1. 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

2. 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

3. 1981 Recommendations for a General Mathematical Sciences Program (republished in Reshaping College Mathematics)
~ 10,000 majors
~23,000 majors
~12,000 majors
Alan Tucker, Chair
The Mathematical Association of America

4. 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

5. 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

6. 1991 The Undergraduate Major in the Mathematical Sciences (published in Heeding the Call for Change)
~10,000 majors
~23,000 majors
~12,000 majors
~13,000 majors
Lynn Steen
The Mathematical Association of America

7. 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

8. 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

9. 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
~10,000
~23,000
~12, ,
~13, ,
~11, ,
The Mathematical Association of America

10. 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

11. 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

12. 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

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

14. 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

15. 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

16. 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

17. 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

18. 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