(che) self-study: fall 2002

SELF-STUDY

BA, BS, MS, and PhD Programsin Mathematical Sciences

Department of Mathematical SciencesCollege of Engineering and Science

Clemson University

Submitted to the Dean of Undergraduate Studiesand the Dean of The Graduate School

October 8, 2002

Self StudyDepartment of Mathematical Sciences

Table of ContentsI. Introduction ......................................................................................................................1

A. Overview.....................................................................................................................1B. Mission........................................................................................................................2C. Guiding Principles .......................................................................................................3

II. Departmental Organization ..............................................................................................4A. Organizational Chart....................................................................................................4B. Overview.....................................................................................................................5C. Department of Mathematical Sciences Governance Document.....................................5D. Departmental Size .....................................................................................................12E. Facilities and Equipment ............................................................................................13F. Industrial Advisory Board ..........................................................................................15

III. Faculty .........................................................................................................................17A. Overview...................................................................................................................17B. Data...........................................................................................................................17

IV. Undergraduate Programs..............................................................................................24A. Program Purpose and Goals.......................................................................................24B. Curriculum ................................................................................................................26C. Student Data ..............................................................................................................34D. Program Climate........................................................................................................50

V. Master of Science Program............................................................................................61A. Program Purpose, Goals and Objectives.....................................................................61B. Students .....................................................................................................................62C. Curriculum ................................................................................................................67D. Program Assessment..................................................................................................73E. Conclusions ...............................................................................................................76

VI. Doctor of Philosophy Program ......................................................................................79A. Program Purpose, Goals and Objectives.....................................................................79B. Students .....................................................................................................................80C. Curriculum ................................................................................................................83D. Program Assessment..................................................................................................90E. Conclusions ...............................................................................................................92

VII. References ..................................................................................................................94

DEPARTMENT OF MATHEMATICAL SCIENCES

I. Introduction

A. Overview

The Department of Mathematical Sciences at Clemson University was a pioneer in

integrating key areas of the mathematical sciences (algebra and discrete mathematics, applied

analysis, computational mathematics, operations research, and probability and statistics) into

a balanced program, emphasizing both teaching and research. In terms of our degree

programs and the composition of our faculty, we are not a traditional mathematics

department. The Department is unique among mathematics departments at other universities.

Compared to peer mathematics programs, the Department maintains well-funded and

highly active research programs in all areas of the mathematical sciences. Our faculty is

engaged in collaborative research with other faculty from a variety of departments and

centers and in a range of disciplines. Our involvement with The Center for Advanced Films

and Fibers is but one significant example.

The nature of our B.A., B.S., M.S., and Ph.D. programs make our students highly

employable. They emerge upon graduation as skilled problem solvers that also have the

ability to effectively communicate technical material, both verbally and in writing. In recent

years job offers received by our graduates have been comparable to those received by

engineering students.

The Department has made efforts to develop new and to strengthen existing programs

to meet changing demands and opportunities. One example is the area of financial

mathematics, which has received considerable national press. Our Department is well

structured to develop a nationally recognized program in this area. In the area of

Mathematical Education, we have hired a new faculty member and revised curricula to

strengthen our program.

Clemson University Department of Mathematical Sciences page 2

B. MissionIn support of Clemson University’s commitment to world-class teaching, research

and public service, and its mission of offering a wide array of high quality degree programs,

the mission of the Department of Mathematical Sciences is to create and discover newknowledge in the mathematical sciences, and to apply and disseminate new and existing

knowledge for the educational and economic benefit of the state and nation.

Vision

The Department of Mathematical Sciences will progress in step with Clemson

University toward the goal of being ranked among the Top 20 programs at public research

universities. The Department will be recognized by Clemson University as a multi-

disciplinary department offering degree programs of the highest quality, and for its

collaborative research with individuals, departments and centers across the campus. The

graduate program will be recognized nationally for its efforts to prepare mathematical

scientists for academic and nonacademic employment, and for the high quality of the

disciplinary and interdisciplinary research by its faculty and students. The undergraduate

program will provide a solid foundation for careers requiring intensive logical and

quantitative skills and will attract students with superior mathematics background. The

general education service courses will prepare undergraduate students with the basic

quantitative tools and critical thinking skills for success in their respective degree programs.


C. Guiding Principles

The Mathematical Sciences at Clemson encompass the areas of algebra and discrete

mathematics, applied analysis, computational mathematics, operations research, and

probability and statistics. In carrying out its mission, the department strives:

