Appendix IV Four-Year Mathematics Questionnaire · bachelors degree. Many of the departments in our random sample also offer higher degrees in mathematical sciences. We have classified

219

Appendix IV

Four-Year Mathematics Questionnaire

220� 2005 CBMS Survey of Undergraduate Programs

Mathematics Questionnaire

As part of a random sample, your department has been chosen to participate in the NSF-fundedCBMS2005 National Survey of Undergraduate Mathematical Sciences. Even though it is avery complicated survey, the presidents of all U.S. mathematical sciences organizations haveendorsed it and ask for your cooperation.

We assure you that no individual departmental data, except the names of responding departments,will be released.

This survey provides data about the nation's undergraduate mathematical and statistical effort thatis available from no other source. You can see the results of a similar survey five years ago bygoing to www.ams.org/cbms where the CBMS 2000 report is available on-line.

This survey studies the undergraduate programs in universities and colleges that offer at least abachelors degree. Many of the departments in our random sample also offer higher degreesin mathematical sciences.

We have classified your department as belonging to a university or four-year college. If this is notcorrect, please contact David Lutzer, Survey Director, at 757-221-4006 or at [email protected].

If you have any questions while filling out this survey form, please call the Survey Director, DavidLutzer, at 757-221-4006 or contact him by e-mail at [email protected].

Please report on undergraduate programs in the broadly defined mathematical sciences includingapplied mathematics, statistics, operations research, and computer science that are under thedirection of your department. Do not include data for other departments or for branches orcampuses of your institution that are budgetarily separate from your own.

Please return your completed questionnaire by October 15, 2005 in the enclosed envelope to:

CBMS Survey

UNC-CH Survey Research Unit

730 Martin Luther King, Jr. Blvd

Suite 103, CB#2400, UNC-CH

Chapel Hill, NC 27599-2400

Please retain a copy of your responses to this questionnaire in case questions arise.

1

General Information

Four-Year Mathematics Questionnaire� 221


As part of a random sample, your department has been chosen to participate in the NSF-fundedCBMS2005 National Survey of Undergraduate Mathematical Sciences. Even though it is avery complicated survey, the presidents of all U.S. mathematical sciences organizations haveendorsed it and ask for your cooperation.

We assure you that no individual departmental data, except the names of responding departments,will be released.

This survey provides data about the nation's undergraduate mathematical and statistical effort thatis available from no other source. You can see the results of a similar survey five years ago bygoing to www.ams.org/cbms where the CBMS 2000 report is available on-line.

This survey studies the undergraduate programs in universities and colleges that offer at least abachelors degree. Many of the departments in our random sample also offer higher degreesin mathematical sciences.

We have classified your department as belonging to a university or four-year college. If this is notcorrect, please contact David Lutzer, Survey Director, at 757-221-4006 or at [email protected].

If you have any questions while filling out this survey form, please call the Survey Director, DavidLutzer, at 757-221-4006 or contact him by e-mail at [email protected].

Please report on undergraduate programs in the broadly defined mathematical sciences includingapplied mathematics, statistics, operations research, and computer science that are under thedirection of your department. Do not include data for other departments or for branches orcampuses of your institution that are budgetarily separate from your own.

Please return your completed questionnaire by October 15, 2005 in the enclosed envelope to:

CBMS Survey

UNC-CH Survey Research Unit

730 Martin Luther King, Jr. Blvd

Suite 103, CB#2400, UNC-CH

Chapel Hill, NC 27599-2400

Please retain a copy of your responses to this questionnaire in case questions arise.

1

General Information

A1. Name of your institution: ______________________________________________________________

A2. Name of your department: _____________________________________________________________

A3. We have classified your department as being part of a university or four-year college. Do you agree?

Yes............................ If “Yes”, go to A4 below.

No.............................. If “No”, please call David Lutzer, Survey Director, at 757-221-4006 before proceeding any further.

A4. Your institution is .......public ; .......private

A5. Which programs leading to the following degrees does your department offer? Please check at least one box in each row.

If you offer bachelors, masters, or doctoral degrees in a mathematical science other than those in A5-a, b, c, and d, please enter the name(s) of the fields here: _________________________________________

A6. Responses to this question will be used to project total enrollment in the current (2005-2006) academic year based on the pattern of your departmental enrollments in 2004-2005. Do NOT include any numbers from dual-enrollment courses1 in answering question A6.

a) Previous fall (2004) total student enrollment in your department's undergraduate courses (remember: do not include dual-enrollment courses1): ............................................................

b) Previous academic year (2004-2005) total enrollment in your department's undergraduate courses,excluding dual enrollments1 and excluding enrollments in summer school 2005:

c) Total enrollment in your department's undergraduate courses in summer school 2005: .......

d) Total enrollment in Calculus II in Winter/Spring term of 2005: ................................................

e) Total number of sections in Calculus II in Winter/Spring term of 2005: ..................................

1 In this question, the term “dual-enrollment courses” is used to mean courses taught on a high school campus, by high school teachers, for which high school students may obtain high school credit and simultaneously college credit through your institution.

Program None Baccalaureate Masters Doctoral Degree Degree Degree

(1) (2) (3) (4)

a) Mathematics (including applied)

b) Statistics

c) Mathematics Education

d) Computer Science

e) Other (please specify below)

2

Mathematics QuestionnaireA. General InformationPLEASE PRINT CLEARLY

(1)

(2)

(3)

(4)

(5)

(1)

(2)

(1) (2)


3

A7. Which of the following best describes your institution's academic calendar? Check only one box.

Academic calendar description if not a), b), or c): _______________________________________

A8. If your college or university does not recognize tenure, check the following box and follow the special instructions in subsequent sections for counting departmental faculty of various types.

A9. Contact person in your department:

A10. Contact person's e-mail address:

A11. Contact person's phone number including area code:

A12. Contact person's mailing address:


a) Semester

b) Trimester

c) Quarter

d) Other (please specify below)

A. General Information cont.


In this questionnaire the term dual enrollment courses refers to courses conducted on a high school campusand taught by high school teachers, for which high school students may obtain high school credit andsimultaneously college credit through your institution.

B1. Does your department participate in any dual enrollment programs of the type defined above?

Yes............................ If “Yes”, go to B2.

No.............................. If “No”, go to B6.

B2. Please complete the following table concerning your dual enrollment program (as defined above) forthe previous term (spring 2005) and the current fall term of 2005.

B3. For the dual enrollment courses in B2, to what extent are the following the responsibility of your department?

B4. Does your department have a teaching evaluation program in which your part-time department faculty are required to participate?

Yes............................ If “Yes”, go to B5.

No.............................. If “No”, go to B6.

B5. Are instructors in the dual-enrollment courses reported in B2 required to participate in the teaching evaluation program for part-time departmental faculty described in B4?

Yes............................

No..............................

Course Total Number of Total Number ofDual Enrollments Dual-Enrollment Dual Enrollments Dual-Enrollment

Sections SectionsLast Term Last Term This Term This Term

=Spring 2005 =Spring 2005 =Fall 2005 =Fall 2005 (1) (2) (3) (4)

a) College Algebra

b) Pre-calculus

c) Calculus I

d) Statistics

e) Other

(1)

(2)

4


Never Sometimes AlwaysOur Our Our

Responsibility Responsibility Responsibility(1) (2) (3)

a) Choice of textbook

b) Design/approval of syllabus

c) Design of final exam

d) Choice of instructor

B. Dual Enrollment Courses

(1)

(2)

(1)

(2)


5

B6. Does your department assign any of its own full-time or part-time faculty to teach courses conducted on a high school campus for which high school students may receive both high school and college credit (through your institution)?

Yes............................ If “Yes”, go to B7.

No.............................. If “No”, go to Section C.

B7. How many students are enrolled in the courses conducted on a high school campus and taught by your full-time or part-time faculty and through which high school students may receive both high school and college credit (through your institution)? .................................................................................................

In subsequent sections we ask about course enrollments in your department and we ask thatyou not include any of the enrollments reported in this section B.

