMathematics No CSS330 TopicsinMathematicsforSoftwareDevelopment No CSS342 MathematicalPrinciplesofComputing No CSS343 DataStructuresandAlgorithms No CSS421 IntroductiontoHardwareandOperatingSystems Yes CSS450 ComputerGraphics No CSS451 ComputerGraphics No CSS455 IntroductiontoComputationalScienceandScientificProgramming No CSS458 FundamentalsofComputerSimulationTheoryandApplication No CSS502 DiscreteMathematicsandAlgorithms No MathematicsandQuantitativeReasoningTaskForce2011FinalReport 16

17 Education Course# CourseTitle QSR BEDUC419 Knowing,Teaching,andAssessinginMathematics No BEDUC559 Curriculum,Instruction,andAssessmentinSecondaryScienceand No MathematicsI BEDUC560 Curriculum,Instruction,andAssessmentinSecondaryScienceand No MathematicsII BEDUC579 ThePowerandBeautyofMathematics No IAS Course# CourseTitle QSR BES301 ScienceMethodsandPractice Yes BES303 EnvironmentalMonitoringPracticum Yes BES311 EnvironmentalChemistry Yes BES318 Hydrogeology Yes BES439 ComputerModelingandVisualizationinEnvironmentalScience Yes BES459 CompostandOrganicSoilAmendments Yes BES460 WaterQuality Yes BIS202 CriticalReasoning Yes BIS230 MathematicalThinkingfortheLiberalArts Yes BIS231 LinearAlgebrawithApplications Yes BIS232 Using,Understanding,&VisualizingQuantitativeData Yes BIS250 HowThingsWork:MotionandMechanics No BIS232 HowThingsWork:Electricity&Invention No BIS315 UnderstandingStatistics Yes BIS329 TopicsinMathematicsAcrosstheCurriculum No BIS350 TheConceptofaNumber Yes BIS381 TheHistoryofLife Yes BIS388 ThePhilosophyandScienceofQuantumMechanics Yes BIS477 TopicsinQuantitativeInquiry Yes BISGST324 InternationalPoliticalEconomy Yes BISSKL377 QuantitativeReasoning No BPOLST501 PublicFinanceandBudgeting No BPOLST502 StatisticsforPolicyStudies No Nursing Course# CourseTitle QSR BNURS403 EvidenceBasedPracticeandNursingInquiry Yes MathematicsandQuantitativeReasoningTaskForce2011FinalReport 17

18 S&T Course# CourseTitle QSR BST293 Cryptography No BST293 GameTheory No BST390 Probability&StatisticsinEngineering No BST300 FoundationsofModernMath Yes BST307 IntroductiontoDifferentialEquations Yes BST293 LinearAlgebra No BST324 MultivariateCalculus No EE Course# CourseTitle QSR BEE215 FundamentalsofElectricalEngineering No BEE233 CircuitTheory No BEE235 ContinuousTimeLinearSystems No BEE271 DigitalCircuitsandSystems No BEE331 DevicesandCircuitsI No BEE332 DevicesandCircuitsII No BEE341 DiscreteTimeLinearSystems No BEE361 AppliedElectrodynamics No BEE417 DigitalCommunication No BEE442 DigitalSignalProcessing No MathematicsandQuantitativeReasoningTaskForce2011FinalReport 18

19 OverlappingProgramMathematicsRequirements COURSE PROGRAM/DEGREE EDUC S&T EE CSS IAS BUS NURS (MEd) CALCULUSI X X X X X X CALCULUSII X X X X CALCULUSIII X X X MULTIVARIATE X X CALCULUS LINEAR X X X X ALGEBRA PROBABILITY X X X ANDSTATS STATS X X X X X DIFFERENTIAL X X EQUATIONS HISTORY X X OFMATH GEOMETRY X X MODERN X X ALGEBRA ABSTRACT X X ALGEBRA DISCRETE X X MATH MathematicsandQuantitativeReasoningTaskForce2011FinalReport 19