1. To integrate all areas of the mathematical sciences into the curriculum of each

degree offered by the department,2. To offer stimulating and intellectually challenging undergraduate and graduate

education in the mathematical sciences,3. To maintain and enhance the national recognition of the research accomplishments

of its faculty and students,

4. To provide a setting for the creation, dissemination and discussion of newknowledge in the mathematical sciences,

5. To provide useful and appropriate courses and services to enhance other curriculaand research across the university.


II. Departmental Organization

A. Organizational Chart

Figure 1Organization Charts

Department ofBioengineering

School of Materials Science& Engineering

Dept of ChemicalEngineering

Department ofChemistry

Dept of CivilEngineering

Dept. ofComputer Science

Dept of Electrical andComputer Engineering

Dept of Agricultural andBiological Engineering*

School ofEnvironment

Dept. of IndustrialEngineering

Dept ofMathematical Sciences

Dept of MechanicalEngineering

Dept of Physicsand Astronomy

Director ofDevelopment

Director Computing andNetwork Services

Centers and Institutes

Assocate Dean GraduateStudies and Research

Public InformationCoordinator

Eletronics andInstrumentation Group

Materials ProcessingGroup

Electron MicroscopeFacility

Director Facilities andExternal Programs

General EngineeringProgram

PEER and WISEProgram

UndergraduateRecruiting

Associate DeanUndergraduate Studies

Assistant to DeanAdmin & Res Support

College ofEngineering and Science

V.P. for Public Serviceand Agriculture

V.P. forStudent Affairs

V.P. forInsitutional Advancement

College of Agricultureand Life Sciences

College of Architecture, Arts and Humanities

College of Businessand Public Affairs

College ofEngineering and Science

College of Health, Education, and Human Development

Sr. Vice Provost forUndergraduate Studies

Dean and Assoc V.P.Graduate School

Chief Research Officerand Vice Provost

V.P. Computing andInfomation Technology

DeanUniversity Libraries

Provost and V.P. forAcademic Affairs

Chief FinancialOfficer

General Counsel

Athletic Director

Exec AssistantFacilites, Env., Safety

Internal Auditor

President

Board of Trustees


B. Overview

The Mathematical Sciences faculty is divided into subfaculties corresponding to the

areas of algebra and discrete mathematics, applied analysis, computational mathematics,

operations research, probability and statistics, and undergraduate educations. The

Mathematical Sciences Council (MSC) is the standing committee representing the faculty on

matters of personnel and curricula. The MSC is composed of one member from each

subfaculty plus the positions of Undergraduate Coordinator, Graduate Coordinator,

Coordinator of Instruction, and Chair of the Department who serves as chair of the MSC.

Curriculum or course changes must first be approved at the graduate or undergraduate

level by the Graduate Affairs Committee or the Undergraduate Affairs Committee,

respectively. Curriculum or course changes must then be approved by the MSC before they

are forwarded to the College Curriculum Committee.

The MSC serves as the personnel committee of the Department, making

recommendations to the Chair on inviting candidates to interview and on which candidates to

make offers of employment.

Budgetary control belongs to the Department Chair who is directly responsible to the

Dean for maintaining the integrity of Departmental accounts.

The Department of Mathematical Sciences Governance Document, included below,

specifies the organization and governance of the Department.

C. Department of Mathematical Sciences Governance Document

Article I. Object

The object of this organization, henceforth called the Faculty of Mathematical Sciences

and referred to as the Faculty, shall be to approve curricula and curricular matters; to

consider policies affecting teaching, research and other scholarly activities, welfare, and such

other matters as might pertain to common professional goals.

Article II. Membership

The voting membership of the Faculty shall consist of all individuals, designated by

their personnel records as belonging to the Faculty of the Department of Mathematical


Sciences, who are tenured, tenure-track, or lecturers, as defined in the Faculty Manual [Part

III, D and E]. Temporary faculty may apply to the Mathematical Sciences Council (MSC) for

voting membership, after having completed two consecutive years of employment by the

Department.

Article III. Administrative Structure

For departmental governance considerations, the administrative staff of the Department

shall consist of the Department Chair, the Coordinator of Instruction, the Coordinator of

Graduate Studies, and the Coordinator of Undergraduate Studies.

Based on nominations from the Faculty and on consultation with the Mathematical

Sciences Council (MSC), the Department Chair shall appoint from the Faculty a Coordinator

of Instruction, a Coordinator of Undergraduate Studies, and a Coordinator of Graduate

Studies. Each appointment shall be for a three-year term, effective August 15, and such

coordinators may succeed themselves.

Article IV. Officers and Meetings

Section 1. The Department Chair shall serve as Chairperson, the Coordinator ofInstruction as Vice-Chairperson, and the Administrative Assistant to the

Chair as Secretary for meetings of the Faculty.

Section 2. The Chair shall call at least one meeting of the Faculty in each of the longsemesters and any other meeting at his/her discretion, or upon a petition of

twenty-five percent of the voting membership. Minutes of each meetingshall be forwarded to the Dean of the College.

Section 3. Written notification of the agenda for meetings shall be provided to the

voting membership at least 24 hours in advance of meetings. Non-agendaitems may not come to a vote at a meeting unless fifty percent of the voting

membership is present.

Section 4. A quorum shall consist of those present.


Article V. Organization of the Faculty

Section 1. For purposes of representing the Faculty on various matters, the voting

membership of the Faculty is organized into the following six subfaculties:

Algebra and Discrete Mathematics, Computational Mathematics, OperationsResearch, Probability and Statistics, Pure and Applied Analysis, and

Undergraduate Education.

Section 2. Memberships on multiple subfaculties are encouraged. However, each

Faculty member shall designate (or have designated by the Chair in the

absence of a choice) one of the subfaculties for primary membership andshall be entitled to vote on matters pertaining to subfaculty representation in

departmental affairs in that subfaculty only.

