To:                   Faculty Senate Executive Committee


From:               Bruce Riley, Chair

                        Mathematics Department


Re:                   Curriculum Proposals from the Mathematics Department


Date:                November 8, 2004




The Mathematics Department submits two new emphases, a Mathematics Major with Applied Emphasis and a Mathematics Minor with Education Emphasis, for review and approval by the Faculty Senate.  Both emphases have been reviewed and approved by the SAH College Committee, Academic Planning Committee, and Undergraduate Curriculum Committee.  In addition, the Teacher Education Governing Council has reviewed and approved the Mathematics Minor with Education Emphasis.  Descriptions of the emphases are attached.


Applied mathematics is currently a popular area of study.  The creation of a Mathematics Major with Applied Emphasis would be beneficial to students in planning their course of study in this area.  In addition, it allows the university to highlight the applied nature of a student's degree on their transcript.  In line with the applied nature of the degree, the design of this major allows a student to choose a course from a list of applied courses in other departments as one of their electives.  This not only helps students to complete their degree in a timely fashion, but also encourages double majors with these departments, and emphasizes the application of mathematics to other fields.  The Mathematics Department has also developed a Mathematics/Engineering Dual Degree Program with the College of Engineering at UW-Madison. The Mathematics Major with Applied Emphasis would be especially well suited for students in this program.


The Mathematics Minor with Education Emphasis would be aimed at secondary education students with majors outside of mathematics who would also like to teach mathematics, and thus is designed to help these students meet the new DPI content standards in mathematics.  This minor can then be certified by DPI, thus adding to the impact of the appearance of the minor on a student's transcript.  In addition, while students could complete these same courses within the regular mathematics minor, by creating this new minor, the Mathematics Department would ease advising concerns.  Since these students are not mathematics majors, their advising occurs outside of the Mathematics Department.  Students might not be aware of the specific courses required within the mathematics minor to meet the content standards for mathematics.