20 MathematicalReasoningandVisualization(IAS) March10,2011 DRAFTFORDISCUSSIONANDCONSULTATION ProposalforanOptionin MathematicalReasoningandVisualization InterdisciplinaryArtsandSciences UniversityofWashingtonBothell AnewoptionforInterdisciplinaryArtsandSciences(IAS)studentsattheUniversityofWashington Bothell(UWB)isproposedtostartinFall2012.TheoptioninMathematicalReasoningandVisualization (MRV)willjoinexistingoptionsintheInterdisciplinaryStudiesmajor.Inadditiontonormalgraduation requirementsforallInterdisciplinaryStudiesmajors,studentswillcomplete40creditsfortheMRV option. Background MathematicshasbeenpartoftheIAScurriculumfromthebeginningandhasformedanimportantpart ofthecampuslevelcurriculumsharedwithotherprograms.Instructionhasaddressedtheapplied needsofIASandotherstudents,especiallyinstatistics,buthasalsotreatedmathematicsasasubjectin itsownright,viacoursesonmathematicalaspectsofart,gametheory,numbertheory,andother subjects.WithintheframeworkoftheIASlearningobjectives,amathematicscenteredconcentration providesthefollowingopportunities: CriticalThinking:Mathematicsofferstoolsforlogicalcritique,conceptualizingcomplexsystems,and makingdatabasedclaims.Anunderstandingofthemathematicalformsandassumptionsunderlying modelsanddatacanhelpmakethemvisibleasconstructionsofknowledge. CollaborationandSharedLeadership:Accomplishingworkinteamsrequiresabilitiestocommunicate andtounderstandarangeofproblemsthattakemathematicalforms.[Thereareanumberofposition statementsfromnationalorganizations(suchastheMathematicalAssociationofAmerican,National ScienceFoundation,etc.)abouttheneedformathematicstobeinterdisciplinary.JamesKeener,a prominentmathematician,saysthatinthenextgenerationmathgraduateswillbea)partofateam;b) workingonproblemsthatarenotwellformulated;c)workingwithpeoplewithgreatlydifferent training,background,vocabulary,andexpectations.Further,akeywriteronmathematicalthinking, KeithDevlinstates:Toproducethetwentyfirstcenturyinnovativemathematicalthinker,youneed projectbased,grouplearninginwhichteamsofstudentsarepresentedwithrealisticproblemsthatwill requiremathematicalandotherkindsofthinkingfortheirsolution.] WritingandPresentation:Ourgraduateswillbecalledupontocommunicateideas,results,and analysesthathavemathematicalformsorproperties.Thiscommunicationwilltakeplacethrougha wideningrangeofmedia,includingphotography,film,sound,games,andwebinterfaces,andmanyof thesemediawillprovideopportunityforricherinteractionbetweenthepersoncommunicatingandthe audience.

21 InterdisciplinaryResearch:Abasicskillistheabilitytolinkupareasofresearchthatusedataor mathematicalideasindifferentways,includingfieldsofresearchthatmakenoexplicituseof mathematics.Additionally,anumberofIASdegreesstressinterdisciplinaryresearchthatusesand/or createsdata. TherearecurrentlythreemathematiciansontheIASfaculty,andamuchlargernumberoffacultyhave graduatelevelmathematical,statistical,and/orquantitativereasoning.Duringthe200910academic yearIASmadetwohiresinGeographicAnalysisandVisualization,bothofwhombringexpertisein mathematicalmodeling,andinterpretationofdata,aswellasexperienceincommunicatingtheresults ofgeographicalworktolocalcommunities. InSpring2006,JohnRasmusseninterviewed15regionalleadersfromforandnonprofitorganizations. OneofhisquestionsaskedWhatmath/quantitativeskillsandabilitiesdoyouvalueinentrylevel collegegraduates?Fiveabilitieswereidentifiedbymorethanhalfoftherespondents:(1)translate realworldproblemintonumbersandformulas;(2)useofstatistics;(3)understandfinancialconcepts; (4)useExcel;and(5)analyzedataandpresentitvisually.AllIASmathcourseshaveincorporatedthese ideasintotheirlearninggoals,andIASdevelopedanewcourse,BIS232:VisualizingandInterpreting Data,asaresultofthiswork.Inadditiontoseekingjobsinorganizationssuchasthoseinterviewed,we anticipatethatsomeofourgraduateswillusetheknowledgefromthisdegreeoptionasdataartists. [CH:Iveemailedafewsuchartistsandwillinputtheirfeedbackhereasappropriate] DuringWinter2011,acampuswideMathematicsandQuantitativeReasoningTaskForce(MQRTF) wasestablishedforcrossprogramdialogueonbestpracticesintheteachingandlearningof mathematicsandquantitativereasoning,aswellaswaysthatUWBothellcanmeettheneedsofa growingcampusandincreasinglydiversestudentbody.Thistaskforcehasinventoriedcurrent campusofferingsinmathandquantitativereasoningaswellasreviewedplanningdocumentsincluding theUWB21stCenturyCampusInitiative,theTechnologyandTeachingInnovationTaskForceReport, andtheWritingandCommunicationTaskForceReport.TheMRVdegreeoptionisinlinewiththetask forcesdiscussionsthathavearticulatedtheneedformultiplepathwaysforstudentstoexplore mathematics.Thisdegreecancomplementatraditionalmathematicsdegreebeingproposedbythe ScienceandTechnologyprogramasmultiplecoursescanbecrosslistedforbothdegreesasfaculty developmentandstudentsupportaroundtheseissuescanbeoptimized.Thisdegreealsoprovides optionsforstudentsintheEducationprogramwhoareseekingtofulfillrequirementsfortheir MathematicsEndorsement.AtleastsevenoftheIAScourseslistedbelowwouldmeettherequirements forthisendorsement[ForacompletelistingoftheSecondaryEducationMathematicalEndorsement requirements,see:http://www.uwb.edu/secondarycertmed/mathendorsement].Further, conversationshavebegunwiththeCSSprogram,whichexploresoverlapsbetweentheMRVdegreeand theirnewcurriculaincreativityandtechnologyprocessing. AsIASgrows,welookforwardtosupportingthegrowthofmathematicsandquantitativereasoning acrossthecampusandcontributingtocrossprograminitiatives,aswellasincreasingtheopportunities ofIASstudentstolearnmathematicsandhavetheirworkrecognizedintheformofdegrees.Inmany ways,thisdegreeoptioncanactasabridgebetweenourdegreesanddegreesacrosscampus. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 21