Mathematics QuestionnaireB. Dual Enrollment Courses cont.

(1)

(2)


Th

e fo

llow

ing

inst

ruct

ion

s ap

ply

th

rou

gh

ou

t se

ctio

ns

C, D

, E, a

nd

F (

pag

es 6

-20)

.

� If

you

r de

part

men

tal c

ours

e tit

les

do n

ot m

atch

exa

ctly

with

the

ones

that

we

sugg

est,

plea

se u

se y

our

best

judg

men

t to

mat

ch th

em.

� R

epor

t dis

tanc

e-le

arni

ng e

nrol

lmen

ts s

epar

atel

y fr

om o

ther

enr

ollm

ents

. A d

ista

nce-

lear

ning

sect

ion

is o

ne in

whi

ch a

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

by In

tern

et, T

V, c

orre

spon

denc

e co

urse

s, o

r ot

her

met

hods

whe

re th

e in

stru

ctor

is N

OT

phy

sica

lly p

rese

nt.

� D

o N

OT

incl

ude

any

dual

-enr

ollm

ent s

ectio

ns o

r enr

ollm

ents

in th

ese

tabl

es. (

In th

is q

uest

ionn

aire

, a d

ual-e

nrol

lmen

tsec

tion

is o

ne th

at is

con

duct

edon

a h

igh-

scho

ol c

ampu

s, ta

ught

by

a hi

gh-s

choo

l tea

cher

, and

whi

ch a

llow

s st

uden

ts to

rec

eive

hig

h-sc

hool

cre

dit a

nd s

imul

tane

ousl

y co

llege

cred

it fr

om y

our

inst

itutio

n fo

r th

e co

urse

. T

hese

cou

rses

wer

e re

port

ed in

Sec

tion

B.)

� F

or s

ome

cour

ses

(e.g

., C

-16,

bel

ow) w

e as

k yo

u to

list

thos

e le

ctur

e se

ctio

ns w

ith s

ever

al re

cita

tion/

prob

lem

/labo

rato

ry s

essi

ons

sepa

rate

ly fr

omot

her

sect

ions

of t

he c

ours

e th

at d

o no

t hav

e su

ch r

ecita

tion/

prob

lem

/labo

rato

ry s

essi

ons.

� E

xcep

t in

C16

-2, C

17-2

, C18

-2, C

19-2

, and

D1-

2, p

leas

e co

unt a

ny le

ctur

e co

urse

alo

ng w

ith it

s as

soci

ated

reci

tatio

n/pr

oble

m/la

bora

tory

ses

sion

sas

one

sec

tion

of th

e co

urse

. S

peci

al in

stru

ctio

ns fo

r C

16-2

, C17

-2, C

18-2

, C19

-2, a

nd D

1-2

are

give

n in

foot

note

s.

� R

epor

t a

sect

ion

of a

cou

rse

as b

eing

tau

ght

by a

gra

duat

e te

achi

ng a

ssis

tant

(G

TA

)if

and

only

if t

hat

sect

ion

is t

augh

t in

depe

nden

tlyby

the

GT

A, i

.e.,

whe

n it

is th

e G

TA

's o

wn

cour

se a

nd th

e G

TA

is th

e in

stru

ctor

of r

ecor

d.

� If

you

r in

stitu

tion

does

not

rec

ogni

ze te

nure

, rep

ort s

ectio

ns ta

ught

by

your

per

man

ent f

ull-t

ime

facu

lty in

col

umn

(5)

and

sect

ions

taug

ht b

y ot

her

full-

time

facu

lty in

col

umns

(6)

or

(7)

as a

ppro

pria

te.

� F

ull-t

ime

facu

lty te

achi

ng in

you

r de

part

men

t and

hol

ding

join

t app

oint

men

ts w

ith o

ther

dep

artm

ents

sho

uld

be c

ount

ed in

col

umn

(5)

if th

ey a

rete

nure

d, te

nure

-elig

ible

, or p

erm

anen

t in

your

dep

artm

ent.

Fac

ulty

who

are

not

tenu

red,

tenu

re-e

ligib

le, o

r per

man

ent i

n yo

ur d

epar

tmen

t sho

uld

be c

ount

ed in

col

umn

(8) i

f the

ir fa

ll 20

05 te

achi

ng in

you

r dep

artm

ent i

s le

ss th

an o

r equ

al to

50%

of t

heir

tota

l fal

l tea

chin

g as

sign

men

t, an

d th

eysh

ould

be

repo

rted

in c

olum

n (6

) or (

7) o

ther

wis

e. (

Exa

mpl

e: I

f a te

nure

d ph

ysic

s pr

ofes

sor w

ith a

join

t app

oint

men

t in

your

dep

artm

ent t

each

esa

tota

l of t

wo

cour

ses

in fa

ll 20

05, w

ith e

xact

ly o

ne b

eing

in y

our d

epar

tmen

t, th

en th

at p

erso

n w

ould

be

coun

ted

as p

art-

time

in y

our d

epar

tmen

t.)

� D

o no

t fill

in a

ny s

hade

d re

ctan

gles

.

� A

ny u

nsha

ded

rect

angl

e th

at is

left

blan

k w

ill b

e in

terp

rete

d as

rep

ortin

g a

coun

t of z

ero.

� E

xcep

t whe

re s

peci

fical

ly s

tate

d to

the

cont

rary

, the

tabl

es in

Sec

tions

C, D

, E, a

nd F

dea

l with

enr

ollm

ents

in fa

ll te

rm 2

005.

6

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5)M

athem

atic

s Q

ues

tionnai

re


7

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

PR

EC

OL

LE

GE

LE

VE

L

MA

TH

EM

AT

ICS

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

dist

ance

-

educ

atio

n

enro

llmen

ta

(2)

Tot

alen

rollm

ent

NO

T in

Col

(2)

and

NO

T d

ual

enro

llmen

tsb

(3)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (3

)

(4)

Par

t-

time

Fac

ulty

(8)

Gra

duat

e

Tea

chin

g

Ass

ist.c

(9)

Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns a

re ta

ught

by:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts c

ours

es, i

.e.,

cour

ses

taug

ht o

n a

high

sch

ool c

ampu

s by

a h

igh

scho

ol in

stru

ctor

, for

whi

ch h

igh

scho

ol s

tude

nts

may

obt

ain

both

hig

h sc

hool

cre

dit a

nd s

imul

tane

ousl

y co

llege

cre

dit

thro

ugh

your

inst

itutio

n.c

Sec

tions

taug

ht in

depe

nden

tly b

y G

TA

s .

Oth

er

Ful

l-tim

e

Fac

ulty

with

out P

h.D

.

(7)

Ten

ured

or T

enur

e-

elig

ible

Fac

ulty

(5)

Oth

er

Ful

l-tim

e

Fac

ulty

with

Ph.

D.

(6)

C1.

Arit

hmet

ic/B

asic

Mat

h

C2.

Pre

-alg

ebra

C3.

Ele

men

tary

Alg

ebra

(h

igh

scho

ol le

vel)

C4.

Int

erm

edia

te A

lgeb

ra

(hig

h sc

hool

leve

l)

C5.

Oth

er p

reco

llege

leve

l cou

rses

C6.

Mat

hem

atic

s fo

r Li

bera

l Art

s

C7.

Fin

ite M

athe

mat

ics

C8.

Bus

ines

s M

athe

mat

ics

(non

-Cal

culu

s)

INT

RO

DU

CTO

RY

LE

VE

L, I

NC

LU

DIN

GP

RE-C

AL

CU

LU

S


8

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

aldi

stan

ce-

educ

atio

nen

rollm

enta

(2)

Tot

alen

rollm

ent

NO

T in

Col

(2)

and

N

OT

dua

len

rollm

ents

b

(3)

Num

ber

of s

ectio

nsco

rres

-po

ndin

g to

Col

umn

(3)

(4)

Ten

ured

or

T

enur

e-el

igib

le

Fac

ulty

(5)

Oth

erF

ull-t

ime

Fac

ulty

with

P

h.D

.

