COURSE SEQUENCE FOR MATHEMATICS MAJORS

The following is a suggested course sequence for completing the requirements for a BS in mathematics. Credit hours are in parentheses. Since all mathematics term courses numbered above 218 are offered in alternate years, the years in which these courses are taken will vary among individuals.  Mathematics electives are in brackets.

The following is a suggested course sequence for completing the requirements for a BA in mathematics education. Credit hours are in parentheses. Since all mathematics term courses numbered above 218 are offered in alternate years, the years in which these courses are taken will vary among individuals.  Mathematics electives are in brackets.

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STUDENT LEARNING OUTCOMES

The intended learning outcomes for students pursuing a Bachelor of Science degree in mathematics are indicated in the following sections: 

I. Students will know and be able to interrelate a core of basic mathematical concepts.

1. Students understand the function concept, and they can apply it in a variety of contexts.

2. Students understand the calculus concepts of limit, derivative, and definite integral, and they can explain how the three are related.   

3. Students are able to investigate and describe the behavior of functions defined by infinite series.   

4. Students know properties of vectors and vector operations in the plane and in space.   

5. Students know properties of matrix algebra, and they are able to use matrices in a variety of contexts.   

6. Students are familiar with some discrete mathematical concepts and related results.   

7. Students know basic properties of probability and probability distributions and how these are applied to problems involving uncertainty.

8. Students know fundamental principles and procedures of data analysis.

II. Students will be able to use a variety of problem solving strategies. 

1. Students are able to use algebraic techniques to solve problems involving equations, systems of equations, and inequalities.

2. Students are able to use functions as mathematical models and to investigate their behavior analytically, numerically, and graphically.

3. Students are able to solve problems using tools of differential and integral calculus.

4. Students are able to use vectors and matrix algebra to solve problems involving geometric concepts, physical systems, and data analysis.

5. Students are able to solve problems using tools of discrete mathematics including modular arithmetic, mathematical induction, counting principles, algorithms, and graph theory.

6. Students are able to use probabilistic reasoning and procedures of statistical analysis to solve problems involving data.

III. Students will be able to construct and communicate valid mathematical arguments.   

1. Students are able to distinguish between inductive and deductive reasoning.

2. Students are able to recognize and follow valid mathematical arguments.

3. Students are able to use different methods of proving conjectures, including direct argument, contradiction, contrapositive, and mathematical induction.

4. Students are able to verify falsity of conjectures by supplying counterexamples.

5. Students are able to effectively communicate mathematical reasoning, both orally and in writing.

IV.  Students will be able to apply mathematical skills to problems in other disciplines.

1. Students are able to apply methods of calculus to problems in the physical, social, and life sciences.
    
2. Students are able to use vectors and matrix algebra to solve problems in the physical and social sciences.
    
3. Students are able to use discrete mathematical concepts in the contexts of algorithm development and computer programming.
    
4. Students are able to apply procedures of statistical analysis to problems in the physical and social sciences.
   

V. Students will be able to make use of technology as a problem solving tool.

1. Students are proficient in the use of a graphing calculator.
   

2. Students are proficient in the use of a computer algebra system.
   

3. Students are experienced in the use of an electronic spreadsheet and statistical software.

4. Students are able to use mathematical resources on the internet.
   

5. Students are able to program computers in a high-level language.

GRADING RUBRICS 

The following general rubrics are used to assign letter grades for written work, oral presentations, and research papers.

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REQUIREMENTS FOR SECONDARY TEACHING

For certification to teach mathematics with a grades 7-12 endorsement, a mathematics major at Briar Cliff must complete the BA program as well as a major in secondary education. The requirements in addition to the mathematics major are as follows:

1. Professional education instruction core     
    EDUC 210  Educational Foundations
    EDUC 250  Management and Instruction
    EDUC 270  Exceptional Learners   
    EDUC 318  Educational Psychology
    EDUC 330  Educational Measurement and Evaluation
    EDUC 415  Student Teaching in the Secondary School
    EDUC 450  Human Relations
    EDUC IS    Intensive Study courses (6)

2. Required supporting courses
    PSYC 110  Introductory Psychology
    PSYC 280  Developmental Psychology
    HIST  231 (or 232)  History of the United States  or  PSCI 101  American Government
    SOCY 240 Racial, Ethnic, and Gender Inequality  or  PSCI 224  Geography and World
      Cultures
    A life science course
    EDSE 07IS  Content Area Reading

REQUIREMENTS FOR MATHEMATICS MINOR

The general requirements for a minor in mathematics are:
    MATH 217  Calculus I
    MATH 218  Calculus II
    10 credit hours in courses chosen from MATH 200 and MATH courses numbered above 218

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CLASS SCHEDULE FOR ALTERNATE-YEAR COURSES

DECLARING A MAJOR

Before declaring a major in mathematics, you must successfully complete the Calculus sequence, MATH 217 and 218, or transfer in these courses. It is recommended that you have grades of B or better in both courses and a minimum GPA of 2.50 overall.

After successfully completing the first two Calculus courses, obtain a Major Declaration Form from the Registrar's office and present it to the department chairperson for signature. This constitutes notification of your intention to declare a major.  Your application will be reviewed by the chairperson, signed, and returned to you.

No student will be allowed to register for MATH IS courses in mathematics without having first declared a major in mathematics.

To remain a major in good standing, you must maintain a cumulative GPA of at least 2.50. You may not count more than one "D" in a MATH course to fulfill the requirements for the major or minor.