22 Rationale WhilethereareanumberofmathematicaldegreesthatcouldbebuiltwithintheIASprogram, consultationswithfacultyinsideandoutsideofIASleadustobelievethatourfirstemphasisshouldbe intheareaofMathematicalReasoningandVisualization.Thisdegreewillbuildonourstrengthsin quantitativereasoning,logicalandcriticalthinking,datavisualization,andgeographicvisualization(e.g. GIS).Itwillsupport,anddeveloplinksto,teachinginEnvironmentalStudies,EnvironmentalScience, CommunityPsychology,MediaandCommunication,PolicyStudies,GlobalStudies,CulturalStudiesand InterdisciplinaryArts. Whilenotastandardmathematicsdegree,theoutlineofthefollowingdegreeisbroadlyinlinewitha 2010discussiondocumentoftheMathematicalAssociationofAmericaonwhatmathematicsmajors shouldknow[RecommendationsfromtheMAA'sCommitteeontheUndergraduateProgramin Mathematics(CUPM)canbefoundathttp://www.maa.org/cupm/.].Specifically,theyoutlineseven recommendationsforamathdegree: 1. Allstudentsshouldachievemasteryofarichanddiversesetofmathematicalideas. 2. Allstudentsshouldbeabletothinkanalyticallyandcriticallyandtoformulateproblems,solve them,andinterprettheirsolutions. 3. Allstudentsshouldachieveanunderstandingofthenatureofproof. 4. Allstudentsshouldhaveexperienceapplyingknowledgefromonebranchofmathematicsto anotherandfrommathematicstootherdisciplines. 5. Allstudentsshouldexperiencemathematicsasanengagingfieldwithcontemporaryopen questionsasopposedtoanelegantbodyofknowledgethatiscompleteandstatic. 6. Allstudentsmajoringinmathematicsandmathematicsintensivefieldsshouldbeabletousea varietyoftechnologicaltools:e.g.,algebraicandvisualizationsoftware,statisticalpackages,a highlevelprogramminglanguage. 7. Allstudentsshouldbeabletocommunicatemathematicsbothorallyandinwriting. TheIAScurriculumalreadyhasstrengthsinrecommendations#2,#4,#5,#6,and#7,andcandevelop recommendations#1and#3bydrawingoncoursesinCUSP,S&T,anddevelopingadditionalIAS courses. Mathematicalreasoningreferstotheuseofmathematicalconceptstoreason,inawiderangeof areas.Itindicates,forexample,theabilitiesto recognizemathematicalformsinrealworldphenomena, constructappropriatemodels(fromarangeofchoices), identifyanddescribekeyfeaturesoftheproblemmathematically,andusethatmathematical descriptiontoanalyzetheproblem representrelationshipsinasituationinseveraldifferentkindsofwaystogetdifferentinsights includingdiagrams,graphs,tables,andformulas, generateframeworksofconceptsthatcanbefilledwithdata, gatherdata, MathematicsandQuantitativeReasoningTaskForce2011FinalReport 22

23 interpretdata. Allofthesehavetheircriticalside:studentstrainedinmathematicalreasoningarenotcompelledto takeatfacevaluethemodels,formulations,ordataderivedargumentstheyencounter.Thatis,a studentwiththisbackgroundshouldnotmerelybecompetentinquantitativereasoning,butableto thinkcriticallyabouttheconceptsandchoicesthatunderlietheframeworksforthedataand mathematicalmodelsusedtoaddressaquestion.Studentsshouldalsobeabletobringtogether quantitativeandnonquantitativedatatoaddressaquestion. Visualizationrefersbothtowaysthatwemakequestions,phenomena,andargumentsclearto ourselves,butalsowayswecommunicatethemtoothers.Whilethisdegreedrawsonpowerfulvisual traditionsandtechniques,itdoesnotprecludesound,narrative,orothertechnologiesof communication.Thisisarichareainwhichworkinnaturalsciences(inparticularbiology),mapping, socialsciences,andartsconverge.Someteachingofthiskind,asincoursesintheVisualArtsinBiology andthemathematicsofaesthetics,havealreadybeentaughtinIAS. ThereisalreadyasubstantialbaseofstudentsinseveralIASdegreeswhoaretakingarequired introductorystatisticscourse[Forexample,thefollowingconcentrationsrequireBIS315(IntroStatistics) forgraduation:CP,STS,Env.Science,andSEB.Others,e.g.AMSandES,alsohaveconsiderable quantitativetracts.];afocusinthisconcentrationwouldletthemdeepenthoseskillsthroughadvanced courses,exploretheirtheoreticalunderpinnings,andgainmoreexperiencedoingresearchprojectsthat usequantitativemethodsandcommunicateresults.Coursesinlogic,mathematicalmodeling,and visualization,mostofwhicharealreadybeingtaughtregularlyinIAS,wouldroundoutthisoption. Thereisalsoalargebaseofstudentswhoaretakingrequiredcoursesingeographicinformationscience (GIS).Atbothintroductoryandadvancedlevels,studentsarelearningacompletenewsetof quantitativeskillswithinthefieldsofspatialanalysisandgeovisualization.Oneofthemainskillsgained throughthesecoursesistheabilitytotranslategeographicproblemsintomathematicalandlogical formulationsthatcanbeusedtomodel,analyze,andquantifytherelationshipsbetweengeographic featuresandtheenvironment.Inaddition,theoutcomesofthesespatialanalysesarerepresentedand visualizedasaformofmap.Studentsacquirehowtocreate,understand,andinterpretgeovisualization wherenumbersandspatialanalysesareembeddedinitsproduction. AtleastadozenfulltimeIASfacultymembersarepotentialcontributorstoacourseofstudyofthis kind.Advancedcoursesinquantitativereasoningwouldalsobeattractivetobusinessandscience studentsaswellasstudentsinotherIASdegreessuchascommunitypsychologyandpolicystudies. Therearenumerousundergraduateandgraduatedegreesandresearchcentersinquantitativemethods andinformationvisualizationthatwemightlooktoasmodels[Forexample,seeColumbiasMAin QuantitativeMethodsfortheSocialSciences (http://www.columbia.edu/cu/gsas/departments/quantitativemethodssocialsciences/bulletin.html), ortheUniversityofNewHampshiresDataVisualizationLab(http://ccom.unh.edu/vislab/index.html)]. IASfacultycouldalsocontributesignificantlytostudentsthinkingaboutknowledgeproductionabout andwithdata,includingthewaysinwhichdataiscreatedandused. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 23