(6)

Par

t-tim

e F

acul

ty

(8)

Gra

duat

eT

each

ing

Ass

ist.c

(9)

Use

grap

hing

calc

ulat

ors

(10)

Incl

ude

writ

ing

com

pone

nts

such

as

repo

rts

orpr

ojec

ts

(11)

Req

uire

com

pute

ras

sign

-m

ents

(12)

Use

on

-line

hom

ewor

kge

nera

ting

and

grad

ing

pack

ages

(13)

Ass

ign

grou

ppr

ojec

ts

(14)

Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

MA

TH

EM

AT

ICS

Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns a

re ta

ught

by:

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts c

ours

es, i

.e.,

cour

ses

taug

ht o

n a

high

sch

ool c

ampu

s by

a h

igh

scho

ol in

stru

ctor

, for

whi

ch h

igh

scho

ol s

tude

nts

may

obt

ain

both

hig

h sc

hool

cre

dit a

nd s

imul

tane

ousl

y co

llege

cre

dit

thro

ugh

your

inst

itutio

n.c

Sec

tions

taug

ht in

depe

nden

tly b

y G

TA

s.

Oth

erF

ull-t

ime

Fac

ulty

with

out

Ph.

D.

(7)

C9.

M

athe

mat

ics

for

Ele

men

tary

Sch

ool T

each

ers

I, II

C10

. C

olle

ge A

lgeb

ra

(bey

ond

C4)

C11

. T

rigon

omet

ry

C12

. C

olle

ge A

lgeb

ra &

T

rigon

omet

ry (

com

bine

d)

C13

. E

lem

enta

ry F

unct

ions

, Pre

-ca

lcul

us, A

naly

tic G

eom

etry

C14

. In

trod

uctio

n to

Mat

hem

atic

alM

odel

ing

C15

. A

ll ot

her

intr

oduc

tory

leve

lpr

e-ca

lcul

us c

ours

es

INT

RO

DU

CTO

RY

LE

VE

L, I

NC

LU

DIN

GP

RE-C

AL

CU

LU

S, C

ON

T.


C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

9

MA

TH

EM

AT

ICS

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

aldi

stan

ce-

educ

atio

nen

rollm

enta

(2)

Tot

alen

rollm

ent

NO

T in

Col

(2)

and

N

OT

dua

len

rollm

ents

b

(3)

Num

ber

of s

ectio

nsco

rres

-po

ndin

g to

Col

umn

(3)

(4)

Ten

ured

or

T

enur

e-el

igib

le

Fac

ulty

(5)

Oth

erF

ull-t

ime

Fac

ulty

with

P

h.D

.

(6)

Par

t-tim

e F

acul

ty

(8)

Gra

duat

eT

each

ing

Ass

ist.c

(9)

Use

grap

hing

calc

ulat

ors

(10)

Incl

ude

writ

ing

com

pone

nts

such

as

repo

rts

orpr

ojec

ts

(11)

Req

uire

com

pute

ras

sign

-m

ents

(12)

Use

on

-line

hom

ewor

kge

nera

ting

and

grad

ing

pack

ages

(13)

Ass

ign

grou

ppr

ojec

ts

(14)

Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sO

f the

num

ber

in C

olum

n 4,

ho

w m

any

sect

ions

are

taug

ht b

y:

Oth

erF

ull-t

ime

Fac

ulty

with

out

Ph.

D.

(7)

MA

INS

TR

EA

Md

CA

LC

UL

US

II

MA

INS

TR

EA

Md

CA

LC

UL

US

I

C16

-1.

Lect

ure

with

sep

arat

ely

sche

dule

d re

cita

tion/

prob

lem

/labo

rato

ry s

essi

onse

C16

-2.

Num

ber

of r

ecita

tion/

prob

lem

/labo

rato

ryse

ssio

ns a

ssoc

iate

d w

ith c

ours

es r

epor

ted

in C

16-1

. S

ee e

xam

plef

belo

w.

C16

-3.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t of 3

0 or

less

C16

-4.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t abo

ve 3

0

C17

-1.

Lect

ure

with

sep

arat

ely

sche

dule

d re

cita

tion/

prob

lem

/labo

rato

ry s

essi

onse

C17

-2.

Num

ber

of r

ecita

tion/

prob

lem

/labo

rato

ryse

ssio

ns a

ssoc

iate

d w

ith c

ours

es r

epor

ted

in C

17-1

. S

ee e

xam

plef

belo

w.

C17

-3.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t of 3

0 or

less

C17

-4.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t abo

ve 3

0

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts c

ours

es, i

.e.,

cour

ses

taug

ht o

n a

high

sch

ool c

ampu

s by

a h

igh

scho

ol in

stru

ctor

, for

whi

ch h

igh

scho

ol s

tude

nts

may

obt

ain

both

hig

h sc

hool

cre

dit a

nd s

imul

tane

ousl

y co

llege

cre

dit

thro

ugh

your

inst

itutio

n.c

Sec

tions

taug

ht in

depe

nden

tly b

y G

TA

s.d

A c

alcu

lus

cour

se is

mai

nstr

eam

if it

lead

s to

the

usua

l upp

er d

ivis

ion

mat

hem

atic

al s

cien

ces

cour

ses.

e R

epor

t a c

alcu

lus

clas

s al

ong

with

its

reci

tatio

n/pr

oble

m/la

bora

tory

ses

sion

s as

one

sec

tion

in C

16-1

, C17

-1, C

18-1

, and

C19

-1.

f Exa

mpl

e: s

uppo

se y

our

depa

rtm

ent o

ffers

four

100

-stu

dent

sec

tions

of a

cou

rse

and

that

eac

h is

div

ided

into

five

20-

stud

ent d

iscu

ssio

n se

ssio

ns th

at m

eet s

epar

atel

y fr

om th

e le

ctur

es.

Rep

ort 4

*5=

20 r

ecita

tion/

prob

lem

/labo

rato

ry

sess

ions

ass

ocia

ted

with

the

cour

se, e

ven

if ea

ch d

iscu

ssio

n m

eets

sev

eral

tim

es p

er w

eek.


10

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

MA

TH

EM

AT

ICS

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

aldi

stan

ce-

educ

atio

nen

rollm

enta

(2)

Tot

alen

rollm

ent

NO

T in

Col

(2)

and

N

OT

dua

len

rollm

ents

b

(3)

Num

ber

of s

ectio

nsco

rres

-po

ndin

g to

Col

umn

(3)

(4)

Ten

ured

or

T

enur

e-el

igib

le

Fac

ulty

(5)

Oth

erF

ull-t

ime

Fac

ulty

with

P

h.D

.

(6)

Par

t-tim

e F

acul

ty

(8)

Gra

duat

eT

each

ing

Ass

ist.c

(9)

Use

grap

hing

calc

ulat

ors

(10)

Incl

ude

writ

ing

com

pone

nts

such

as

repo

rts

orpr

ojec

ts

(11)

Req

uire

com

pute

ras

sign

-m

ents

(12)

Use

on

-line

hom

ewor

kge

nera

ting

and

grad

ing

pack

ages

(13)

Ass

ign

grou

ppr

ojec

ts

(14)

Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sO

f the

num

ber

in C

olum

n 4,

ho

w m

any

sect

ions

are

taug

ht b

y:

Oth

erF

ull-t

ime

Fac

ulty

with

out

Ph.

D.

(7)

NO

N-M

AIN

ST

RE

AM

dC

AL

CU

LU

SI

MA

INS

TR

EA

Md

CA

LC

UL

US

III (

and

IV, e

tc)

C18

-1.

Lect

ure

with

sep

arat

ely

sche

dule

d re

cita

tion/

prob

lem

/labo

rato

ry s

essi

onse

C18

-2.

Num

ber

of r

ecita

tion/

prob

lem

/labo

rato

ryse

ssio

ns a

ssoc

iate

d w

ith c

ours

es r

epor

ted

in C

18-1

. See

exa

mpl

efbe

low

.

C18

-3.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t of 3

0 or

less

C18

-4.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t abo

ve 3

0

C19

-1.

