Authors

Document Type

Program

Publication Date

Fall 2009

Abstract

KEENE STATE COLLEGE 2008-2009 ACADEMIC PROGRAM PROPOSAL FORM DATE OF SUBMISSION: September 26, 2008 SPONSORING PROGRAM AND CHAIR: MATHEMATICS MIKE CULLINANE 8-2505 MCULLINA@KEENE.EDU PROPOSAL SPONSOR: MATHEMATICS MIKE CULLINANE 8-2505 MCULLINA@KEENE.EDU PROPOSED ACTION: Underline or bold face proposed changes. Program addition Change in requirements* Program redesign Program deletion Other CURRENT PROGRAM: Mathematics Bachelor of Arts The Bachelor of Arts in Mathematics provides students breadth and depth through an integrated approach to the study of mathematics. The program prepares students for either an immediate career, especially teaching, or graduate school. A decision to undertake the Mathematics major should be made no later than the beginning of the sophomore year if the program is to be completed in four years. Students entering as Mathematics majors should take MATH 151 Calculus I as soon as possible. INTEGRATIVE STUDIES REQUIREMENTS (minimum) 44 credits MAJOR REQUIREMENTS Pure/Applied Option (minimum) 48 credits Updated 29 April 2008 2 Core Courses CS 140 Computer Programming I INPHYS 241 University Physics I MATH 151 Calculus I MATH 152 Calculus II MATH 225 Introduction to Abstract and Discrete Mathematics MATH 231 Linear Algebra and Differential Equations MATH 241 Probability and Statistics I MATH 300 Introduction to Algebra and Analysis MATH 400 Capstone in Mathematics* *Students in the teacher preparation in mathematics (secondary) must fulfill this requirement by taking MATH 475 Issues and Trends in Math Education. Plus one course from the pure area: MATH 320 Geometry (This course is required for prospective secondary teachers.) MATH 337 Number Theory MATH 490 Topics in Pure Mathematics Plus one course from the applied area: MATH 242 Applied Statistics MATH 251 Vector Calculus MATH 341 Probability and Statistics II MATH 360 Numerical Methods MATH 361 Differential Equations MATH 365 Mathematical Modeling MATH 495 Topics in Applied Mathematics Plus one additional mathematics course at the 300 level or above, excluding MATH 371, MATH 375, MATH 471, and MATH 475. For secondary teacher preparation in this major, refer to the Teacher Education section of this catalog for other courses that are to be included in the Integrative Studies Program and to meet the requirements for secondary teacher certification. Middle School/Junior High Option (minimum) 44 credits Core Courses CS 140 Computer Programming I MATH 141 Introductory Statistics MATH 151 Calculus I MATH 152 Calculus II MATH 225 Introduction to Abstract and Discrete Mathematics MATH 231 Linear Algebra and Differential Equations MATH 275 Geometry for K-8 Teachers MATH 337 Number Theory MATH 375 Algebraic Concepts for K-8 Teachers MATH 475 Issues and Trends in Math Education One mathematics elective at 300 level or higher. MATH 471 Topics in Mathematics Education will be offered occasionally and students in this option may take MATH 471 as their mathematics elective with departmental approval. ELECTIVES Select courses to reach a total of 120 credits for the degree. Updated 29 April 2008 3 DEGREE REQUIREMENTS 120 credits PROPOSED PROGRAM: Mathematics Bachelor of Arts The Bachelor of Arts in Mathematics provides students breadth and depth through an integrated approach to the study of mathematics. The program prepares students for either an immediate career, especially teaching, or graduate school. A decision to undertake the Mathematics major should be made no later than the beginning of the sophomore year if the program is to be completed in four years. Students entering as Mathematics majors should take MATH 151 Calculus I as soon as possible. INTEGRATIVE STUDIES REQUIREMENTS (minimum) 44 credits MAJOR REQUIREMENTS Mathematics Option (48 credits) Core Courses MATH 151 Calculus I MATH 152 Calculus II MATH 225 Introduction to Abstract and Discrete Mathematics MATH 231 Linear Algebra and Differential Equations MATH 241 Probability and Statistics I MATH 300 Introduction to Algebra and Analysis MATH 400 Capstone in Mathematics Plus one course from the pure area: MATH 320 Geometry MATH 337 Number Theory MATH 490 Topics in Pure Mathematics Plus one course from the applied area: MATH 242 Applied Statistics MATH 251 Vector Calculus MATH 341 Probability and Statistics II MATH 360 Numerical Methods MATH 361 Differential Equations MATH 365 Mathematical Modeling MATH 495 Topics in Applied Mathematics Plus one additional mathematics course at the 300 level or above, including IIMATH 310 and IIMATH 315, but excluding MATH 371, MATH 