24 DevelopingtheabovedegreewouldalsohelpIASmeetthegrowingneedforourgraduatestoachieve competencyinquantitativeliteracy.AAC&UhaslistedQLhasoneofitsessentiallearninggoals,and thereisgrowingnationalworkthatIAScouldlearnfromandcontributetointhisarea.ThroughoutIAS, andacrossthecampus,weneedtobuildaculturethatseesmathematicalmethodsnotasabarrier,or evenahooptojumpthrough,butameanstoinsightandbettercommunication.Thisdegrees emphasisonthesequalitieswillservebothitsmajorsandthecampusatlarge. LearningObjectives 1. Acquirecompetenceindifferentwaystoaddressrealworldproblemsinmathematicalforms. 2. Learntoapplystatisticaltoolsandcritiquetheirapplications,includingbuildingandcritiquing argumentsbasedonquantitativedata.Generatereliabledataandevaluatewhichmethodsto applytoagivendataset. 3. Gainexperiencecreatingvisualrepresentationsofproblemsanddata,andcommunicatethese ideas,results,andanalysesinmultipleformats. 4. Learntousemathematicaltoolsacrossvarieddisciplinaryareas. 5. Learntoworkininterdisciplinaryteamstocommunicateandtounderstandarangeofproblems thathavemathematicalunderpinnings. Curriculum ThecurriculumofanewMathematicsReasoning&Visualizationdegreeoptionwillbestructuredwith coursesfallingintofourcategories: 1.Prerequisites:Studentswillbeaskedtocomplete onequarterofcalculus onequarteroflinearalgebra StudentscancompletetheseregularlytaughtcoursesatUWBoratanotherinstitution.Thesecourses provideunderpinningsofthequantitativemodelsandessentialmathematicalideas. 2.RequiredCoreCourses:InadditiontoBIS300(IntroductiontoInterdisciplinaryInquiry),whichis requiredofallIASstudents,studentsinthisdegreewouldcomplete BIS209EngagingVisualArts BIS232Using,Understanding,andVisualizingQuantitativeData BIS315UnderstandingStatistics. BIS209willintroducestudentstovisualformtotherangeofpossibilitiesforvisualcommunication, andthehistoryofvisualconventions.Viewers(aside,perhaps,frominfants)encountervisual phenomenahavingalreadylearnedtoseeandinterprettheminparticularways.Artsbothdrawon thoselearnedwaysand,sometimes,changethem.Thecourseinvisualarts,therefore,provides studentsaricherunderstandingofthepossibilitiesinvisualcommunication,andamoresophisticated graspofvisualformasameanstocommunicate,togetsomethingacrosstoanaudience. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 24

25 BIS232buildsfoundationalskillsintheuseofquantitativedata.Thecourseintroducesstudentstothe scholarshipofdatavisualization.Throughmultiplecasestudies,studentslearnhownumbersbecome proxiesforideasandwhatinformationquantitativemodelingcanandcannotprovideforimportant decisionmaking.Studentslearnhowtolocatepublicdatasetsandcreatebothatechnicalandcreative presentationfromthesedatasets. BIS315iscentraltothisdegreenotonlyforthestudyofstatisticalinference,butalsobecauseit addressesthefundamentalunderstandingofhowdataisconstructed,andhowagivenquestioninthe worldmightbeaddressedindifferentwaysdifferentchoicesofmodel,differentfoundational assumptions. 3.MathematicalConceptsandSkills:Studentswillchooseatleastthreecoursesthatwillhelpthem achievemasteryofarichanddiversesetofmathematicalideasasrecommendedbytheMAA. 4.ModelingandVisualizationinPractice:Studentswillchooseatleasttwocoursesthatapply mathematicalreasoningandvisualizationtospecificproblemsorresearchquestions. LikeallIASstudents,MRVstudentswilltakeBIS499,theportfoliocapstone. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 25