Lect

ure

with

sep

arat

ely

sche

dule

d re

cita

tion/

prob

lem

/labo

rato

ry s

essi

onse

C19

-2.

Num

ber

of r

ecita

tion/

prob

lem

/labo

rato

ryse

ssio

ns a

ssoc

iate

d w

ith c

ours

es r

epor

ted

in C

19-1

. See

exa

mpe

f bel

ow.

C19

-3.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t of 3

0 or

less

C19

-4.

Oth

er s

ectio

ns w

ith e

nrol

lmen

t abo

ve 3

0

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts c

ours

es, i

.e.,

cour

ses

taug

ht o

n a

high

sch

ool c

ampu

s by

a h

igh

scho

ol in

stru

ctor

, for

whi

ch h

igh

scho

ol s

tude

nts

may

obt

ain

both

hig

h sc

hool

cre

dit a

nd s

imul

tane

ousl

y co

llege

cre

dit

thro

ugh

your

inst

itutio

n.c

Sec

tions

taug

ht in

depe

nden

tly b

y G

TA

s.d

A c

alcu

lus

cour

se is

mai

nstr

eam

if it

lead

s to

the

usua

l upp

er d

ivis

ion

mat

hem

atic

al s

cien

ces

cour

ses.

e R

epor

t a c

alcu

lus

clas

s al

ong

with

its

reci

tatio

n/pr

oble

m/la

bora

tory

ses

sion

s as

one

sec

tion

in C

16-1

, C17

-1, C

18-1

, and

C19

-1.

f Exa

mpl

e: s

uppo

se y

our

depa

rtm

ent o

ffers

four

100

-stu

dent

sec

tions

of a

cou

rse

and

that

eac

h is

div

ided

into

five

20-

stud

ent d

iscu

ssio

n se

ssio

ns th

at m

eet s

epar

atel

y fr

om th

e le

ctur

es.

Rep

ort 4

*5=

20 r

ecita

tion/

prob

lem

/labo

rato

ry

sess

ions

ass

ocia

ted

with

the

cour

se, e

ven

if ea

ch d

iscu

ssio

n m

eets

sev

eral

tim

es p

er w

eek.


11

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

MA

TH

EM

AT

ICS

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

dist

ance

-

educ

atio

n

enro

llmen

ta

(2)

Tot

alen

rollm

ent

NO

T in

Col

(2)

and

N

OT

dua

len

rollm

ents

b

(3)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (3

)

(4)

Par

t-

time

Fac

ulty

(8)

Gra

duat

e

Tea

chin

g

Ass

ist.c

(9)

CA

LC

UL

US

LE

VE

L, C

ON

T.

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts c

ours

es, i

.e.,

cour

ses

taug

ht o

n a

high

sch

ool c

ampu

s by

a h

igh

scho

ol in

stru

ctor

, for

whi

ch h

igh

scho

ol s

tude

nts

may

obt

ain

both

hig

h sc

hool

cre

dit a

nd s

imul

tane

ousl

y co

llege

cre

dit

thro

ugh

your

inst

itutio

n.c

Sec

tions

taug

ht in

depe

nden

tly b

y G

TA

s.d

A c

alcu

lus

cour

se is

mai

nstr

eam

if it

lead

s to

the

usua

l upp

er d

ivis

ion

mat

hem

atic

al s

cien

ces

cour

ses.

Oth

er

Ful

l-tim

e

Fac

ulty

with

out P

h.D

.

(7)

Ten

ured

or T

enur

e-

elig

ible

Fac

ulty

(5)

Oth

er

Ful

l-tim

e

Fac

ulty

with

Ph.

D.

(6)Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns a

re ta

ught

by:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

C20

. N

on-M

ains

trea

mdC

alcu

lus,

II,

III, e

tc.

C21

. D

iffer

entia

l Equ

atio

ns a

nd L

inea

rA

lgeb

ra (

com

bine

d)

C22

. D

iffer

entia

l Equ

atio

ns

C23

. Li

near

Alg

ebra

or

Mat

rix T

heor

y

C24

. D

iscr

ete

Mat

hem

atic

s

C25

. O

ther

cal

culu

s-le

vel c

ours

es


C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

In r

epor

ting

on a

dvan

ced

cour

ses,

ple

ase

pay

spec

ial a

ttent

ion

to th

e fo

llow

ing

inst

ruct

ions

:�

If a

n un

derg

radu

ate

cour

se c

onta

ins

a m

ixtu

re o

f gra

duat

e an

d un

derg

radu

ate

stud

ents

, rep

ort t

hem

all

in C

olum

n (2

).

� If

you

r in

stitu

tion

does

not

rec

ogni

ze te

nure

, rep

ort s

ectio

ns ta

ught

by

your

per

man

ent f

acul

ty in

Col

umn

(4).

� M

ake

sure

that

no

cour

se is

rep

orte

d in

mor

e th

an o

ne r

ow.

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

enro

llmen

t

Fal

l 200

5

(2)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (2

)

(3)

MA

TH

EM

AT

ICS

Num

ber

of s

ectio

ns

corr

espo

ndin

g to

Col

umn

(3)

taug

ht b

y

Ten

ured

or

Ten

ure-

elig

ible

Fac

ulty

(4)

Was

this

cou

rse

taug

ht in

AN

Y te

rm o

f the

pre

viou

s

acad

emic

yea

r?

Y(e

s) /

N(o

)

(5)

C26

.

Intr

oduc

tion

to P

roof

s

C27

-1.

Mod

ern

Alg

ebra

I

C27

-2.

Mod

ern

Alg

ebra

II

C28

.

Num

ber

The

ory

C29

.

Com

bina

toric

s

C30

.

Act

uaria

l Mat

hem

atic

s

C31

.

Logi

c/F

ound

atio

ns (

not C

26)

C32

.

Dis

cret

e S

truc

ture

s

C33

.

His

tory

of M

athe

mat

ics

C34

.

Geo

met

ry

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sW

ill th

is c

ours

e be

offe

red

in th

e

next

term

(S

prin

g 20

06)?

Y(e

s) /

N(o

)

(6)

12

AD

VAN

CE

DU

ND

ER

GR

AD

UA

TE

LE

VE

L


13

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

C35

. M

athe

mat

ics

for

Sec

onda

ryS

choo

l Tea

cher

s I a

nd II

(m

etho

ds, s

peci

al c

onte

nt, e

tc.)

C36

-1. A

dvan

ced

Cal

culu

s an

d/or

R

eal A

naly

sis,

I

C36

-2 A

dvan

ced

Cal

culu

s an

d/or

Rea

l Ana

lysi

s, II

C37

. A

dvan

ced

Mat

hem

atic

s fo

rE

ngin

eerin

g an

d P

hysi

cs, I

and

II

C38

. A

dvan

ced

Line

ar A

lgeb

ra(b

eyon

d C

21, C

23)

C39

. V

ecto

r A

naly

sis

C40

. A

dvan

ced

Diff

eren

tial E

quat

ions

(bey

ond

C22

)

C41

. P

artia

l Diff

eren

tial E

quat

ions

C42

. N

umer

ical

Ana

lysi

s I a

nd II

C43

. A

pplie

d M

athe

mat

ics

(Mod

elin

g)

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

enro

llmen

t

Fal

l 200

5

(2)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (2

)

(3)

MA

TH

EM

AT

ICS

Num

ber

of s

ectio

ns

corr

espo

ndin

g to

Col

umn

(3)

taug

ht b

y

Ten

ured

or

Ten

ure-

elig

ible

Fac

ulty

(4)

Was

this

cou

rse

taug

ht in

AN

Y te

rm o

f the

pre

viou

s

acad

emic

yea

r?

Y(e

s) /

N(o

)

(5)

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sW

ill th

is c

ours

e be

offe

red

in th

e

next

term

(S

prin

g 20

06)?

Y(e

s) /

N(o

)

(6)

AD

VAN

CE

DU

ND

ER

GR

AD

UA

TE

LE

VE

L, C

ON

T.


