Mathematics PHD
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 specific purpose of the Doctor of Philosophy program in Mathematics is to prepare students for a career in research and teaching at the university level, as well as to prepare them for professions that require independent mathematical research, advanced mathematical knowledge, critical analysis, thoughtful synthesis, and insightful and independent problem solving. It also gives students an opportunity to become full contributors to the important and exciting process of extending the frontiers of mathematical knowledge.
The underlying philosophy of the program is that graduate-level mathematics is both enabling and ennobling. Mathematical knowledge, logical reasoning, and the ability to solve problems and discover mathematical truth are powerful and important skills that allow students success in a wide range of academic, professional, or business-related careers. But more importantly, deep and careful mathematical thought expands both the mind and the soul. It increases our understanding of many things, both physical and spiritual. Our purpose in this program is to enrich the spiritual and temporal lives of our students by sharing the beauty and power of mathematics with them.
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.
- Most students spend some time working as a research assistant to an established faculty member. 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 PhD level. This includes the ability to read mathematics independently and solve advanced mathematical problems. Ph.D. students are expected to show competence in at least two of the three broadly defined areas of applied mathematics, analysis, and algebra.
Students will demonstrate independence and expertise in mathematical research and writing.
Communicate complex ideas effectively and reason soundly in both quantitative and qualitative settings at many levels, both verbally and in writing. At the PhD level this includes the ability to write a dissertation, give presentations at mathematical conferences and to submit a mathematics paper to a journal.
Program graduates will be able to enter the academy as a mathematician or be prepared to work in a profession requiring sophisticated skills in the mathematical sciences.
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.