26 Category Credits Courses Core BIS209EngagingVisualArts 15 BIS232Using,Understanding,andVisualizingQuantitative Data[wemayreshapeandpromoteto300level] BIS315UnderstandingStatistics Coursesthat BCUSP125/126CalculusIIandIII develop BIS230MathematicalThinkingfortheLiberalArts mathematical BIS302IssuesinMathematicsAcrossCultures concepts BIS329TopicsinMathematicsAcrosstheCurriculum (Topicshaveincludedgametheory,knottheory, mathematicalmodeling,symmetry,and cryptography;upto10credits) BIS342GeographicInformationSystems BIS350TheConceptofNumber BISMRV3xxLogic 15 BISMRV3xxGraphTheoryandSocialDecisionMaking BISMRV3xxCryptography BISMRV4xxMathematicalSystems BISMRV4xxCombinatoricsandDiscreteProbability STMATH300FoundationsofModernMathematics STMATH3xxMathematicalTheoryofGames 300levelcoursesineconomictheory 300levelcoursesinEcology Selectedcoursesfromanupcomingformalmathdegreein S&Tmayalsobeavailableinthisoption. Modelingand BIS4XXGeographicVisualization Visualization BIS382TheVisualArtofBiology Practice 10 BIS434PsychologyandtheVisualArts BIS447TopicsinQuantitativeInquiry BISMRV4xxDataVisualizationWorkshop SuggestionsofotherIASandUWBcoursesarewelcome. AdditionalIAS 27 Including10IAScreditsineachoftheUWareasof Coursework knowledge,ifnotalreadysatisfied. ProgramCoreand 8 BIS300:InterdisciplinaryInquiry PortfolioCapstone BIS499PortfolioCapstone GeneralElectives 20 MathematicsandQuantitativeReasoningTaskForce2011FinalReport 26

27 Note:Withinthe90credits,studentsmustcomplete10creditseachinIndividualandSociety(I&S), NaturalWorld(NW),andVisual,Literary,andPerformingArts(VLPA). FacultyandStaff AlexBarchechat:Mathematics CinnamonHillyard:UndergraduateMathematicsEducation,NumericalMethodsforPartialDifferential Equations,Ethnomathematics JinKyuJung:GeographicInformationScience,UrbanGeography SantiagoLpez:GeographyandtheEnvironment JohnRasmussen:InterdisciplinaryMathematics,Finance,ComputerModeling AdditionalFaculty Ourabilitytostaffcourses,developcurriculum,andworkwithstudentswouldbegreatlyenhancedby theadditionofcolleaguesintwoareas: Statisticsandmodeling:Asocialornaturalscientistwithexperiencedesigningandapplyinga rangeofmodelsandstatisticaltechniques Visualization:Ascholarwithtraininginbothmathematicsandvisualarts Whilenotessentialtobeginthedegree,acolleaguewhocouldteachlogicwouldhelpexpandoptionsto studentsinthedegree. AdministrationandAdvising TheMRVoptionwillbehousedandadministeredintheIASprogramundertheleadershipoftheIAS programdirector.AdvisingwillbedoneprincipallybyIASadvisors,asisdoneforotherIASoptionsand degrees. EffectonCurriculum ThemostsignificantpositiveeffectofanewMRVoptionontherestoftheIAScurriculum,apartfrom theincreaseinenrollmentsandeconomiesofscalewithinIASandUWB,willbetoprovideanincreased levelofproficiencyinmathematicalreasoning,quantitativeliteracy,datavisualizationand communicationacrosstheprogramandcampus.Weanticipatethatthisincreasedquantitativeliteracy amongstudentswillstrengthencoursesthroughouttheprogramandacrossthecampus. Themostsignificantnegativeeffectwillbetodrawfacultyteachingawayfromotheroptionsinwhich thosefacultycurrentlyteach.Thisconcernisaddressedinpartbytherequestforfacultytoboth developnewcourseswithintheMRVoptionandtohelpcoverexistingcoursesinotheroptionsfor whichexistingfacultywillnolongerbeavailable. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 27

28 Atthemoment,theprerequisitesforthisdegreearebeingtaughtonaregularbasis,asareBIS315and BIS209.BIS232(Using,Understanding,andVisualizingQuantitativeData)isnottaughtfrequently,and wouldassumeakeyroleinthisdegree(wemayalsowanttopromoteittothe300level),sothatwewill ataminimumneedtofreeupfacultytimetodevelopandteachthiscourse.Amongtheupperlevel electives,weofferenoughatthemomentthatastudentcouldfulfillrequirements,butchoiceswould notbelarge.Aparticularneedwouldbeforaregularlyofferedlogiccourse.Morehiringandfreeing upofthetimeofcolleagueswillbenecessarytolaunchthisdegree. BudgetaryImpact Discussionof libraryresources quantitativeskillsandoverallteachingandlearningcenterresources learningtechnologies,computing,andsoftware MathematicsandQuantitativeReasoningTaskForce2011FinalReport 28