14

C. M

ath

emat

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

C44

. C

ompl

ex V

aria

bles

C45

. T

opol

ogy

C46

. M

athe

mat

ics

of F

inan

ce

(not

C30

, C43

)

C47

. C

odes

and

Cry

ptol

ogy

C48

. B

iom

athe

mat

ics

C49

. S

enio

r S

emin

ar/In

depe

nden

t S

tudy

in M

athe

mat

ics

C50

. A

ll ot

her

adva

nced

leve

l m

athe

mat

ics

(exc

ludi

ng

Pro

babi

lity,

Sta

tistic

s, o

r O

pera

tions

R

esea

rch

cour

ses)

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

enro

llmen

t

Fal

l 200

5

(2)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (2

)

(3)

MA

TH

EM

AT

ICS

Num

ber

of s

ectio

ns

corr

espo

ndin

g to

Col

umn

(3)

taug

ht b

y

Ten

ured

or

Ten

ure-

elig

ible

Fac

ulty

(4)

Was

this

cou

rse

taug

ht in

AN

Y te

rm o

f the

pre

viou

s

acad

emic

yea

r?

Y(e

s) /

N(o

)

(5)

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sW

ill th

is c

ours

e be

offe

red

in th

e

next

term

(S

prin

g 20

06)?

Y(e

s) /

N(o

)

(6)

AD

VAN

CE

DU

ND

ER

GR

AD

UA

TE

LE

VE

L, C

ON

T.


15

D. P

rob

abili

ty &

Sta

tist

ics

Co

urs

es (

Fal

l 200

5)

Mat

hem

atic

s Q

ues

tionnai

re

D1.

E

lem

enta

ry S

tatis

tics

(no

calc

ulus

pre

requ

isite

):

D1-

1. L

ectu

re w

ith s

epar

atel

y sc

hedu

led

reci

tatio

n/pr

oble

m/la

bora

tory

sess

ions

d

D1-

2. N

umbe

r of

rec

itatio

n/pr

oble

m/

labo

rato

ry s

essi

ons

asso

ciat

edw

ith c

ours

es r

epor

ted

in D

1-1e

D1-

3. O

ther

sec

tions

with

enr

ollm

ent

of 3

0 or

less

D1-

4. O

ther

sec

tions

with

enr

ollm

ent

abov

e 30

D2.

P

roba

bilit

y &

Sta

tistic

s (n

o ca

lcul

us p

rere

quis

ite)

D3.

Oth

er e

lem

enta

ry le

vel P

roba

bilit

y&

Sta

tistic

s co

urse

s

PR

OB

AB

ILIT

Y &

STA

TIS

TIC

S

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

aldi

stan

ce-

educ

atio

nen

rollm

enta

(2)

Tot

alen

rollm

ent

NO

T in

Col

(2)

and

N

OT

dua

len

rollm

ents

b

(3)

Num

ber

of s

ectio

nsco

rres

-po

ndin

g to

Col

umn

(3)

(4)

Ten

ured

or

T

enur

e-el

igib

le

Fac

ulty

(5)

Oth

erF

ull-t

ime

Fac

ulty

with

P

h.D

.

(6)

Par

t-tim

e F

acul

ty

(8)

Gra

duat

eT

each

ing

Ass

ist.c

(9)

Use

grap

hing

calc

ulat

ors

(10)

Incl

ude

writ

ing

com

pone

nts

such

as

repo

rts

orpr

ojec

ts

(11)

Req

uire

com

pute

ras

sign

-m

ents

(12)

Use

on

-line

hom

ewor

kge

nera

ting

and

grad

ing

pack

ages

(13)

Ass

ign

grou

ppr

ojec

ts

(14)

Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sO

f the

num

ber

in C

olum

n 4,

ho

w m

any

sect

ions

are

taug

ht b

y:

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

or v

ia In

tern

et, T

V, c

orre

spon

denc

e co

urse

s, o

r ot

her

met

hods

whe

re th

e in

stru

ctor

is N

OT

phys

ical

ly p

rese

nt.

bD

o no

t inc

lude

any

dua

l-enr

ollm

ents

cou

rses

, i.e

., co

urse

s ta

ught

on

a hi

gh s

choo

l cam

pus

by a

hig

h sc

hool

inst

ruct

or, f

or w

hich

hig

h sc

hool

stu

dent

s m

ay o

btai

n bo

th h

igh

scho

ol c

redi

t and

sim

ulta

neou

sly

colle

ge c

redi

t th

roug

h yo

ur in

stitu

tion.

c S

ectio

ns ta

ught

inde

pend

ently

by

GT

As.

d A

cla

ss a

long

with

its

reci

tatio

n/pr

oble

m/la

bora

tory

ses

sion

s is

to b

e co

unte

d as

one

sec

tion

in D

1-1.

e E

xam

ple:

sup

pose

you

r de

part

men

t offe

rs fo

ur 1

00-s

tude

nt s

ectio

ns o

f a c

ours

e an

d th

at e

ach

is d

ivid

ed in

to fi

ve 2

0-st

uden

t dis

cuss

ion

sess

ions

that

mee

t sep

arat

ely

from

the

lect

ures

. R

epor

t 4*5

=20

rec

itatio

n/pr

oble

m/la

bora

tory

se

ssio

ns a

ssoc

iate

d w

ith th

e co

urse

, eve

n if

each

dis

cuss

ion

mee

ts s

ever

al ti

mes

per

wee

k.

Oth

erF

ull-t

ime

Fac

ulty

with

out

Ph.

D.

(7)

EL

EM

EN

TAR

YL

EV

EL

Ple

ase

refe

r to

the

cour

se r

epor

ting

inst

ruct

ions

at t

he b

egin

ning

of S

ectio

n C

.

D.

Doe

s yo

ur d

epar

tmen

t offe

r an

y P

roba

bilit

y an

d/or

Sta

tistic

s C

ours

es?

Yes

......

......

......

......

....

If “Y

es”,

go

to D

1-1,

bel

ow.

No.

......

......

......

......

.....

If “N

o”, g

o to

Sec

tion

E.

(1)

(2)


16

D. P

rob

abili

ty &

Sta

tist

ics

Co

urs

es (

Fal

l 200

5) c

on

t.M

athem

atic

s Q

ues

tionnai

re

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

enro

llmen

t

Fal

l 200

5

(2)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (2

)

(3)

PR

OB

AB

ILIT

Y &

STA

TIS

TIC

S

Num

ber

of s

ectio

ns

corr

espo

ndin

g to

Col

umn

(3)

taug

ht b

y

Ten

ured

or

Ten

ure-

elig

ible

Fac

ulty

(4)

Was

this

cou

rse

taug

ht in

AN

Y te

rm o

f the

pre

viou

s

acad

emic

yea

r?

Y(e

s) /

N(o

)

(5)

D4.

M

athe

mat

ical

Sta

tistic

s(c

alcu

lus

prer

equi

site

)

D5.

P

roba

bilit

y (c

alcu

lus

prer

equi

site

)

D6.

C

ombi

ned

Pro

babi

lity

& S

tatis

tics

(cal

culu

s pr

ereq

uisi

te)

D7.

S

toch

astic

Pro

cess

es

D8.

A

pplie

d S

tatis

tical

Ana

lysi

s

D9.

D

esig

n &

Ana

lysi

s of

Exp

erim

ents

D10

. R

egre

ssio

n (a

nd C

orre

latio

n)

D11

. B

iost

atis

tics

D12

. N

onpa

ram

etric

Sta

tistic

s

D13

. C

ateg

oric

al D

ata

Ana

lysi

s

D14

. S

ampl

e S

urve

y D

esig

n &

Ana

lysi

s

D15

. S

tatis

tical

Sof

twar

e &

Com

putin

g

D16

. D

ata

Man

agem

ent

D17

. S

enio

r S

emin

ar/

Inde

pend

ent S

tudi

es

D18

. A

ll ot

her

uppe

r le

vel P

roba

bilit

y &

Sta

tistic

s co

urse

s

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

sW

ill th

is c

ours

e be

offe

red

in th

e

next

term

(S

prin

g 20

06)?