Section 3. Each subfaculty shall have developmental responsibilities relative to

academic matters associated with the subfaculty’s interest area. These

include updating course syllabi and catalog descriptions, activelyparticipating in the recruitment of faculty, assisting in the administration of

multiple section courses, and promoting research and professionaldevelopment.

Section 4. Each subfaculty shall elect a coordinator and representatives to the MSC,

Research and Development, Graduate Affairs, and Undergraduate AffairsCommittees. Elections shall be held by April 15, and elected terms shall be

for one year beginning August 15.

Article VI. The Mathematical Sciences Council

Section 1. The Mathematical Sciences Council shall be the standing committee to

represent the Faculty on curricular matters. The MSC shall advise the Chairon long-range planning, committee assignments, matters of departmental

and faculty welfare, matters pertaining to new teaching and researchappointments within the Department, and on any and all matters brought to

it by the Faculty or the Chair.

Section 2. The MSC shall schedule at least three meetings during the long semestersand otherwise as necessary. The Chair shall serve as Chairperson. These


meetings are open to the Faculty. Generally, the agenda of the MSC shall bemade available to the Faculty one week prior to its meetings. Any member

of the Faculty may submit to the Chair (in writing) items for this agenda.

The minutes of the MSC meetings shall be distributed to the Faculty in atimely fashion.

Section 3. Any action of the MSC may be called for review by the entire Faculty at oneof its meetings as specified in Article IV.

Section 4. Each subfaculty shall elect a representative to the MSC. In addition to the

elected members, the Chair, the Coordinator of Instruction, the Coordinatorof Graduate Studies, and the Coordinator of Undergraduate Studies shall be

members of the MSC.

Article VII. Committees

The Department shall have the following standing committees:

1. Administrative Committee2. Assistantships and Awards Committee

3. Computing Facilities Committee4. Graduate Affairs Committee

5. Mathematics Education Committee

6. Research and Development Committee7. Tenure, Promotion, and Reappointment Committee

8. Undergraduate Affairs Committee

Ad hoc and other committees may be appointed by the Chair as needed. Except as

specified below, the Chair, with the advice of the MSC, shall fix the size of all committees

and assign their duties; and, with the approval of the MSC, shall appoint the chairpersons and

members. The committees on Graduate and Undergraduate Affairs shall report to the MSC.

The Mathematics Education Committee shall report to the Graduate Affairs and

Undergraduate Affairs Committees. The Tenure, Promotion, and Reappointment Committee,

the Computing Facilities Committee, and the Administrative Committee report directly to the

Chair. Other committees may report to the Chair, the MSC, or the Faculty as determined by

the Chair.


Section 1. The Administrative Committee shall consist of the Chair, the Coordinator ofInstruction, the Coordinator of Graduate Studies, and the Coordinator of

Undergraduate Studies. It shall be chaired by the Chair and shall advise the

Chair on scheduling of courses and other administrative matters.

Section 2. The Assistantships and Awards Committee shall coordinate the recruitment

of graduate students and shall advise the Chair on assistantship awards anddepartmental nominees for university awards to new or potential graduate

students.

Section 3. The Computing Facilities Committee shall advise the Chair on the purchase,disposition, and allocation of computing resources within the Department. A

member of this committee will be appointed by the Chair to serve as theDepartment’s representative to the College’s Computer Resources

Committee.

Section 4. The Graduate Affairs Committee shall be chaired by the Coordinator ofGraduate Studies and shall include one representative from each subfaculty.

It shall advise the MSC on graduate curricula and other matters pertaining tothe graduate program. Other duties may be assigned by the Chair. Generally,

the Committee’s agenda will be made available to the Faculty one week

prior to its meetings. The committee may appoint subcommittees, notnecessarily from its own members, as needed. Any such subcommittee shall

report to the Committee. A subcommittee of advisors for entering graduate

students shall be a standing subcommittee, whose activities shall becoordinated by the Coordinator of Graduate Studies.

Section 5. The Mathematics Education Committee is responsible for recommendationsto the Graduate and Undergraduate Affairs Committees on all curricular

matters or other matters pertaining to pre-service and in-service education of

teachers. The committee may appoint subcommittees, not necessarily fromits own members, as needed.

Section 6. The Research and Development Committee endeavors to foster research,development, and outreach activities of the Department. It is responsible for

organizing a program of colloquium speakers, conserving and trying to


increase resources available for research and faculty development, andproviding information to the scholarly community about the research

activities of the Department. The committee is also responsible for assisting

the Chair in development activities and alumni relations. The Chair or theCoordinator of Instruction shall be a member of this committee. Each

subfaculty shall elect a member to the Research and DevelopmentCommittee. The committee may appoint subcommittees, not necessarily

from its own members, as needed. Any such subcommittee shall report to

the Committee.

Section 7. The Tenure, Promotion, and Reappointment Committee shall consist of the

tenured full professors excluding the Chair. The committee shall elect itsown chair. The committee may appoint subcommittees, drawn from its own

members, as needed. It shall function in accordance with the Guidelines for

Tenure and Promotion for the Department of Mathematical Sciences.

