Mathematics MS
Program Purpose
As the language of science, mathematics pervades modern life. It is present in technological advances as diverse as computers, automobiles, space travel, music CD's, communications, transportation, genealogy, food preparation, and all other products of modern science. In addition to its practicality, mathematics involves fundamental ways of thinking about and examining truth. The reasoning necessary to succeed in mathematics provides an important way of examining the universe and discerning truth from falsehood.
The purpose of the Master of Science Program in mathematics is to help students progress toward being independent mathematical thinkers and participate in advancing the frontiers of mathematical knowledge.
The program also prepares students for positions in business and industry that require advanced mathematics skills, critical analysis, thoughtful synthesis, and insightful and independent problem solving.
Curricular Structure
Co curricular activities:
Essentially all students enrolled in our programs work for several semesters as teaching assistants in undergraduate mathematics courses. This helps them learn to communicate mathematics effectively and gives them an opportunity to serve others. This mentoring relationship plays an important part in the student's development.
Program Purpose
Learning Outcomes
Development of core skills
Demonstrate competence in mathematical thinking at the beginning graduate level. This includes the ability to read mathematics independently and solve mathematical problems. Students are expected to show competence in two of the three broadly defined areas of applied math, analysis, and algebra.
Students will become sufficiently knowledgeable in a specific sub-discipline to be able to understand the state of the art in that sub-discipline. Ideally, the MS thesis written by the student will contribute to the body of mathematical knowledge, however in the thesis the student may also clarify and simplify existing mathematical arguments. The goal is to demonstrate competence in mathematical thinking and writing.
Those students who choose to work on a project rather than a thesis will demonstrate sufficient understanding and knowledge in their sub-discipline to either make progress in an application of mathematics, or will demonstrate an increased understanding of the topic of the project by completing a written report, and oral presentation.
Communicate complex ideas effectively and reason soundly in both quantitative and qualitative settings at many levels, both verbally and in writing. At the MS level this includes the ability to write a thesis (or project) and give presentations at mathematical conferences as well as present their thesis/project at the conclusion of the program.
Program graduates will be able to continue their graduate education in the mathematical sciences, or be able to secure employment in a mathematics-related field.
Evidence of Learning
Learning and Teaching Assessment and Improvement
Learning and Teaching Assessment and Improvement
Assessment material generated by direct and indirect measures is collected, organized, and stored in the department office. It is used at several levels in the department to help improve student learning.
- Students are interviewed in their last semester to assess the strengths and weaknesses of the program. Records of these interviews are kept in the department office.
- Individual faculty have access to the data to help them focus their efforts to improve student learning.
- The graduate committee reviews the program effectiveness several times throughout the year, and student progress semi-annually. In the process of that review, the committee discusses not only specific help or discipline that each student might need, but also how the program might be adjusted to better meet student needs and reach program goals.
- The assessment data is reviewed annually as part of the graduate school's budget adjustment process.
- Plans for improvement are suggested by both the graduate committee and any individual faculty member who has an interest in improving the program. Plans are then reviewed and formalized by the graduate committee and approved by the department chair, and as appropriate, the college curriculum committee. They are tracked by the graduate coordinator, as necessary, until completion.
- Plans for improvement are shared with the college curriculum committee, as a formal request for approval, whenever they involve a change in the curricular structure of the program.
- Evaluations of the learning outcomes are done on an annual basis. Jared Whitehead is the faculty member responsible for these evaluations.