375, MATH 471, and MATH 475. Plus both of the following courses: CS 140 Computer Programming I INPHYS 241 University Physics I Updated 29 April 2008 4 Mathematics Secondary Teaching Option (minimum) 48 credits Core Courses MATH 151 Calculus I MATH 152 Calculus II MATH 225 Introduction to Abstract and Discrete Mathematics MATH 231 Linear Algebra and Differential Equations MATH 241 Probability and Statistics I MATH 300 Introduction to Algebra and Analysis MATH 320 Geometry MATH 475 Issues and Trends in Math Education Plus one course from the applied area: MATH 242 Applied Statistics MATH 251 Vector Calculus MATH 341 Probability and Statistics II MATH 360 Numerical Methods MATH 361 Differential Equations MATH 365 Mathematical Modeling MATH 495 Topics in Applied Mathematics Plus one additional mathematics course at the 300 level or above, including IIMATH 310 and IIMATH 315, but excluding MATH 371 and MATH 375. Plus both of the following courses: CS 140 Computer Programming I INPHYS 241 University Physics I Students selecting this option must meet the requirements for secondary teacher certification. Refer to the Teacher Education section of this catalog for information on these requirements, including courses that are to be included as part of the Integrative Studies Program requirements. Mathematics Middle School/Junior High Teaching Option (minimum) 44 credits Core Courses MATH 141 Introductory Statistics MATH 151 Calculus I MATH 152 Calculus II MATH 225 Introduction to Abstract and Discrete Mathematics MATH 231 Linear Algebra and Differential Equations MATH 275 Geometry for K-8 Teachers MATH 337 Number Theory MATH 375 Algebraic Concepts for K-8 Teachers MATH 475 Issues and Trends in Math Education Plus one additional mathematics course at the 300 level or above, including IIMATH 310 and IIMATH 315. Plus CS 140 Computer Programming I. Students selecting this option must meet the requirements for secondary teacher certification. Refer to the Teacher Education section of this catalog for information on these requirements, including courses that are to be included as part of the Integrative Studies Program requirements. ELECTIVES Updated 29 April 2008 5 Select courses to reach a total of 120 credits for the degree. DEGREE REQUIREMENTS 120 credits PROGRAM OBJECTIVES AND /OR LEARNING OUTCOMES: Note: The following are the currently approved program learning outcomes for the Mathematics major. Students will possess each of the following. 1. Technical skill in completing mathematical processes. By technical skill we mean both the ability to correctly apply standard algorithms found in the undergraduate mathematics curriculum as well as the ability to choose an appropriate algorithm. 2. Breadth and depth of knowledge of mathematics. By breadth we mean work across a spectrum of mathematical areas such as geometry, algebra, probability and statistics, analysis, history, and applications/modeling. By depth we mean the ability to recognize, represent, and connect mathematical ideas in multiple ways; the ability to reason both inductively and deductively; and the ability to meaningfully engage in the process of mathematical problem solving. 3. An understanding of the relationship of mathematics to other disciplines. 4. An ability to communicate mathematics effectively, both orally and in writing. 5. A capability of understanding and interpreting written materials in mathematics. 6. An ability to use technology to do mathematics. RATIONALE: The goal of this proposal is to make clearer the various opportunities for students within the Mathematics major. As the major presently exists, there are two options, a Pure/Applied option and a Middle School/Junior High option. Students currently seeking secondary teacher certification in mathematics must pursue the Pure/Applied option, satisfying the requirement of MATH 400 by taking MATH 475, satisfying the “pure mathematics” elective requirement by taking MATH 320 (thus revoking the “elective” status of this requirement), and satisfying appropriate Integrative Studies Program requirements and Teacher Education requirements. As might be imagined, some students have found this co-mingling of non-teaching and teaching “tracks” in a single option to be confusing! This proposal separates the existing Pure/Applied option into two options, one for students seeking secondary teacher preparation within Mathematics and the other for Updated 29 April 2008 6 Mathematics majors not seeking teaching certification. The Mathematics Department believes this will assist students by (1) more clearly identifying in the College Catalog the