Section 8. The Undergraduate Affairs Committee shall be chaired by the Coordinator

of Undergraduate Studies and shall include one representative from eachsubfaculty. It shall advise the MSC on undergraduate curricula and other

matters pertaining to the undergraduate program. Other duties may be

assigned by the Chair. Generally, the Committee’s agenda will be madeavailable to the Faculty one week prior to its meetings. The committee may

appoint subcommittees, not necessarily from its own members, as needed.

Any such subcommittee shall report to the Committee. A subcommittee ofundergraduate student advisors shall be a standing subcommittee, whose

activities shall be coordinated by the Coordinator of Undergraduate Affairs.


Article VIII. Representatives

Section 1. Elections of Faculty representatives to various college or university

organizations shall either occur at a meeting of the organization or by mail

ballot, whenever there are two or more nominees. Nominations are acceptedfrom the voting membership. Elections for alternates shall be conducted

separately.

Section 2. A replacement for the un-expired term of any representative to the MSC,

college or university organization, or department committee who is unable

to complete a term shall be selected as soon as possible, using the same rulesas the original selection. The replacement takes office immediately upon

selection.

Article IX. Amendments to this Document

Section 1. The Bylaws can be amended by a two-thirds vote of the voting membership,

either at a meeting of the organization or by mail ballot, provided theamendment has been distributed to each member at least two weeks in

advance of the voting.

Section 2. The Guidelines for Tenure and Promotion for the Department of

Mathematical Sciences can be amended at the request of the Tenure,

Promotion, and Reappointment Committee subject to ratification by thevoting membership of the Faculty. Amendments approved by a majority

vote of the voting membership of the Tenure, Promotion, andReappointment Committee will be distributed to each member of the

Faculty at least two weeks in advance of the Faculty vote for ratification. A

two-thirds vote of the voting membership of the Faculty suffices forratification. Voting may be either at a meeting or by mail ballot.

Section 3. The Guidelines for Post Tenure Review for the Department of MathematicalSciences can be amended by a two-thirds vote of the voting membership,

either at a meeting of the organization or by mail ballot, provided the

amendment has been distributed to each member at least two weeks inadvance of the voting.


D. Departmental Size

The Department is one of the largest teaching and research departments at Clemson

University. Table 1 gives general data about the Department.

TABLE 1Size of the Mathematics Department

(Fall 2001 data)

Faculty (tenure/tenure-track) Headcount 37Other Faculty (non-tenure-track) Headcount 31Support Staff Headcount 6Undergraduate Students Headcount 68Master's Students Headcount 34Doctoral Students Headcount 28Degrees Awarded BS/BA 10 MS 11 PhD 4Instructional & General Expenditures Salaries (Faculty and Staff) 3,650,016 Graduate Assistants (state funded) 591,500 Operating Expenses (Supplies, equipment, etc.) 169,360 Portion of Total Expenditures Used for Undergraduate Program 82% Portion of Total Expenditures Used for Graduate Program 18%Externally Funded Research Expenditures 692,626.04 Awards 913,064.35


Table 2 gives the faculty totals from data provided by Institutional Research.

TABLE 2Total Number of Faculty

(Fall Semester)

FacultyHeadcount FTE Teaching

TeachingAssistantsYear

Total FT PT Undergrad Masters DoctoralNumberAdvising

1995-96 50 46 4 33.5 8.4 5.6 27 741996-97 54 46 8 39.1 6.1 5.4 29 651997-98 50 43 7 34.0 7.4 5.6 31 631998-99 60 43 17 46.2 5.1 3.4 30 611999-00 62 50 12 46.3 7.6 3.9 29 582000-01 68 54 14 N/A N/A N/A 30 62

E. Facilities and Equipment

1. Technical and Support Facilities

Introduction

The Department of Mathematical Sciences is housed in Martin Hall. A complete renovation

of the building was completed in 1998. Major changes included updated computer network

support to offices and provisions for instructional technology in all classrooms. The

department provides a personal computer or workstation to all instructors and maintains two

computer laboratories for undergraduate majors and graduate students. Additional facilities

are provided by Computing and Network Services (CNS--College of Engineering and

Science) and the Division of Computing and Information Technology (DCIT--Clemson

University).

Classroom Building

All rooms in the classroom wing of Martin Hall are equipped with current equipment for

information technology maintained by DCIT. This includes a podium for instructors housing

a desktop computer, audio and video equipment, and network connections. Four rooms also

have electronic whiteboards. Each room has power and network connections running to each

student seat. Video output from the instructor's computer can be directed to a ceiling-

mounted video projector. Lights in the classrooms can be controlled to provide adequate light


for taking notes while dimming the front of the classroom where remotely controlled, high

quality projection screens are mounted.

Computer Labs

The department maintains two computer labs for use by instructors, undergraduate majors,

and graduate students. These include approximately a half-dozen Unix workstations and a

dozen Windows computers primarily used by graduate students for research and instruction

and fourteen dual boot Windows/Unix computers in a room designed for classroom

instruction. CNS runs several general purpose computing labs with both Unix and Windows

computers. The basement of the classroom wing of Martin Hall houses a DCIT computer lab

(with over 100 machines) and a help desk.

