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American Mathematical Society Workshop for Department Chairs and Department Leaders

This workshop focuses on discussing the future of the mathematics major and the role of department chairs in making curriculum changes. Participants will explore drivers for change, goals of the mathematics major, challenges in implementation, and lessons from curriculum proposal processes.

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American Mathematical Society Workshop for Department Chairs and Department Leaders

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  1. American Mathematical SocietyWorkshop for Department Chairs and Department Leaders Atlanta, GA January 3, 2017

  2. Overview • What should the Mathematics Major Look Like in the Future? • Can a Department Chair be the Change Agent for Making Curriculum Changes?

  3. What should aMathematics Major Look Like in the Future? Group Task # 1 (10 minutes) For definiteness, consider a ten-year horizon so that “in the future” means “in 2026”and address the question: Should the mathematics major of 2026 be different from the math major of 2016? • If yes, what would be the drivers for the change? • If no, why not? Report your answers to the rest of the participants. Discussion?

  4. Some Other Notable Perspectives • Engage to Excel: Producing One Million Additional College Graduates with Degrees in Science, Technology, Engineering, and Mathematics (PCAST, 2012) • The Mathematical Sciences in 2025 (NRC, 2013) • A Common Vision for Undergraduate Mathematical Sciences in 2025 (Karen Saxe, Linda Braddy, 2015) • 2015 CUPM Guide to Majors in the Mathematical Sciences (MAA 2015) • Transforming Post-Secondary Education in Mathematics (TPSE Math) http://www.tpsemath.org

  5. Some Other Perspectives PCAST 2012 NRC 2013

  6. Some Other Perspectives Common Vision Report 2015 CUPM Curriculum Guide

  7. What Should the Goals of a Math Major of the Future Be? The 2015 CUPM Curriculum Guide to Majors in the Mathematical Sciences suggests dividing the goals into two categories: • Cognitive goals (4 recommendations) • Content goals (9 recommendations) • What would you suggest as reasonable goals? • Discussion

  8. Can a Department Have it All? If Not, What Gives? • Traditional (pure) vs. other majors (applied, statistics, actuarial science, data science, computational math, etc.) • Core courses vs. electives • Courses taught for non-majors (service courses)? • Thoughts? Discussion

  9. Wrap-up of First Segment • Comments by Karen Saxe on the Common Vision Project and report. • Discussion

  10. Can a Department Chair be the Change Agent for Making Curriculum Changes? Group Task # 2 (15 minutes) Suppose you determine that your department is due for a significant curriculum revision or that you have developed a draft of a (new) math major of the future. • How would you go about getting your department faculty’s support for implementing the curriculum change? What are the challenges? Dos and don’ts?

  11. Can a Department Chair be the Change Agent for Making Curriculum Changes? Group Task # 3 (15 minutes) Assume that you have garnered the support of your department faculty for implementing the massive curriculum change from group task #2. • What would you do next to move the curriculum change forward? • What are the approval levels and how are they ordered? • What consultations are you required to make and what are the deadlines for having them done? • Report out • Discussion

  12. Some Examples of the Curriculum Proposal Process at three universities Group Task # 4 (15 Minutes) Consider the examples described in the handouts that have been placed on your table. • What surprises you most about these examples? • What lessons do you take away from these examples? • Report out • Discussion

  13. Thank You! Questions?

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