Y(e

s) /

N(o

)

(6)

INT

ER

ME

DIA

TE

AN

DA

DVA

NC

ED

LE

VE

L


17

E.

Op

erat

ion

s R

esea

rch

Co

urs

es (

Fal

l 200

5)M

athem

atic

s Q

ues

tionnai

re

Ple

ase

refe

r to

the

cour

se r

epor

ting

inst

ruct

ions

at t

he b

egin

ning

of S

ectio

n C

.

E.

Doe

s yo

ur d

epar

tmen

t offe

r an

y O

pera

tions

Res

earc

h co

urse

s?

Yes

......

......

......

......

....

If “Y

es”,

go

to E

1, b

elow

.

No.

......

......

......

......

.....

If “N

o”, g

o to

Sec

tion

F.

(1)

(2)

OP

ER

AT

ION

RE

SE

AR

CH

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

enro

llmen

t

Fal

l 200

5

(2)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (2

)

(3)

Num

ber

of s

ectio

ns

corr

espo

ndin

g to

Col

umn

(3)

taug

ht b

y

Ten

ured

or

Ten

ure-

elig

ible

Fac

ulty

(4)

Was

this

cou

rse

taug

ht in

AN

Y te

rm o

f the

pre

viou

s

acad

emic

yea

r?

Y(e

s) /

N(o

)

(5)

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

Will

this

cou

rse

be

offe

red

in th

e

next

term

(S

prin

g 20

06)?

Y(e

s) /

N(o

)

(6)

E1.

In

tro.

to O

pera

tions

Res

earc

h

E2.

In

tro.

to L

inea

r P

rogr

amm

ing

E3.

A

ll ot

her

O.R

. cou

rses


18

F. C

om

pu

ter

Sci

ence

Co

urs

es (

Fal

l 200

5)

Mat

hem

atic

s Q

ues

tionnai

re

F1.

Com

pute

rs a

nd S

ocie

ty, I

ssue

s in

CS

F2.

Int

ro. t

o S

oftw

are

Pac

kage

s

F3.

Oth

er C

S G

ener

al E

duca

tion

Cou

rses

� P

leas

e re

fer

to th

e co

urse

rep

ortin

g in

stru

ctio

ns a

t the

beg

inni

ng o

f Sec

tion

C.

� I

n D

ecem

ber

2001

, a

join

t IE

EE

Com

pute

r S

ocie

ty/A

CM

Tas

k F

orce

iss

ued

its r

ecom

men

datio

ns o

n “M

odel

Cur

ricul

a fo

rC

om

pu

ting

.”

Th

at

rep

ort

re

pla

ced

th

e c

urr

icu

lar

reco

mm

en

da

tion

s p

ub

lish

ed

by

AC

M i

n 1

99

1 a

nd

is

ava

ilab

le f

rom

http

://w

ww

.com

pute

r.or

g/ed

ucat

ion/

cc20

01/.

Cou

rse

num

bers

and

, to

the

degr

ee p

ossi

ble,

cou

rse

nam

es in

the

tabl

e be

low

are

take

n fr

om th

e de

taile

d co

urse

out

lines

in th

e ap

pend

ices

of t

hat C

C20

01 r

epor

t.

F.

Doe

s yo

ur d

epar

tmen

t offe

r an

y C

ompu

ter

Sci

ence

s co

urse

s?

Yes

......

......

......

......

....

If “Y

es”,

go

to F

1, b

elow

.

No.

......

......

......

......

.....

If “N

o”, g

o to

Sec

tion

G

CO

MP

UT

ER

SC

IEN

CE

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

dist

ance

-

educ

atio

n

enro

llmen

ta

(2)

Tot

al

enro

llmen

t

NO

T in

Col

(2)

and

NO

T d

ual

enro

llmen

tsb

(3)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (3

)

(4)

Par

t-

time

Fac

ulty

(8)

Gra

duat

e

Tea

chin

g

Ass

ist.c

(9)

GE

NE

RA

LE

DU

CA

TIO

NC

OU

RS

ES

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts (

see

Sec

tion

B).

c S

ectio

ns ta

ught

inde

pend

ently

by

GT

As.

Oth

er

Ful

l-tim

e

Fac

ulty

with

out P

h.D

.

(7)

Ten

ured

or T

enur

e-

elig

ible

Fac

ulty

(5)

Oth

er

Ful

l-tim

e

Fac

ulty

with

Ph.

D.

(6)Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns a

re ta

ught

by:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

(1)

(2)


INT

ER

ME

DIA

TE

LE

VE

L

CO

MP

UT

ER

SC

IEN

CE

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

dist

ance

-

educ

atio

n

enro

llmen

ta

(2)

Tot

al

enro

llmen

t

NO

T in

Col

(2)

and

NO

T d

ual

enro

llmen

tsb

(3)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (3

)

(4)

Par

t-

time

Fac

ulty

(8)

Gra

duat

e

Tea

chin

g

Ass

ist.c

(9)

INT

RO

DU

CTO

RY

CS

CO

UR

SE

S

Oth

er

Ful

l-tim

e

Fac

ulty

with

out P

h.D

.

(7)

Ten

ured

or T

enur

e-

elig

ible

Fac

ulty

(5)

Oth

er

Ful

l-tim

e

Fac

ulty

with

Ph.

D.

(6)Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns a

re ta

ught

by:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

19

F. C

om

pu

ter

Sci

ence

Co

urs

es (

Fal

l 200

5) c

on

t.

Mat

hem

atic

s Q

ues

tionnai

re

F4.

Com

pute

r P

rogr

amm

ing

I (C

S10

1 or

111

)d

F5.

C

ompu

ter

Pro

gram

min

g II

(CS

102

or 1

12 a

nd 1

13)d

F6.

D

iscr

ete

Str

uctu

res

for

CS

(C

S10

5, 1

06,

or 1

15)d

, but

not

cou

rses

C24

or

C32

in

S

ectio

n C

abo

ve

F7.

A

ll ot

her

intr

oduc

tory

Lev

el C

S c

ours

es

F8.

A

lgor

ithm

Des

ign

and

Ana

lysi

s (C

S21

0)d

F9.

C

ompu

ter

Arc

hite

ctur

e(C

S22

0, 2

21, o

r 22

2)d

F10

. Ope

ratin

g S

yste

ms

(CS

225,

226

)d

a A

maj

ority

of s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

via

Inte

rnet

, TV

, cor

resp

onde

nce

cour

ses,

or

othe

r m

etho

d w

here

the

inst

ruct

or is

NO

Tph

ysic

ally

pre

sent

.b

Do

not i

nclu

de a

ny d

ual-e

nrol

lmen

ts (

see

Sec

tion

B).

c S

ectio

ns ta

ught

inde

pend

ently

by

GT

As.

dC

ours

e nu

mbe

rs fr

om C

C20

01.


UP

PE

RL

EV

EL

CO

MP

UT

ER

SC

IEN

CE

Nam

e of

Cou

rse

(or

equi

vale

nt)

(1)

Tot

al

dist

ance

-

educ

atio

n

enro

llmen

ta

(2)

Tot

al

enro

llmen

t

NO

T in

Col

(2)

and

NO

T d

ual

enro

llmen

tsb

(3)

Num

ber

of s

ectio

ns

corr

espo

ndin

g

to C

olum

n (3

)

(4)

Par

t-

time

Fac

ulty

(8)

Gra

duat

e

Tea

chin

g

Ass

ist.c

(9)

INT

ER

ME

DIA

TE

LE

VE

LC

ON

T.

Oth

er

Ful

l-tim

e

Fac

ulty

with

out P

h.D

.

(7)

Ten

ured

or T

enur

e-

elig

ible

Fac

ulty

(5)

Oth

er

Ful

l-tim

e

Fac

ulty

with

Ph.

D.