Desktop

Every instructor and staff member in the department (approximately 65) is provided with a

desktop or laptop computer to support their assigned duties. All of these machines are

connected to the University network and are split between Unix, Windows, and Macintosh

systems. There is at least one networked printer on each of the four floors in the office wing

of Martin Hall.

Support Personnel

One computer technician, assisted by a graduate student, maintains all departmental

computers. Including instructor and lab computers, this totals about 100 units. The college

CNS group supports the Unix network, including mail, web, and file servers. The university

(DCIT) maintains networking equipment, including wiring, switches, and routers.


Needs

Probably the greatest equipment need of the department is an adequate budget to replace

computers on a reasonable schedule. Many faculty members are using machines, which are

inadequate for current needs. In addition, we need additional personnel for computer support.

2. Space

Office

The department has roughly 17 thousand square feet of non-classroom space. About 7

thousand of this total is contained in 67 offices for faculty and instructors; about 2 thousand

is used for staff, common areas, and storage. Approximately 70 graduate students are housed

in approximately 4.3 thousand square feet. The remaining space is divided between computer

labs (1 thousand square feet) and conference rooms (1.4 thousand square feet). Our office

space is inadequate. In particular, we will face a severe shortage of space for graduate

students if enrollment increases as planned.

Classroom

The classroom wing of Martin Hall has 14 rooms. Since these rooms are well equipped with

instructional technology, other departments often use them. That and increased enrollments

in mathematics courses required the use of 24 additional classrooms across campus to

support the Fall 2002 instructional program. Even if used full time by the department, Martin

Hall would support only about 80% of our instructional needs.

F. Industrial Advisory Board

The Department seeks strong interactions with relevant industries to be partners in the

Departmental goals of increasing our graduate program and doubling our outside research

support over the next five years. To assist us in that task we formed an outside committee

drawn from important industries. The members on this board have a mathematical

background, but are currently in key management positions, and therefore have unique

insights of where mathematics can fit into the modern economy. The board met with the

Department in a retreat in May 2000 and 2001. We plan a similar retreat in 2003.


The current members of our Advisory Board are the following:

James E. Breneman Manager, Engineering Tech ExcellencePratt & Whitney EngineeringBS (mathematics) UNCMS (mathematics) NC State

Katherine Drew Program Manager, Office of Naval ResearchBS (physics) University of PittsburghMS (applied mathematics) University of Maryland

Bill Mawby Manager, Statistical & Mathematical SupportMichelin North AmericaBS (natural sciences) Defiance CollegePhD (biomathematics) NC State

Chester Miller Senior Research FellowDuPontBS (chemical engineering) Cooper UnionMS (chemical engineering) University of MichiganPhD (chemical engineering) University of Michigan

Lane Peeler Education Associate, State Dept of EducationDegrees unavailable

Bob Prochaska former President, Gerber ChildrenswearBS (mathematics) University of LafayetteMS (mathematics) Colorado StatePhD (mathematics) Clemson University

Susi Robinson eServer ManagerWachoviaBS (mathematics) Clemson University

Mike Yawn Director of EngineeringCheckout Software Line of BusinessBS (mathematics) Clemson UniversityMS (mathematics) RPI


III. Faculty

A. Overview

Teaching and advising are done by all faculty (tenure and nontenure track), and in addition,

teaching is done by some graduate students. Only the tenure track faculty are involved in

research and the advising of graduate students.

B. Data

Historically the Department's faculty has been both ethnically and racially diverse. This is

documented in Table 3 for the academic years 1999/2000 through 2001/2002. Table 4

contains a list of our entire faculty and shows the faculty's research areas. As noted earlier in

this report, all of the major research areas in the Mathematical Sciences are represented.

Another point of interest is that over 50% have degrees from U.S. Universities, which are

generally, rated among the top 20 research universities. The foreign institutions represented

are all distinguished and range from the London School of Economics to the University of

Waterloo. Notice that many of our nontenure stream have Ph.D.s, and all have at least a

masters degree from respected educational institutions. Table 5 gives the breakdown of

faculty teaching among lower division undergraduate courses, upper division undergraduate

courses, and graduate courses.

Faculty vitas are accessible through the Clemson University Faculty Activity System (FAS).

Reviewers will be given access to FAS so that individual vita may be reviewed, read, or

printed as needed.