29 BachelorofScienceinMathematics(S&T) ProposalforaBachelorofScienceinMathematics ScienceandTechnology UniversityofWashingtonBothell ProposedStartDate:Fall2012 Note:Thisdocumentrepresentsastartingpointforthisproposaldevelopment.IftheS&TProgram supportsit,itcanbeanticipatedtoevolveasitprogressestowardaformalproposaltobesentbeyond theS&TProgram. OverviewandRationaleforS&TEvaluationofProposal WeproposeaBachelorofSciencedegreeinMathematicswithtwooptions:StandardandTeacher Preparation a.Whatistherelationshipofthiscurricularproposaltothestrategicplan,goalsandobjectivesofthe S&TProgram?(Interpretedverybroadly.) TheBSinMathematicswillbegintoestablishmathematicsasanimportantcomponentoftheS&T curriculumandmission.ItshouldhelpS&T,andUWB,topresentitselfasaSTEMschoolofchoiceto prospectivestudentsbymakingexplicitanoptioninacentralareathatisservedbyallpeerinstitutions. Morespecifically,thedegreespeakstothefollowingstatementsintheS&TMission: CreateSTEM(assupportedbytheNationalScienceFoundation)degreesthatarerecognizableand addresstheneedsofhighschoolstudents,parents,employers,andgraduate/professionalschools. ProvidedegreesthatwillpreparestudentstobecomemathandscienceeducatorsandsupportP12 outreachprojects. b.Whatgroupsofstudentswilltakethiscurricularofferingandwhatwillthedegreeaccomplishfor thesestudents? WebelievethataBSinMathematicswillbeattractivetostudentsdesiringacareerinteaching mathematicsaswellasstudentswhowantasecondmajortohaveavalueaddedcredentialtotheir record.Forstudentsinscienceandengineeringareas,aBSinMathematicswillconveythosestudents interestandskillsintheunderlyingfoundationalaspectsandtoolsoftheirdiscipline.Itisthoughtthat manyemployersvaluemathematicalskills,whichareoftenassociatedwithothertechnicalskills. Mathematicallytrainedpeopleareoftenconsideredtobevaluableasemployeeswhocanbringthe abilitytoanalyzeandsolveproblemsofaquantitativenature.HavingaBSinMathematicscangive studentacompetitiveedgeforadmissiontoarangeofgraduateschoolprograms. Examplesofstudentwhomaydoublemajorinclude: i.ElectricalEngineeringmajors.Presentlyanumberofthesestudentsaretakingthemathminoroffered byUWS.SomeofthesestudentsmaychoosetoeitherminorormajorinMathematicsifsuchadegree existsatUWB.Itisestimatedthatatleast1012EEmajorswillbeMathMinorsorMajorseachyear. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 29

30 ii.ClimateSciencemajorsinthemodelingintensivetrack.Someclimatesciencestudentsmaybe interestedingraduateschoolinatmosphericchemistryorrelatedfields.Thismathcredentialwillgive themaperceivedadvantageintheadmissionprocess.Therecouldbeseveralstudentseachyear(35)at programmaturity. iii.CSSmajors.Therecouldbepotentially23studentsperyear. iv.Prospectivephysics,andchemistrymajors.Presently,studentsinterestedinmajoringintheseareas mustplanontransferringasjuniorstoanothercampusoruniversity.Themathminorormajormaywell beperceivedasincreasingtheiradmissibilitytotheseinstitutions.IftheytransfertoUWS,itwill eventuallybetranscripted.Weestimatethattherecouldbeasmanyfiveofthesestudentseachyear. c.Whatistheanticipateddemandforthiscurriculum?Whatdataisavailabletosupportthis expectation? Weestimatethattherewillbeapproximately1525studentsperyearatprogrammaturity. ProposedCurriculum Whiletheproposedcurriculumrepresentsastandardmathematicsdegree,therequiredcoursesreflect therecommendationsputforthbytheMathematicalAssociationofAmericas(MAA)CUPMCurriculum Guide2004formajorspreparingtobesecondarymathematicsteachers.AccordingtoMAA, mathematicalsciencesmajorspreparingtoteachsecondarymathematicsshould: Learntomakeappropriateconnectionsbetweentheadvancedmathematicstheyarelearningandthe secondarymathematicstheywillbeteaching.Theyshouldbehelpedtoreachthisunderstandingin coursesthroughoutthecurriculumandthroughaseniorlevelexperiencethatmakestheseconnections explicit. Fulfilltherequirementsforamathematicsmajorbyincludingtopicsfromabstractalgebraandnumber theory,analysis(advancedcalculusorrealanalysis),discretemathematics,geometry,andstatisticsand probabilitywithanemphasisondataanalysis; Learnaboutthehistoryofmathematicsanditsapplications,includingrecentwork; Experiencemanyformsofmathematicalmodelingandavarietyoftechnologicaltools,including graphingcalculatorsandgeometrysoftware. TheproposedBachelorofScienceinMathematicsrequirescompletionof7282creditswithminimum averageGPAof2.5,distributedasfollows: MathematicsBasicCoreRequirement(40credits) STMATH124,125,126Calculus(15) STMATH324MultivariableCalculusI(5) STMATH307DifferentialEquations(5) MathematicsandQuantitativeReasoningTaskForce2011FinalReport 30

