E-Term 2014 Bulletin - page 23

Senior Project in Mathematics
Anne Yust
MA 470
Open To:
Seniors, Juniors
Grading System:
Max. Enrollment: 24
Meeting Times: M Tu WTh F TBD
Students will focus on special topics in mathematics beyond the scope of the
regularly offered courses. Each student will choose a research project and
submit a research proposal in writing prior to the end of the fall semester for
approval by the instructor. Team projects are permitted. The bulk of your
time for this course will be independent work on your research project. Any
approved research project will take a significant time commitment so you
should be prepared to devote at least 40 hours per week to your research.
Additionally, each teamwill meet with the instructor (M, T, W, F at times to
be arranged) and the class will meet together once per week (Thursdays
12:30-3:30). Grades will be based on: progress reported in teammeetings
(15%); oral progress reports (20%); final oral presentation at a mathematics
conference (15%); draft research paper (5%); and final research paper (45%).
Electronic Music
Leon W. Couch III
Open To:
All Students
Grading System:
Max. Enrollment: 12
Meeting Times: MW F 9:00am-12:00pm
Intended for non-musicians, “Introduction to Electronic Music” provides you
with the background and skills to understand, discuss, and create your own
electronic music. You will get many opportunities to hear a lot of electronic
music and develop an appreciation for its many musical styles. Not only
will you listen to music and learn about the history of electronic music, the
course will help you “get inside” the music. You will learn how it is produced.
You learn how it makes its magical effects on the emotions. You will learn
what it has to say about our and other cultures. Grades will be based on
participation, quizzes, essays, two compositions, and a final exam.
Electronic Music-Senior Project
Leon W. Couch III
Instructor Consent
Open To:
Senior MU Majors
Grading System:
Max. Enrollment: 5
Meeting Times: MW F 9:00am-12:00pm
See above description. An additional ten-page paper will be required for the
senior project.
Mathematical Models for the Spread of Infectious Diseases
Jeff Barton
MA 150 or above
Open To:
All Students
Grading System: Letter
Max. Enrollment: 16
Meeting Times: M Tu WTh 12:30pm-2:30pm
In dealing with the spread of infectious diseases epidemiologists face
many difficult questions. Howmany people will likely become infected?
Should vaccinations be administered? Would resources be better spent
on prevention or treatment? Mathematical modeling can be a powerful
tool in answering these questions and others. Our study of infectious
disease models will begin with simple models; more realism—and hence
more complexity—will gradually be incorporated. Our focus will be what
the models can (and cannot) tell us about practical questions arising in
Models will be implemented with Microsoft Excel. Some Excel topics will
be discussed during class, but students will be expected to make use of
Excel’s help feature as necessary. Many models will be introduced in
class, and students will spend a significant amount of time outside of class
implementing, investigating, and analyzing the models. Grades will be based
on homework, quizzes, and a final group project on a model not covered in
Numerical Reasoning for Classroom Teachers
Bernadette Mullins
Open To:
All students
Grading System:
Max. Enrollment: 20
Meeting Times. M Tu WTh9:00am-12:00pm
This is an inquiry-based mathematics course focused on numerical
reasoning and problem solving designed primarily for future elementary
and secondary teachers, but open to others. Students will explore models
to help K-12 students understand operations on and properties of whole
numbers, integers, fractions, percents, and decimals. Students will study
number systems other than the base ten system to contrast with and deepen
understanding of the decimal system. Students will use mathematics to
investigate and solve a variety of problems both individually and in small
groups. This course emphasizes conceptual understanding a procedural
fluency and stresses the importance of examining problems frommultiple
perspectives: numerical, verbal, algebraic, and geometric. Student
participation, reasoning, sense-making, and communication are key. The
required textbook is
Teaching Student-Centered Mathematics: Grades 5-8
by John A. Van de Walle. Grades will be determined by: participation (10%),
homework (15%), three exams (20%each), and a portfolio (15%).
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