TABLE 3Faculty Profile

1999-2000

Number

1999-2000

Percent

2000-2001

Number

2000-2001

Percent

2001-2002

Number

2001-2002

PercentFaculty Professor 20 32% 21 34% 19 28%

Associate Prof 12 20% 14 23% 12 18%

Assistant Prof 9 15% 8 13% 8 12%

Lecturer 4 6% 4 6% 4 6%

Visiting Faculty 13 21% 15 24% 24 35%

Visiting Prof 4 6% 0 1 1%

Tenure TE 34 55% 33 53% 30 44%

NT 10 16% 10 16% 10 15%

NA 18 29% 19 31% 28 41%

Gender Male 41 66% 41 66% 45 66%

Female 21 34% 21 34% 23 34%

Race White 57 92% 54 87% 58 85%

Asian 3 5% 6 10% 8 12%

Black 2 3% 2 3% 1 1%

Hispanic 0 0 0 0% 1 1%


TABLE 4Faculty Listing

(Full/Part Time, TE = Tenure/Tenure Track, NT = Non- Tenure/Tenure Track, NA = Non-Tenure Track)

NameRank Highest Degree,

Institution (Year) AreaAdams, Warren P. Professor (FT, TE) PhD, Virginia

Polytechnic Institute(1985)

Operations Research

Biggers, Sherry S. Lecturer (FT, NA) MAT, DukeUniversity (1971)

UndergraduateMathematicsEducation

Brannan, James R. Professor (FT, TE) PhD, RensselaerPolytechnic Institute(1979)

Analysis

Brawley, Joel V. Professor (FT, TE) PhD, North CarolinaState University(1964)

Algebra, DiscreteMathematics

Calkin, Neil J. Associate Professor(FT, NT)

PhD, University ofWaterloo (1988)


Cawood, Mark E. Lecturer (FT, NA) PhD, ClemsonUniversity (1994)


Conway, Nancy J. Visiting Instructor(FT, NA)

MA, Ohio StateUniversity (1999)


Cox, Christopher L. Associate Professor(FT, TE)

PhD, Carnegie-MellonUniversity (1984)

ComputationalMathematics

Davis, Cynthia A. Visiting Instructor(PT, NA)

MS, ClemsonUniversity (1999)


Dearing, Perino M. Professor (FT, TE) PhD, University ofFlorida (1972)

Operations Research

Eberhardt, Mathew D. Visiting Instructor(FT, NA)



Edds, Miranda M. Visiting Instructor(FT, NA)



Ervin, Vincent J. Professor (FT, TE) PhD, Georgia Instituteof Technology (1984)


Fairbairn, Donald M. Visiting AssociateProfessor (FT, NA)

PhD, PeabodyCollege of Education(1975)


Fennell, Robert E. Professor (FT, TE) PhD, University ofIowa (1969)

Analysis


Flatt, Janice M. Visiting Instructor(FT, NA)



Gallagher, Colin M. Assistant Professor(FT, NT)

PhD, University ofCalifornia at SantaBarbara (1998)

Statistics

Ganter, Susan L. Associate Professor(FT, NT)

PhD, University ofCalifornia, SantaBarbara (1990)


Gao, Xhuhong . Professor (FT, TE) PhD, University ofWaterloo (1993)


Garner, Peggy F. Lecturer (FT, NA) MS ED, OldDominion University(1985)


Guest, Allen A. Visiting Instructor(FT, NA)



Hanna, Marion L. Visiting Instructor(FT, NA)



Hare, William R. Professor (FT, TE) PhD, University ofFlorida (1961)


Holmes, Paul T. Professor (FT, TE) PhD, StanfordUniversity (1966)

Statistics

Hyden, Paul Assistant Professor(FT, NT)

PhD, CornellUniversity (2002)

Operations Research

James, Kevin L. Assistant Professor(FT, NT)

PhD, University ofGeorgia (1997)


Jamison, Robert E. Professor (FT, TE) PhD, University ofWashington (1974)


Jarvis, James P. Professor (FT, TE) PhD, MassachusettsInstitute ofTechnology (1975)

Operations Research

Johnson, Terri A. Visiting AssociateProfessor (FT, NA)

PhD, ClemsonUniversity (1992)


Key, Jennifer D. Professor (FT, TE) PhD, Queen ElizabethCollege - University ofLondon (1969)


Khan, Taufiquar Assistant Professor(FT, NT)

PhD, The Universityof Southern California(2000)

Analysis

Kiessler, Peter C. Associate Professor(FT, TE)

PhD, VirginiaPolytechnic Institute(1983)

Operations Research


Kostreva, Michael M. Professor (FT, TE) PhD, RensselaerPolytechnic Institute(1976)

Operations Research

Kulasekera, K.B. Professor (FT, TE) PhD, University ofNebraska-Lincoln(1988)

Statistics

Laskar, Renu C. Professor (FT, TE) PhD, University ofIllinois (1962)


Lassiter, Julie B. Visiting AssistantProfessor (PT, NA)



LaVare, Jennifer M. Visiting Instructor(FT, NA)



Lee, Hyesuk K. Assistant Professor(FT, NT)

PhD, VirginiaPolytechnic Institute(1997)


Lynn, Adam Visiting Instructor(FT, NA)



Maharaj, Hiren Assistant Professor(FT, NT)

PhD, PennsylvaniaState Univ (2000)


Martin, Jason K. Visiting Instructor(FT, NA)



Matthews, Gretchen Assistant Professor(FT, NT)

PhD, Louisiana State(1999)


Miller, Kristin L. Visiting Instructor(FT, NA)



Moss, William F. Professor (FT, TE) PhD, University ofDelaware (1974)


Nelson, Peter R. Professor (FT, TE) PhD, Case WesternReserve University(1975)

Statistics

Nicholson, James H. Professor Emeritus(PT, NA)

MA, University ofTexas (1957)