31 STMATH308MatrixAlgebra(5) STMATH300FoundationsofModernMathematics(5) Oneof:STMATH311ElementsofStatisticalMethods(5),STMATH390ProbabilityandStatistics inEngineeringandScience(5) MathematicsAdvancedCoreRequirement(1220credits) TeachingPreparationOption STMATH411ModernAlgebraforTeachers(35) STMATH420HistoryofMathematics(35) STMATH421ConceptualCalculusforTeachers(35) STMATH444GeometryforTeachers(35) StandardOption STMATH326MultivariableCalculusII(3) STMATH402AbstractAlgebra(35) Oneof:STMATH424RealAnalysis,STMATH427ComplexVariables;(3) MathematicsElectiveRequirement(1012credits;300levelorabove) STMATH301ElementaryNumberTheory(3) STMATH326MultivariableCalculusII(3) STMATH381DiscreteMathematicalModeling(3) Oneof:BST293Cryptography(5),BST293GameTheory(5) STMATH402AbstractAlgebra(35) STMATH411ModernAlgebraforTeachers(35) STMATH420HistoryofMathematics(35) STMATH421ConceptualCalculusforTeachers(35) STMATH424RealAnalysis(3) STMATH427ComplexVariables;(3) STMATH444GeometryforTeachers(35) Note:Itisexpectedthattheelectivecourselistwouldevolvewithexperienceandcurriculargrowth.The generalguidelinewouldbethatmostelectiveswoulddependuponCalcIIasaprerequisite.Some exceptionsmayoccur,andthatisthereasonthatstudentsmayonlychooseoneofeitherGameTheory orCryptography. RequiredSupportiveCourses(10credits) CSS161FundamentalsofComputing(5) BCUSP149Mechanics(5) MathematicsandQuantitativeReasoningTaskForce2011FinalReport 31

32 d.Regardingcourseimpact,whatnewcourseswillbeneeded?Whowillbeavailabletoteachthem?Will existingcourseshavecapacityforanyadditionalstudents? ExistingCourses:Mostofthecurriculumisalreadybeingofferedorwehavecommittedtoofferthemto supportourelectricalengineeringmajor.Theentirecorecurriculummustalreadybeofferedeveryyear. Nonewsectionswouldberequired.Becausetheelectivecourselistislargerthanthenumberof requiredcredits,noteverycourseneedbeofferedeveryyear.MathematicalGametheoryand CryptographyarenotrequiredbyEE,butarecoursesthathavebeentaughtinthepast.Weanticipate thembeingcontinuedonatleastasemiregularbasis.Themajormayhelppopulatethesecourses. NewCourses:Whiletherearemanynewcoursesproposedforthisdegree,manyareelectivesandcan berunonarotatingbasis.WehaveseveralfacultyinS&T(aswellasinotherUWBprograms)whocan providesupportforthedevelopmentandteachingofthesecourses:PeterLittig,LindaSimonsen, AndrewAbian,EricSalathe,RobertoAltschul,andKimGunnerson.Itispredictedthatfuturehireswillbe neededasthisprogrammatures. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 32

33 MinorinMathematics(S&T) ProposalforaMinorinMathematics ScienceandTechnology UniversityofWashingtonBothell ProposedStartDate:Fall2012 Note:Thisdocumentrepresentsastartingpointforthisproposaldevelopment.IftheS&TProgram supportsit,itcanbeanticipatedtoevolveasitprogressestowardaformalproposaltobesentbeyond theS&TProgram. OverviewandRationaleforS&TEvaluationofProposal WeproposeaMinorinMathematics. a.Whatistherelationshipofthiscurricularproposaltothestrategicplan,goalsandobjectivesofthe S&TProgram?(Interpretedverybroadly.) TheMinorinMathematicswillbegintoestablishmathematicsasanimportantcomponentoftheS&T curriculumandmission.Itwillanticipatethepossibledevelopmentofamathematicsor mathematicsrelatedmajor.ItshouldhelpS&TtopresentitselfasaSTEMschoolofchoiceto prospectivestudentsbymakingexplicitanoptioninacentralareathatisservedbyallpeerinstitutions. Morespecifically,thedegreespeakstothefollowingstatementintheS&TMission: CreateSTEM(assupportedbytheNationalScienceFoundation)degreesthatarerecognizableand addresstheneedsofhighschoolstudents,parents,employers,andgraduate/professionalschools. b.Whatgroupsofstudentswilltakethiscurricularofferingandwhatwillthedegreeaccomplishfor thesestudents? Webelievethataminorismostattractivetostudentsifitcanbeachievedwithmodesteffortbeyond theirmajorandprovidesavalueaddedcredentialtotheirrecord.Forstudentsinscienceand engineeringareas,aminorinmathematicswillconveythatstudentinterestandskillsintheunderlying foundationalaspectsandtoolsoftheirdiscipline.Itisthoughtthatmanyemployersvaluemathematical skills,whichareoftenassociatedwithothertechnicalskills.Mathematicallytrainedpeopleareoften consideredtobevaluableasemployeeswhocanbringtheabilitytoanalyzeandsolveproblemsofa quantitativenature.Havingaminorinmathematicscangivestudentsacompetitiveedgeforadmission toarangeofgraduateschoolprograms. Examplesofstudentwhomaydoublemajorinclude: i. ElectricalEngineeringmajors.Initially,thiswillbeourlargestgroupofstudents.Theywillbe abletoearntheminorbytakingonlyoneadditionalcoursebeyondthemathematicsexpectedofthem asEEmajors.PresentlyanumberofthesestudentsaretakingthemathminorofferedbyUWS.Someof thesestudentsmaychoosetoeitherminorormajorinMathematicsifsuchadegreeexistsatUWB.The MathematicsandQuantitativeReasoningTaskForce2011FinalReport 33

