appendix iv four-year mathematics questionnaire · bachelors degree. many of the departments in our...
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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
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
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)
222� 2005 CBMS Survey of Undergraduate Programs
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:
Mathematics Questionnaire
a) Semester
b) Trimester
c) Quarter
d) Other (please specify below)
A. General Information cont.
Four-Year Mathematics Questionnaire� 223
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
Mathematics Questionnaire
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)
224� 2005 CBMS Survey of Undergraduate Programs
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)
Four-Year Mathematics Questionnaire� 225
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
226� 2005 CBMS Survey of Undergraduate Programs
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
Four-Year Mathematics Questionnaire� 227
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.
228� 2005 CBMS Survey of Undergraduate Programs
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.
Four-Year Mathematics Questionnaire� 229
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.
230� 2005 CBMS Survey of Undergraduate Programs
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
Four-Year Mathematics Questionnaire� 231
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
232� 2005 CBMS Survey of Undergraduate Programs
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.
Four-Year Mathematics Questionnaire� 233
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.
234� 2005 CBMS Survey of Undergraduate Programs
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)
Four-Year Mathematics Questionnaire� 235
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
236� 2005 CBMS Survey of Undergraduate Programs
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
Four-Year Mathematics Questionnaire� 237
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)
238� 2005 CBMS Survey of Undergraduate Programs
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.
Four-Year Mathematics Questionnaire� 239
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
ocia
l and
Pro
fess
iona
l Iss
ues
in
C
ompu
ting
(CS
280)
d
F17
. S
oftw
are
Dev
elop
men
t
(CS
290,
291
, 292
)d
F18
. A
ll ot
her
inte
rmed
iate
Lev
el C
S c
ours
es
F19
. A
ll up
per
leve
l CS
Cou
rses
(num
bere
d 30
0 or
abo
ve in
CC
2001
)
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.
240� 2005 CBMS Survey of Undergraduate Programs
21
Mathematics Questionnaire
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)
Four-Year Mathematics Questionnaire� 241
22
Mathematics Questionnaire
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)
242� 2005 CBMS Survey of Undergraduate Programs
23
Mathematics Questionnaire
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)
Four-Year Mathematics Questionnaire� 243
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)
244� 2005 CBMS Survey of Undergraduate Programs
25
Mathematics Questionnaire
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.
Four-Year Mathematics Questionnaire� 245
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)
%
%
%
%
%
%
246� 2005 CBMS Survey of Undergraduate Programs
27
Mathematics Questionnaire
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
Four-Year Mathematics Questionnaire� 247
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)
248� 2005 CBMS Survey of Undergraduate Programs
29
Mathematics Questionnaire
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.
Four-Year Mathematics Questionnaire� 249
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)