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Student Learning Objectives from the "" college of arts and science

Mathematics

These learning objectives are based on the 2004 report by the Committee on the Undergraduate Program of the Mathematical Association of America. The Department of Mathematics serves a diverse population of students at multiple levels. It provides high quality instruction intended to meet the specific needs of various subpopulations.

All students will

  • develop mathematical thinking and communication skills;
  • appreciate the breadth and interconnections of the mathematical sciences;
  • be competent in the appropriate use of technology for problem solving and as an aid in understanding mathematical concepts.
Students in lower-level service and general education courses will
  • Be engaged in a meaningful and positive intellectual experience;
  • Increase their quantitative and logical reasoning abilities needed for informed citizenship and in the workplace;
  • Strengthen their quantitative and mathematical abilities that will be useful in the study of other disciplines;
  • Improve their ability to communicate quantitative ideas orally and in writing;
  • Be encouraged to take at least one additional course in the mathematical sciences.
Students in courses that primarily serve partner disciplines will
  • Become familiar with creating, solving, and interpreting basic mathematical models;
  • Be able to make sound arguments based on mathematical reasoning and/or careful analysis of data;
  • Be able to effectively communicate the substance and meaning of mathematical problems and solutions.
Students majoring in mathematics will
  • Progress from a procedural/computational understanding of mathematics to a broad understanding encompassing logical reasoning, generalization, abstraction and formal proof;
  • Gain experience in careful analysis of data;
  • Become skilled in conveying their mathematical knowledge in a variety of settings, both orally and in writing;
  • Receive meaningful and timely advising about course work and career options.
Mathematics majors in the actuarial track will in addition to the above
  • Acquire the competencies needed to gain admission to the actuarial profession and take the first actuarial exam.
Students preparing to become teachers of mathematics will
  • Gain competencies as outlined in the NCTM (National Council of Teachers of Mathematics) learning indicators.

    In particular, they will:
  • Acquire mathematical thinking and communication skills, including knowledge of a broad range of explanations and examples, good logical and quantitative reasoning skills, and facility in reconnecting the component parts of concepts and methods;
  • Gain understanding of and experience with the uses of mathematics in a variety of areas.
Students completing the M.S. degree in mathematics will
  • Achieve a level of competency in mathematics substantially beyond that expected from undergraduate mathematics majors. This applies to both the depth and breadth of their knowledge, to their abilities in understanding and writing proofs, as well as to their abilities in communicating mathematics in written and oral form and applying mathematical techniques to solving problems in other areas;
  • Complete at least part of their course work at a level commensurate with students in a doctoral program;
  • Acquire quantitative reasoning skills and mathematical background knowledge necessary for pursuing mathematics intensive professions.
  • Gain a solid foundation for pursuing a Ph.D. degree in mathematics if they wish to continue their education along this path.
Students completing the Ph.D. degree in mathematics will
  • Gain proficiency in at least four distinct areas of advanced mathematics;
  • Achieve a level of knowledge in their area of specialty commensurate with the requirements of an active research program in mathematics;
  • Be able to produce original mathematical research of publishable quality.
Graduate students who serve as teaching assistants will in addition
  • Become competent instructors.


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