Novick, Beth A. Visiting AssistantProfessor (PT, NA)

PhD, Carnegie-MellonUniversity (1990)


Park, Chanseok Assistant Professor(FT, NT)

PhD, PennsylvaniaState Univ. (2000)

Statistics


Parrott, Timothy F. Visiting Instructor(FT, NA)



Peterson, James K. Associate Professor(FT, TE)

PhD, Colorado StateUniversity (1980)

Analysis

Prevost, Shari A. Lecturer (FT, NA) PhD, Rutgers, theState University ofNew Jersey (1989)


Proctor, Thomas G. Professor Emeritus(PT, NA)

PhD, North CarolinaState University(1964)

Analysis

Reneke, James A. Professor (FT, TE) PhD, University ofNorth Carolina (1964)

Analysis

Rios-Adams, Minerva Visiting Lecturer(FT, NA)

MS, Virginia PolyTech Inst & StateUniv. (1982)


Russell, C. Bradley Associate Professor(FT, TE)

PhD, Florida StateUniversity (1968)

Statistics

Saltzman, Matthew J. Associate Professor(FT, TE)

PhD, Carnegie MellonUniversity (1986)

Operations Research

Senter, Herman F. Associate Professor(FT, TE)

PhD, North CarolinaState University(1973)

Statistics

Shier, Douglas R. Professor (FT, TE) PhD, London Schoolof Economics (1973)

Operations Research

Simms, Donna M. Visiting Instructor(FT, NA)



Staufeneger, W. Ben Visiting Instructor(PT, NA)



Stoddard, Allison K. Visiting Instructor(FT, NA)

Master of Education,Clemson University(1990)


Viktorova, Irina Visiting Instructor(PT, NA)

PhD, RussianAcademy of Sciences(1983)


Wainscott, Susan L. Visiting AssistantProfessor (PT, NA)



Walker, Erwin S. Visiting Instructor(FT, NA)




Warner, Daniel D. Professor (FT, TE) PhD, University ofCalifornia at SanDiego (1974)


Whitaker, Thomas H. Visiting Instructor(FT, NA)



Wiecek, Margaret M. Associate Professor(FT, TE)

PhD, Univ. of Miningand Metallurgy(Poland) (1984)

Operations Research

Williams, Calvin L. Associate Professor(FT, TE)

PhD, MedicalUniversity of SouthCarolina (1987)

Statistics

TABLE 5Faculty Involvement in Program

Year

AllFaculty

FTE

UG StudCredit

Hours/FTEUG Class

Sections/FTE

Grad StudCredit

Hours/FTEGrad Class

Sections

Total StudCredit

Hours/FTE

TotalClass

Sections1999-2000 86.28 241 2.1 8 0.2 249 2.32000-2001 93.25 226 1.9 7 0.2 234 2.12001-2002 96.03 210 1.8 9 0.3 219 2.1


IV. Undergraduate Programs

A. Program Purpose and GoalsIn support of the Clemson University mission of offering a broad array of high quality

baccalaureate programs through its land-grant responsibilities of teaching, research and

public service, the mission of the Department of Mathematical Sciences is to create and

discover new knowledge in the mathematical sciences, and to apply and disseminate new andexisting knowledge in the mathematical sciences for the educational and economic benefit of

the state and nation. The Bachelor of Arts and the Bachelor of Science degree programswithin the Department of Mathematical Sciences are designed to successfully accomplish

this mission. These degree programs prepare students for a variety of employment

opportunities as well as graduate study in mathematics, science, engineering, business, law ormedicine. The mathematical foundations, problem-solving skills and analytical training

provided by the undergraduate degree programs along with a minor or emphasis area equip

students for the constant challenges of an unpredictable future and a lifetime of continuedlearning.

The areas of algebra and discrete mathematics, applied analysis, computational

mathematics, operations research, and probability and statistics, which make up the

Department of Mathematical Sciences, are integrated into the BA and BS degree programs toprovide a broad based curriculum at the undergraduate level. The BS curriculum requires 57

hours of mathematical science courses plus an emphasis area, which leads to moreconcentrated study during the last two years. The BA curriculum requires 47 hours of

mathematical sciences courses and a minor. The BS emphasis areas are statistics, applied

analysis, operations research and management science, computer science, and biology. TheBS curriculum requires one year of college credit for a foreign language while the BA

curriculum requires two years of college credit for a foreign language. Both BS and BAdegrees require college courses in speech and technical writing. The importance of model

building in the mathematical sciences is emphasized throughout the BA and BS curricula by

examples, exercises, projects and as motivation for theoretical developments. Theimportance of communication is also emphasized through requirements for written and oral

presentations.


The department's broad-based; multi-disciplinary curricula provide a competitiveedge in undergraduate Mathematical Sciences education. This curricula is periodically

reviewed, assessed, and promoted for the overall benefit of the department and its graduates.

Over the past five years (1996-2001) 61 students have received BA or BS degrees.