ADVISING PROCEDURES

After declaring a major in mathematics will be assigned an advisor in the department. Although you are assigned a faculty advisor, you are still ultimately responsible for seeing that you meet the University's as well as the department's requirements for graduation. Your advisor's function is to help you plan your schedules and to monitor your progress towards the degree. If you choose the BA program, you will have a co-advisor in the Education Department.

Approximately one week before advising and registration begins, you should make an appointment with your advisor.  Some classes tend to close early so places may not be available if you wait too long. Before meeting with your advisor, you should review the course schedule for the coming semester and make up a tentative schedule. If you find that you cannot make your advising appointment, please call or e-mail to cancel.

INTERNSHIPS

Internships in mathematics may be available to eligible students. A student may also develop her or his own internship if an opportunity presents itself. All internships must be approved by registration time, but students desiring an internship should begin looking into it at least a semester in advance. Junior or senior standing and a minimum cumulative GPA of 3.00 is required to be eligible for an internship.

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SUGGESTED READING LIST FOR MATHEMATICS MAJORS

Mathematics majors are encouraged to supplement their required work with readings from the following list:

Boyer, Carl. A History of Mathematics. Wiley, 1968
 
Campbell, D. and Higgins, J. Mathematics: People, Problems, Results.    Wadsworth, 1984

Davis, Philip. Descartes’ Dream. Harcourt Brace Jovanovich, 1986

Davis, Philip and Hersh, Reuben. The Mathematical Experience. Houghton Mifflin, 1981

Derbyshire, John. Prime Obsession. Joseph Henry Press, 2003

Devlin, Keith. Mathematics: The New Golden Age. Penguin Books, 1988

__________. The Millennium Problems. Basic Books, 2002

Driver, R.D., Why Math?. Springer-Verlag, 1984

Dunham, William. Journey Through Genius. Wiley, 1990

_____________. The Mathematical Universe. Wiley, 1994

du Sautoy, Marcus. The Music of the Primes. Perennial, 2004

_____________. Symmetry: A Journey into the Patterns of Nature.
Harper, 2008

Eves, Howard. An Introduction to the History of Mathematics, 5th Edition. Saunders, 1983

Hardy, G.H. A Mathematician’s Apology. Cambridge University Press, 1967

Hofstadter, Douglas. Godel, Escher, Bach. Vintage Books, 1979

Kanigel, Robert. The Man Who Knew Infinity. Washington Square Press, 1991

Mlodinow, Leonard. The Drunkard's Walk: How Randomness Rules Our Lives. Vintage Books, 2008

Penrose, Roger. The Emperor’s New Mind. Oxford University Press, 1989

Peterson, Ivars. Islands of Truth: A Mathematical Mystery Cruise. Freeman, 1990

__________. The Mathematical Tourist. Freeman, 1988

Singh, Simon. Fermat's Enigma. Walker, 1997

Solow, Daniel. How to Read and Do Proofs. Wiley, 1982



ACADEMIC INTEGRITY STATEMENT

The following is a copy of the Academic Integrity Statement taken from the Briar Cliff University catalog:

Briar Cliff University, as "a community within the Catholic and Franciscan tradition" strives to create an environment where the dignity of each person is recognized. Accordingly, integrity in relationships and work is supported and rewarded. Actions which are contrary to this spirit must be dealt with. Lack of integrity in academic work may appear in various forms, among which are cheating and plagiarism.

Cheating refers to the dissemination or use of unauthorized materials or information in completing an examination, paper, or other assignment. This includes collusion in completing assignments and copying from others.

Plagiarism is the submission, as a part of a course, work or papers (including oral presentations, projects, lab reports, experiments, etc.) in which a student represents the ideas, statements, or data of others as his/her own work. Another's work is represented as his/her own when it is copied or paraphrased without proper acknowledgment, such as footnotes, quotation marks, or direct statement.

The general policy of Briar Cliff University is that for a student's first offense, the instructor of the course will determine an appropriate penalty, with a maximum penalty of an "F" for the entire course. For a second offense, the course instructor and the Academic Dean will determine an appropriate penalty, up to and including immediate and permanent dismissal. For any offense after the second, the Academic Dean will determine an appropriate penalty, up to and including immediate and permanent dismissal from the college.

In all the alleged cases of cheating and plagiarism, the student shall be notified by the faculty member of the specific charges and circumstances in writing. A copy shall be sent to the Academic Dean. If the student wishes to deny the allegations, he/she must notify the department chairperson of the denial within ten days of notification. The chairperson will weigh the evidence presented by the student (in writing or at an oral hearing) and by the student's instructor, and make the final decision. (If the instructor is the chairperson of the department, the appeal shall be directed to the Academic Dean.) In the case of the third offense where the penalty is imposed by the Academic Dean, the appeal is to the President.

All material and information relative to any charge of cheating or plagiarism shall be kept by the Academic Dean in a special file during the period in which the student is enrolled at Briar Cliff , serving only as a statement of record if the student is charged with a subsequent act of plagiarism or cheating. In case of an appeal after the first offense, the file shall be destroyed if the student is found not guilty of the offense. If there are no further charges, the file will be destroyed at the time of the student's graduation from Briar Cliff. In order to support the Academic Integrity Statement, faculty members are expected to administer and monitor tests in a fair and consistent manner.

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DEPARTMENT FACULTY

Dr. Craig Kalicki     Professor of Mathematics (1977)
                                 Department Chairperson

Dr. Chuck Shaffer    Professor of Mathematics (1975)

Ms. Beth Westpfahl    Assistant Professor of Mathematics (1991)
                                       Specialist, Student Support Services

Last updated:  06/14/2011.  

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