34 UWBminorwillbemoreconvenientforthem.Itisestimatedthatatleast1012EEmajorswillbeMath MinorsorMajorseachyear. ii. ClimateSciencemajorsinthemodelingintensivetrackwilltheminortobeattractive,asitmay requireasfewasthreeadditionalcoursesbeyondwhattheywillbeadvisedtotake.Someclimate sciencestudentsmaybeinterestedingraduateschoolinatmosphericchemistryorrelatedfields.This mathcredentialwillgivethemaperceivedadvantageintheadmissionprocess.Therecouldbeseveral studentseachyear(35)atprogrammaturity. iii. CSSmajors.SomeCSSmajorshavequitestrongmathbackgroundsandwouldonlyneed approximatelythreeadditionalmathematicscourses.Theyoftentakethreecalculuscourses,linear algebraandastatisticscourse.Therecouldbepotentially23studentsperyear. iv. Prospectivemath,appliedmath,physics,andchemistrymajors.Presently,studentsinterested inmajoringintheseareasmustplanontransferringasjuniorstoanothercampusoruniversity.The mathminormaywellbeperceivedasincreasingtheiradmissibilitytotheseinstitutions.Withawell directedeffortandperhapssomeadvancedplacementcredit,theminorcanbeachievedwithintwo years.IftheytransfertoUWS,itwilleventuallybetranscripted.Iftheytransfertoanotherinstitution, theywillnotreceivetheminor,butwillhaveasignificantamountofmathpreparationontheirrecord. Weestimatethattherecouldbeasmanyfiveofthesestudentseachyear. c.Whatistheanticipateddemandforthiscurriculum?Whatdataisavailabletosupportthis expectation? Weestimatethattherewillbeapproximately1525studentsperyearatprogrammaturity,eachtaking 13extracourses d.Regardingcourseimpact,whatnewcourseswillbeneeded?Whowillbeavailabletoteachthem?Will existingcourseshavecapacityforanyadditionalstudents? ExistingCourses:Mostofthecurriculumisalreadybeingofferedorwehavecommittedtoofferthemto supportourelectricalengineeringmajor.Wedoanticipatethatanyofthesewillbeoversubscribedin thenearfuture.Theentirecorecurriculummustalreadybeofferedeveryyear.Nonewsectionswould berequired.Becausetheelectivecourselistislargerthanthenumberofrequiredcredits,notevery courseneedbeofferedeveryyear.MathematicalGametheoryandCryptographyarenotrequiredby EE,butarecoursesthathavebeentaughtinthepast.Weanticipatethembeingcontinuedonatleasta semiregularbasis.Theminormayhelppopulatethesecourses. NewCourses:Nonewcoursesareneededfortheminorinmathematics. ProposedCurriculum Whiletheproposedcurriculumrepresentsastandardminorinmathematicssimilartothemathematics minorthatmanyofourstudentsarecompletingviaUWS. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 34

35 TheproposedMinorinMathematicsrequirescompletionof3235creditswithminimumaverageGPA of2.0,distributedasfollows: MathematicsBasicCoreRequirement(15credits) STMATH125,126Calculus(10) STMATH308MatrixAlgebra(5) MathematicsElectiveRequirement(1720credits;300levelorabove) STMATH300FoundationsofModernMathematics(5) STMATH301ElementaryNumberTheory(3) STMATH307DifferentialEquations(5) STMATH324MultivariableCalculusI(5) STMATH390ProbabilityandStatisticsinEngineeringandScience(5) CSS343DataStructuresandAlgorithms(5) Oneof:BST293Cryptography(5),BST293GameTheory(5) Note:Itisexpectedthattheelectivecourselistwouldevolvewithexperienceandcurriculargrowth.The generalguidelinewouldbethatmostelectiveswoulddependuponCalcIIasaprerequisite.Some exceptionsmayoccur,andthatisthereasonthatstudentsmayonlychooseoneofeitherGameTheory orCryptography. MathematicsandQuantitativeReasoningTaskForce2011FinalReport 35

Load More