opportunity for students to pursue secondary teacher preparation in Mathematics and (2) separately specifying the requirements students must complete in the three different options the Mathematics major would provide: Mathematics Secondary Teaching, Mathematics Middle School/Junior High Teaching, and Mathematics (for majors not pursuing teacher preparation). RESOURCES: This proposal reconfigures the options within the Mathematics major, clarifying what students need to do, but does not change any of the major’s requirements for its students. Thus, no additional resources will be needed. ADVISORY OPINIONS: Computer Science: The Computer Science Department has reviewed this curriculum change and agree that it will not have a noticeable impact on the CS program. We approve it without reservation. Mike Hanrahan—Chair of Computer Science Physics: As a member of the physics department I find this proposal to have high merit in that it reduces the confusion for the students who would consider the teaching certification option. I do support this. Frederick Wolf—Professor of Physics Hi Becky and Mike, The Education Department has been informed and accepts the proposed. The Secondary group has responded as the faculty group directly responsible for the secondary option within Education. We are all in favor of the changes proposed by the Math department. Sorry I wasn’t more clear earlier. Dottie From: Dunn, Rebecca Sent: Friday, April 17, 2009 10:08 AM To: Cullinane, Michael; Bauer, Dottie Subject: RE: Program Proposal: BA, Math Hi Dottie and Mike, Just checking-in – are we still waiting for the EDUC dept response (we have secondary)? Becky Updated 29 April 2008 7 From: Cullinane, Michael Sent: Tuesday, April 14, 2009 4:39 PM To: Bauer, Dottie; Dunn, Rebecca Subject: RE: Program Proposal: BA, Math Yes, that is the case. Mike From: Bauer, Dottie Sent: Tuesday, April 14, 2009 1:09 PM To: Dunn, Rebecca; Cullinane, Michael Subject: RE: Program Proposal: BA, Math Correct. From: Dunn, Rebecca Sent: Tuesday, April 14, 2009 1:01 PM To: Bauer, Dottie; Cullinane, Michael Subject: RE: Program Proposal: BA, Math EDUC 432 is listed under EDUC secondary education requirements so that does not change, right? From: Bauer, Dottie Sent: Tuesday, April 14, 2009 12:57 PM To: Cullinane, Michael; Dunn, Rebecca Subject: FW: Program Proposal: BA, Math From: Youga, Jan Sent: Tuesday, April 14, 2009 12:26 PM To: Bauer, Dottie Subject: RE: Program Proposal: BA, Math Dottie, The Secondary Committee supports this proposal with the understanding that Secondary Mathematics students will still be required to take EDUC 432 Educational Theories/Trends for their Secondary major. Jan From: Bauer, Dottie Sent: Monday, April 13, 2009 11:54 AM To: Cullinane, Michael; Dunn, Rebecca Updated 29 April 2008 8 Cc: Youga, Jan Subject: FW: Program Proposal: BA, Math Hello Mike, I’m forwarding your proposal to my department as an FYI, and to Jan Youga so she can bring it to the attention of the Secondary Education Committee. I believe that the Education Department will have no concerns about this proposal since it is designed to clarify and focus students to the option most appropriate for their interests and goals. If anything comes to me, I will let you know. I assume that Jan will provide input from the Secondary group to include in the advisory opinion. Dottie From: Cullinane, Michael Sent: Thursday, April 09, 2009 11:21 AM To: Bauer, Dottie Subject: FW: Program Proposal: BA, Math Hi Dottie, Please see Becky Dunn’s e-mail below. The SCC would like an advisory opinion from Education concerning the Math Dept’s proposed rewrite of its Mathematics Major. I have attached our proposal. There are no substantive changes to the major; we are only trying to make the options more clear to the students. Could you let me know if there is anyone else in Education that I should send the proposal to? Thanks, Dottie. Mike From: Dunn, Rebecca Sent: Wednesday, April 08, 2009 6:31 PM To: Cullinane, Michael Subject: Program Proposal: BA, Math Hi Mike, The SCC reviewed the BA in Mathematics program proposal today, and would like to see an advisory opinion from Education. We saw the advisories from both CS and Physics, but also believe Education should review the proposal, too. Please let me know if you have any questions. Many thanks, Becky Dr. Becky Dunn, RD, LD, CNSC Department of Health Science, Co chair & Assistant Professor Keene State College Keene, NH 03435 2903 603 358 2423 Updated 29 April 2008 9

Source

Senate Curriculum Committee

Language

English

Publisher

Keene State College

BA Math Program Proposal

Share

COinS