(6)Of t

he n

umbe

r in

Col

umn

4,

how

man

y se

ctio

ns a

re ta

ught

by:

�C

ells

left

bla

nk

will

be

inte

rpre

ted

as

zero

s

20

F. C

om

pu

ter

Sci

ence

Co

urs

es (

Fal

l 200

5) c

on

t.

Mat

hem

atic

s Q

ues

tionnai

re

F11

. N

et-c

entr

ic C

ompu

ting

(CS

230)

d

F12

. P

rogr

amm

ing

Lang

uage

T

rans

latio

n (C

S24

0)d

F13

. H

uman

-Com

pute

r In

tera

ctio

n (C

S25

0)d

F14

. A

rtifi

cial

Inte

llige

nce

(C

S26

0, 2

61, 2

62)d

F15

. D

atab

ases

(C

S27

0, 2

71)d

F16

. S

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ll up

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CC

2001

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a A

maj

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the

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C20

01.


21


G1. Number of faculty in your department in fall 2005

NOTES for G1:

� In responding to questions in this section, use the same rules for distinguishing between full-

time and part-time faculty that you used in sections C, D, E, and F. Often, one easy way to

distinguish between full-time and part-time faculty is to ask whether a given faculty member

participates in the same kind of insurance and retirement programs as does your department

chair. Part-time faculty are often paid by the course and do not receive the same insurance

and retirement benefits as does the department chair.

� If your institution does not recognize tenure, please report departmental faculty who are

permanent on line G1-(a) and report all other faculty on lines G1-(c), (d), or (e) as appropriate.

(a) Number of full-time tenured faculty (not including visitors or those on leave) in fall 2005 .......

(b) Number of full-time tenure-eligible-but-not-tenured faculty (not including visitors or those on

leave) in fall 2005 ....................................................................................................................

(c) Number of tenured or tenure-eligible faculty on leave in fall 2005 ...........................................

(d) Number of post-docs in your department in fall 2005 (where a postdoctoral appointment is a

temporary position primarily intended to provide an opportunity to extend graduate training

or to further research) ..............................................................................................................

(e) Number of full-time faculty in your department in fall 2005 not included in (a), (b),( c), or (d)

and who hold visiting appointments .........................................................................................

(f) Number of full-time faculty in your department in fall 2005 who are not in (a), (b), (c), (d), or (e)

(g) Number of part-time faculty in your department in fall 2005 ....................................................

G2. What is the expected (or average) teaching assignment for the tenured and tenure-eligible faculty reported

G1-(a), (b)? (If your institution does not recognize tenure, report on those faculty who are “permanent

full-time.”)

(a) Expected classroom contact hours per week for tenured and tenure-eligible faculty in

fall 2005 ....................................................................................................................................

(b) Expected classroom contact hours per week for tenured and tenure-eligible faculty last

year in winter/spring 2005 ........................................................................................................

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(1)

(2)

G. Faculty Profile (Fall 2005)


22


If you do not offer a major in a mathematical science, check here and go to H9. Otherwise go to H1.

H1. Please report the total number of your departmental majors who received their bachelors degrees from your institution between 01 July 2004 and 30 June 2005. Include joint majorsand double majors1 .................................................................................................................................................................

H2. Of the undergraduate degrees described in H1, please report the number who majored in each of thefollowing categories. Each student should be reported only once. Include all double and joint majors1 in your totals. Use “Other” category for a major in your department who does not fit into one of the earlier categories.

H3. Does your department teach any upper division Computer Science courses?

Yes............................

No..............................

H4. Can a major in your department count some upper division Computer Science course(s) from some other department toward the upper division credit hour requirement for your departmental major?

Yes............................

No..............................

H5. Does your department offer any upper division Statistics courses?

Yes............................

No..............................

H6. Can a major in your department count some upper division Statistics course(s) from some other department toward the upper division credit hour requirement for your departmental major?

Yes............................

No..............................

1 A “double major’’ is a student who completes the degree requirements of two separate majors, one in mathematics and a second in another program or department. A “joint major” is a student who completes a single major in your department that integrates courses from mathematics and some other program or department and typically requires fewer credit hours than the sum of the credit hours required by the two separate majors.

Area of Major Male Female

a) Mathematics (including applied)

b) Mathematics Education

c) Statistics

d) Computer Science

e) Actuarial Mathematics

f) Operations Research

g) Joint1 Mathematics and Computer Science

h) Joint1 Mathematics and Statistics

i) Joint1 Mathematics and (Business or Economics)

j) Other

H. Undergraduate Program (Fall 2005)

(1)

(1)

(2)

(1)

(2)

(1)

(2)

(1)

(2)

(1) (2)


23


H7. To what extent must majors in your department complete the following? Check one box in each row.

H8. Many departments today use a spectrum of program-assessment methods. Please check all that apply to your department’s undergraduate program-assessment efforts during the last six years.

(a) We conducted a review of our undergraduate program that included one or morereviewers from outside of our institution .................................................................................

(b) We asked graduates of our undergraduate program to comment on and suggestchanges in our undergraduate program .................................................................................

(c) Other departments at our institution were invited to comment on the preparation thattheir students received in our courses ...................................................................................

(d) Data on our students’ progress in subsequent mathematics courses was gathered and analyzed ...........................................................................................................................

(e) We have a placement system for first-year students and we gathered and analyzeddata on its effectiveness ..........................................................................................................

(f) Our department’s program assessment activities led to changes in our undergraduate program ....................................................................................................................................

Required of Required of some Not requiredall majors but not all majors of any major

a) Modern Algebra I

b) Modern Algebra I plus some other upper division Algebra course

c) Real Analysis I

d) Real Analysis I plus some other upper division Analysis course

e) at least one Computer Science course

f) at least one Statistics course

g) at least one applied mathematics course beyond course C-25 (in Section C)

h) a capstone experience (e.g. a senior project, a senior thesis, a senior seminar,or an internship)

i) an exit exam (written or oral)

H. Undergraduate Program (Fall 2005) cont.

(1)

(2)

(3)

(4)

(5)

(6)

(1) (2) (3)


24

Mathematics QuestionnaireH. Undergraduate Program (Fall 2005) cont.

H9. General Education Courses: Does your institution require all bachelors graduates to have credit for a quantitative literacy course as part of their general education requirements? Choose one of the following.

(a) Yes, all bachelors graduates must have such credit if (a), go to H10.

(b) Not (a), but all students in the academic unit to

which our department belongs must have such credit1

if (b), go to H10.

(c) neither (a) nor (b) if (c), go to H13.

H10. If you chose (a) or (b) in H9, is it true that all students (to whom the quantitative requirement applies)must fulfill it by taking a course in your department?

Yes............................

No..............................

H11. Which courses in your department can be used to fulfill the general education quantitative requirement in H9?

(a) Any freshman course in our department go to H13.

(b) Only certain courses in our department go to H12.

H12. If you chose H11(b), which of the following departmental courses can be used to fulfill the generaleducation quantitative requirement? Check all that apply.

H13. Does your department or institution operate a mathematics lab or tutoring center intended to give studentsout-of-class help with mathematics or statistics problems?

Yes............................ If “Yes”, go to H14.

No.............................. If “No”, go to H15.

1 For example, you would check H9(b) if students in the College of Fine Arts do not have a quantitative literacy requirement, and yet all students in the College of Science (to which our department belongs) must complete a quantitative literacy requirement.

(1)

(2)

(3)

(1)

(2)

(1)

(2)

Course Can be used

a) College Algebra and/or Pre-calculus

b) Calculus

c) Mathematical Modeling

d) a basic Probability and/or Statistics course

e) a special general education coursein our department not listed above

f) some other course(s) in ourdepartment not listed above

(1)

(2)


25


H14. Please check all services available through the mathematics lab or tutoring center mentioned in H13.

(a) Computer-aided instruction .....................................................................................................

(b) Computer software such as computer algebra systems or statistical packages .....................

(c) Media such as video tapes, CDs, or DVDs .............................................................................

(d) Tutoring by students ...............................................................................................................

(e) Tutoring by paraprofessional staff ...........................................................................................

