Undergraduate Programs and Courses in the Mathematical Sciences: CUPM Curriculum Guide 2004 This is the first CUPM report to address the entire undergraduate mathematics curriculum, for all students. It is the result of four years of work including extensive consultation with hundreds of mathematicians as well as faculty from biology, chemistry, economics, engineering and other partner disciplines. Supported by grants from NSF and the Calculus Consortium for Higher Education The Mathematical Association of America

Historical Background to the Guide Committee on the Undergraduate Program in Mathematics (CUPM) established in 1953 (as CUP). Curriculum guidelines published in 1965 with update in 1972 described the program needed to prepare for doctoral study The Mathematical Association of America

1981 Recommendations for a General Mathematical Sciences Program (republished in Reshaping College Mathematics) 1960 ~ 10,000 majors 1970 ~23,000 majors 1980 ~12,000 majors Alan Tucker, Chair The Mathematical Association of America

1981 Recommendations for a General Mathematical Sciences Program (republished in Reshaping College Mathematics) Meet needs of average students Emphasize development of reasoning skills Interactive teaching, guide students Use applications to illustrate and motivate Introductory courses should appeal to a broad audience The Mathematical Association of America

1981 Recommendations for a General Mathematical Sciences Program (republished in Reshaping College Mathematics) All majors should take Statistics Discrete Mathematics Modeling A 2-course upper division sequence The Mathematical Association of America

1991 The Undergraduate Major in the Mathematical Sciences (published in Heeding the Call for Change) 1960 ~10,000 majors 1970 ~23,000 majors 1980 ~12,000 majors 1990 ~13,000 majors Lynn Steen The Mathematical Association of America

1991 The Undergraduate Major in the Mathematical Sciences (published in Heeding the Call for Change) Reaffirmed 1981 recommendations, added Emphasis on writing, speaking, team work Include concentrations in applied mathematics Take advantage of technology Pay attention to advising The Mathematical Association of America

2001 Guidelines for Programs and Departments in Undergraduate Mathematical Sciences Contains statements on planning and periodic review, faculty and staffing, curriculum and teaching, institutional and departmental resources, physical facilities, libraries, and services to students such as advising and co-curricular activities for majors. The Mathematical Association of America

1999 CUPM begins to prepare for next set of recommendations Tom Berger 1999 CUPM begins to prepare for next set of recommendations Math Math Ed Stat 1960 ~10,000 1970 ~23,000 1980 ~12,000 2,000 600 1990 ~13,000 3,000 1000 2000 ~11,000 5,000 1100 The Mathematical Association of America

Premise 1: Mathematics is an exciting, dynamic field that should be recognized as lying at the core of the entire undergraduate curriculum. The Mathematical Association of America

Premise 1: Mathematics is an exciting, dynamic field that should be recognized as lying at the core of the entire undergraduate curriculum. Premise 2: Excellence is achieved by focusing on the outcomes we want of our students and tailoring the program to the specific needs of our students within the context of our institution. The Mathematical Association of America

Preparing for the Guide Focus groups at Joint Math Meetings 2000, 2001 & Mathfest 2002—over 500 participants Panel discussions at meetings Invited papers, September 2000 Reports from AMS, AMATYC, ASA, NCTM The Mathematical Association of America

CRAFTY Curriculum Foundations Project Susan Ganter, Clemson Bill Barker, Bowdoin The Mathematical Association of America

CRAFTY Curriculum Foundations Project: Voice of the Partner Disciplines Biology: “Statistics, modeling and graphical representation should take priority over calculus.” The Mathematical Association of America

CRAFTY Curriculum Foundations Project: Voice of the Partner Disciplines Chemistry: “It is desirable that calculus courses address multivariable problems from the outset.” “Logical, organized thinking and abstract reasoning are skills developed in mathematics courses that are essential for chemistry.” The Mathematical Association of America

CRAFTY Curriculum Foundations Project: Voice of the Partner Disciplines Physics: “Courses should cover fewer topics and place increased emphasis on increasing the confidence and competence [of] students…” “Conceptual understanding of basic mathematical principles is very important … It is more important than esoteric computational skill.” The Mathematical Association of America

CRAFTY Curriculum Foundations Project: Voice of the Partner Disciplines Business & Management: “When in doubt, mathematics faculty should cover less material—and treat the material covered with respect—imparting to the students a sense of the importance of the mathematics.” The Mathematical Association of America

CRAFTY Curriculum Foundations Project: Voice of the Partner Disciplines Electrical Engineering: “The mathematics required to enable students to achieve these skills should emphasize concepts and problem-solving skills more than emphasizing repetitive mechanics of solving routine problems.” The Mathematical Association of America