The B.S. degree is designed to give the student a broad knowledge of mathematics as well as a firm grasp on the application of mathematics to other disciplines. The most typical applications include computer science, statistics, actuarial science, physical and biological sciences, and teacher certification at the secondary level. Students take a significant number of upper level courses outside the mathematics department to strengthen their knowledge in one or more application disciplines.
To complete the degree a student must take all of the core courses and complete either a concentration or a general program of study which includes at least five courses at the 300 level or above of which at least two are at the 400 level along with either a minor, a major, or three allied electives.
Currently there are three pre-approved concentrations: applied math, secondary education certification, and statistics. The concentrations allow for a student to complete either a minor or second major in a related discipline or a series of allied electives to explore how mathematics can be applied to other disciplines.
In general, allied electives are courses numbered 300 or above from ACC, BIO, CHM, CSC, CMPE, ECO, ESS, FIN, MAT, MIS, PHY, SCM, or SWE. Other courses will be considered by the department chair on a case-by-case basis. Students not in the Secondary Certification concentration must complete three allied electives, at least one of which must be from disciplines other than MAT. This requirement is waived for students completing a minor or second major.
Required Mathematics (22 crs.)
Required Computer Science (3-4 crs.)
B.S. without concentration (24 - 32 crs.)
- MAT3xx or 4xx elective
- MAT3xx or 4xx elective
- MAT3xx or 4xx elective
- MAT4xx elective
- MAT4xx elective
Three Allied Electives may be replaced by a minor/second major in any discipline.
The department maintains a suggested sequence for scheduling the required core math courses and the courses required by the various concentrations. To ensure graduating in four years, each student should take the courses in the semesters indicated on the departmental list. The list is available in the department office.
A typical first year sequence for all mathematics majors is given below:
General Education Requirements
Foundations (15-16 crs.)
Foundational courses coupled with other experiences provide students with their core First Year Experience, providing opportunities to develop the requisite quantitative, analytical, written communication, and oral communication skills needed to succeed while in college and throughout life after college. Five program goals express the purpose of these foundational courses and how they support student success.
Interconnections (9 crs.)
This curriculum will provide students with opportunities to explore human behavior, social interactions, and global communities through humanities and the social and behavioral sciences. Open discourse about the causes and consequences of human behavior and thought, and the interconnectedness of societies revealed by examining traditions and structures, provides a pathway to mutual respect and tolerance in a diverse world.
Three program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish. Students must complete three (3) courses in this curriculum, with at least one (1) course being a diversity course ('D' rubric) and at least one (1) course being a global perspectives course ('G' rubric).
Guide and prompt students to evaluate the diversity of human experience, behavior, and thought, in order to better understand ourselves and others, to respond to the roots of inequality that undermines social justice, while developing awareness regarding diversity in culture, ethnicity, race, gender/gender expression, religion, age, social class, sexual orientation, or abilities.
Guide and prompt students to develop global perspectives by analyzing systems, and evaluating interrelationships
Guide and prompt students to understand and demonstrate oral and written communication in a foreign language as well as awareness of a foreign culture.
Citizenship & Responsibility (6 crs.)
This curriculum will provide students with opportunities to consider the function and development of institutions, as well as their own responsibilities in society. Tools for development of students as informed and responsible citizens can include study of principles and research in social science, analysis of the development of social and political systems and practices, application of critical analysis and reasoning, and contemplation of ethics and values. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students are required to complete two (2) courses (or their equivalents) in this curriculum, with no more than one (1) course being attributed with the same program goal.
Guide and prompt students to understand responsible citizenship through the development of ideas of citizenship and rights, how society protect or fails to protect basic rights, and avenues for individual or collective action.
Guide and prompt students to identify ethical theories or guidelines and apply appropriate ethical reasoning to reach conclusions and support moral judgments.
Guide and prompt students to use appropriate critical analysis and reasoning to explain and analyze concepts, and apply concepts to issues to determine significance or value.
Natural World & Technology (9 crs.)
This curriculum will provide students the opportunity to learn how new knowledge is created by applying scientific principles and technology to address historical and contemporary questions. Two program goals express what we will do for students. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete 3 courses in this curriculum, with at least two (2) courses (or their equivalents) involving the natural world ('N' rubric).
Guide and prompt students to understand the scientific method and resulting principles and theories, critically evaluating data to answer questions about the natural world.
Guide and prompt students to acquire knowledge, skills, and competencies regarding a broad range of computer technologies and software, and to use them responsibly.
Creativity & Expression (6 crs.)
This part of the curriculum will provide students with opportunities to explore artistic and literary disciplines and their modes of expression, considering the processes by which artistic works are imagined and created as well as the analytical tools for describing and appraising works of art and literature. Each goal has an associated rubric that outlines what we expect students to learn or accomplish.
Students must complete two (2) courses (or their equivalents) in this curriculum, with one (1) course being a literature course ('L' rubric)and one course in either the arts or creativity ('A' or 'C' rubrics).
Guide and prompt students to comprehend, analyze, and determine the significance for works of literature.
Guide and prompt students to describe, analyze, and respond to the scope of works in the arts.
Guide and prompt students to demonstrate and apply creative competencies, problem solving and preparation in the realization of a creative work.