(f) Tutoring by part-time mathematics faculty .................................................................................

(g) Tutoring by full-time mathematics faculty ...............................................................................

(h) Internet resources ...................................................................................................................

H15. Please check all of the opportunities available to your undergraduate mathematics students.

(a) Honors sections of departmental courses ...............................................................................

(b) An undergraduate Mathematics Club ......................................................................................

(c) Special mathematics programs to encourage women .............................................................

(d) Special mathematics programs to encourage minorities .........................................................

(e) Opportunities to participate in mathematics contests ..............................................................

(f) Special mathematics lectures/colloquia not part of a mathematics club ..................................

(g) Mathematics outreach opportunities in local K-12 schools .....................................................

(h) Undergraduate research opportunities in mathematics ...........................................................

(i) Independent study opportunities in mathematics .....................................................................

(j) Assigned faculty advisers in mathematics ................................................................................

(k) Opportunity to write a senior thesis in mathematics ................................................................

(l) A career day for mathematics majors .......................................................................................

(m) Special advising about graduate school opportunities in mathematical sciences ..................

(n) Opportunity for an internship experience ................................................................................

(o) Opportunity to participate in a senior seminar .........................................................................

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

(8)

(9)

(10)

(11)

(12)

(13)

(14)

(15)

H. Undergraduate Program (Fall 2005) cont.


26

Mathematics QuestionnaireH. Undergraduate Program (Fall 2005) cont.

H16. If you offer a major in some mathematical science, please give your best estimate of the percentage of your

department’s graduating majors from the previous academic year (reported in H1) in each of the following

categories. If you do not offer any mathematical sciences major, go to Section I

(a) who went into pre-college teaching ..........................................................................................

(b) who went to graduate school in the mathematical sciences .....................................................

(c) who went to professional school or to graduate school outside of the mathematical sciences

(d) who took jobs in business, industry, government, etc .............................................................

(e) who had other post-graduation plans known to the department ..............................................

(f) whose plans are not known to the department .........................................................................

(1)

(2)

(3)

(4)

(5)

(6)

%

%

%

%

%

%


27


I-1. Does your institution offer a program or major leading to certification in some or all of grades K-8?

Yes............................ If “Yes”, go to I-2.

No.............................. If “No”, go to I-14.

I-2. Do members of your department serve on a committee that determines what mathematics courses are part of that certification program?

Yes............................

No..............................

I-3. Does your department offer a course or course-sequence that is designed specifically for the pre-serviceK-8 teacher certification program?

Yes............................ If “Yes”, go to I-4.

No.............................. If “No”, go to I-9.

I-4. Are you offering more than one section of the special course for pre-service K-8 teachers in fall 2005?

Yes............................ If “Yes”, go to I-5.

No.............................. If “No”, go to I-8.

I-5. Is there a designated departmental coordinator for your multiple sections of the special course for pre-service K-8 teachers in fall 2005?

Yes............................ If “Yes”, go to I-6.

No.............................. If “No”, go to I-8.

I-6. Please choose the box that best describes the coordinator mentioned in I-5.

(a) tenured or tenure-eligible .......................................................................................................

(b) a postdoc1 ..............................................................................................................................

(c) a full-time faculty member not in (b) who holds a visiting appointment in your department ...

(d) a full-time faculty member without a doctorate who is not in (a), (b), or (c) ...........................

(e) a full-time faculty member with a doctorate who is not in (a), (b), (c), or (d) ..........................

(f) a part-time faculty member .....................................................................................................

(g) a graduate teaching assistant ................................................................................................

1 A postdoctoral appointment is a temporary position primarily intended to provide an opportunity to extend graduate education or to further research.

(1)

(2)

(1)

(2)

(1)

(2)

(1)

(2)

(1)

(2)

(1)

(2)

(3)

(4)

(5)

(6)

(7)

I. Pre-service Teacher Education in Mathematics


28

Mathematics QuestionnaireI. Pre-service Teacher Education in Mathematics cont.

I-7. Given that you offer multiple sections of the special course for pre-service K-8 teachers in fall 2005, is it truethat all sections of that course use the same textbook?

Yes............................

No..............................

I-8. During which year of their college careers are your pre-service K-8 teachers most likely to take your department’s special course for pre-service K-8 teachers? If you have two such courses, consider only the first in responding to this question. Please check just one box.

I-9. Are there any sections of other courses in your department (i.e., other than the special course for K-8 teachers mentioned in I-3) that are restricted to or designated for pre-service K-8 teachers?

Yes............................

No..............................

Special instructions for questions I-10, I-11, I-12, and I-13: Many institutions have different certification re-quirements for pre-service elementary teachers preparing for early grades and those preparing for later grades.However, there is no nationwide agreement on which grades are “early grades” and which are “later grades”except that grades 1 and 2 are “early” and grades 6 and above are usually considered “later grades,” andthat is how we use the terms in the next four questions.

I-10. Does your K-8 pre-service program have different requirements for students preparing to teach early gradesand for those planning to teach later grades?.

Yes............................ If “Yes”, go to I-12.

No.............................. If “No”, go to I-11.

I-11. Given that your pre-service K-8 teacher education program does not distinguish between preparing for certification in early and later grades, how many courses are all pre-service elementary teachers required to take in your department (including general education requirements, if any)?

Now go to I-13 and put all of your answers into column (3).

I-12. Given that your pre-service K-8 teacher education program does distinguish between preparing for certification to teach early grades and later grades, how many courses are pre-service K-8 teachers required to take in your department (including general education requirements, if any )?

(a) Number of courses required for early grade certification .........................................................

(b) Number of courses required for later grade certification .........................................................

Now go to I-13 and put all of your answers into columns (1) and (2).

a) Freshman

b) Sophomore

c) Junior

d) Senior

(1)

(2)

(1)

(2)

(1)

(2)

(1)

(2)


29


I-13. In your judgement, which three of the following courses in your department are most likely to be taken by pre-service K-8 teachers? If your program does NOT distinguish between early and later grades, please use the column (3) for your answers and check a total of only three boxes. If your program DOES distinguish between early and later grades, check exactly three boxes in each of columns (1) and (2) and ignore column (3).

I-14. How do students at your institution who are seeking certification for teaching mathematics in secondary schoolslearn about the history of mathematics? Choose one of the following boxes.

(a) We have no secondary school mathematics certification program .........................................

(b) Students in our secondary school mathematics program are required to take a course inmathematics history ...............................................................................................................

(c) There is no required mathematics history course for our secondary school mathematics certification students and our secondary school certification students learn mathematics history from other courses they are required to take ...............................................................

(d) Students in our secondary school mathematics certification program are not required to learnabout mathematics history .......................................................................................................

Three most likely Three most likely Three most likely Courses for early grade for later grade given that we do not

certification certification distinguish betweenearly & later grade

a) A multiple-term course designed for elementary teachers

b) A single-term course designed for elementary teachers

c) College Algebra

d) Elementary Functions, Pre-calculus, Analytic Geometry

e) Introduction to Mathematical Modeling

f) Mathematics for Liberal Arts

g) Finite Mathematics

h) Mathematics History

i) Calculus

j) Geometry

k) Statistics

(1) (2) (3)

(1)

(2)

(3)

(4)

I. Pre-service Teacher Education in Mathematics cont.


Thank you for completing this questionnaire. We know it was a time-consuming process and we hope that the resulting survey report, whichwe hope to publish in spring 2007, will be of use to you and yourdepartment.

Please keep a copy of your responses to this questionnaire in casequestions arise.

I-15. Does your department offer any courses that are part of a graduate degree in mathematics education?

(a) No ............................................................................................................................................

(b) Yes, and the degree is granted through our department .........................................................

(c) Yes, and the degree is granted through some other department or unit in our institution .......

30

Mathematics QuestionnaireI. Pre-service Teacher Education in Mathematics cont.

(1)

(2)

(3)

Documents

Appendix IV Four-Year Mathematics Questionnaire · bachelors degree. Many of the departments in our random sample also offer higher degrees in mathematical sciences. We have classified