1. American Mathematical Society Workshop 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 a Mathematics 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?
Drivers: Renewed federal interest in Higher Ed, Social justice issue (Higher Ed. Key to social mobility – In 2015 earnings for college grads were on ave. earned 70% higher than those for those with only a high school diploma. In 1980 the difference was only 20%; change in K-12 curriculum, the effect of dual enrollment, changing demographics, the leaking pipeline, which is especially acute for women and URM students, to accommodate the changing way in which mathematics is done, recommendation to include mathematical modeling, data science, and computing in the mathematics curriculum, etc.

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)
PCAST = President’s Council of Advisors on Science and Technology
CUPM = Committee on the Undergraduate Program in Mathematics

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
Cognitive goals: Students should develop effective thinking and communication skills; students should learn to link applications and theory; students should learn to use technological tools; students should develop mathematical independence and experience open-ended inquiry.
Content Goals: Mathematical sciences major programs should include concepts and methods from calculus and linear algebra; students should learn to read, understand, analyze, and produce proofs at increasing depth as they progress through a major; mathematical sciences major programs should include concepts and methods from data analysis, computing, and mathematical modeling; mathematical sciences major programs should present key ideas and concepts from a variety of perspectives to demonstrate the breadth of mathematics; students majoring in mathematics should experience mathematics from the perspective of another discipline; mathematical sciences major programs should present key ideas from complementary points of view: continuous and discrete, algebraic and geometric, deterministic and stochastic, exact and approximate; mathematical sciences major programs should require the study of at least one mathematical area in depth, with a sequence of upper level courses; students majoring in the mathematical sciences should work independently or in a small group, on a substantial mathematical project that involves techniques and concepts beyond the typical content of a single course; mathematical sciences major programs should offer their students an orientation to careers in mathematics.

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?