Long-term goals for the Bachelor of Arts and Bachelor of Science Degree programs are:(a) To offer a stimulating and intellectually challenging Bachelor of Science degree

program that combines a foundation in the mathematical sciences with a focused

emphasis in a particular area,(b) to offer a stimulating and intellectually challenging Bachelor of Arts degree

program that combines a foundation in the mathematical sciences with a minorchosen from another field to achieve a multi-disciplinary emphasis,

(c) to provide a broad based foundation in all the areas of the Mathematical Sciences

by integrating the areas of algebra and discrete mathematics, applied analysis,computational mathematics, operations research, and probability and statistics

into the Bachelor of Arts and Bachelor of Science programs.(d) to prepare students for the effective use of their mathematical training in

employment, graduate school, or professional school.

Specific requirements for the BS and BA Programs are listed in the Section B

CURRICULUM. More information about the degree programs can be seen at

www.math.clemson.edu.


B. Curriculum

MATHEMATICAL SCIENCESBachelor of Science

Freshman YearFirst Semester3 - ECON 200 Economic Concepts or 3 - ECON 211 Principles of Microeconomics3 - ENGL 101 Composition I3 - HIST 172 or 173 Western Civilization4 - MTHSC 106 Calculus of One Variable I4 - Foreign Language Requirement1

17Second Semester3 - CP SC 120 Issues in Computers3 - ENGL 102 Composition II4 - MTHSC 108 Calculus of One Variable II3 - MTHSC 129 Prob. Solving in Discrete Math.4 - Foreign Language Requirement1

17

Sophomore YearFirst Semester4 - MTHSC 206 Calculus of Several Variables1 - MTHSC 250 Intro. to Mathematical Sciences3 - MTHSC 360 Intermediate Math. Computing3 - Literature Requirement2

4 - Science Requirement3

15Second Semester4 - MTHSC 208 Intro. to Ord. Diff. Equations3 - MTHSC 311 Linear Algebra3 - PHYS 122 Physics with Calculus I3 - Literature Requirement2


17

Junior YearFirst Semester3 - MTHSC 302 Statistics for Science and Engr.3 - MTHSC 440 Linear Programming


4-3 - Approved Requirement4

3 - Emphasis Area3-4 - Science Requirement3

16Second Semester3 - MTHSC 400 Theory of Probability3 - MTHSC 412 Introduction to Modern Algebra4-3 - Approved Requirement4

3 - Emphasis Area3-4 - Science Requirement3

16

Senior YearFirst Semester3 - ENGL 314 Technical Writing3 - MTHSC 450 Intro. to Mathematical Models3 - MTHSC 453 Advanced Calculus I or 3 - MTHSC 463 Mathematical Analysis I3 - SPCH 250 Public Speaking4 - Approved Requirement4

3 - Emphasis Area19Second Semester3 - MTHSC 454 Advanced Calculus II3 - Emphasis Area10 - Elective16133 Total Semester Hours

EMPHASIS AREASOperations Research/Management Science3

3 - I E 482 Systems Modeling or 3 - I E 384 Engineering Economic Analysis3 - I E 486 Production Planning and Control or 3 - MGT 402 Operations Planning and Cont.3 - MTHSC 407 Regress. and Time-Ser. Analysis3 - MTHSC 441 Intro. to Stochastic Models3 - MTHSC 460 Intro. to Numerical Analysis I15!Statistics3 - MA SC 414 Statistical Analysis3 - MTHSC 403 Intro. to Statistical Theory3 - MTHSC 406 Sampling Theory and Methods3 - MTHSC 407 Regress. and Time-Ser. Analysis12


Applied Analysis6 - Applications Area5

3 - MTHSC 435 Complex Variables3 - MTHSC 460 Intro. to Numerical Analysis I12!1Eight semester hours in the same language are required.2ENGL 202, 203, 204, 205, 206, 207, 208, 209, or H210.3Must include two of the following sequences: BIOL 103/104; CH 101/102; ECON 314/405;PHYS 221/223, 222/224. The Operations Research/Management Science emphasis arearequires ECON 314/405.4Must be approved by the advisor.5See advisor. Possibilities include CH 331, 332; E M 320; PHYS 321, 322, 441, 442.Notes:1. For graduation, a candidate for the BS degree in Mathematical Sciences will be required tohave a 2.0 or higher cumulative grade-point ratio in all required courses taught by theMathematical Sciences Department including approved mathematical sciences electives andemphasis area courses.2. A grade of C or better must be earned in all prerequisite courses before enrolling in thenext MTHSC course.

BIOLOGY CONCENTRATION

Freshman YearFirst Semester5 - BIOL 110 Principles of Biology I1

3 - CP SC 120 Issues in Computers3 - ENGL 101 Composition I4 - MTHSC 106 Calculus of One Variable I15Second Semester5 - BIOL 111 Principles of Biology II1

3 - ENGL 102 Composition II4 - MTHSC 108 Calculus of One Variable II3 - MTHSC 129 Prob. Solving in Discrete Math.1 - MTHSC 250 Intro. to Mathematical Sciences16

Sophomore YearFirst Semester4 - CH 101 General Chemistry4 - MTHSC 206 Calculus of Several Variables


3 - MTHSC 360 Intermediate Math. Computing4 - PHYS 207 General Physics I3 - Literature Requirement2

18Second Semester4 - CH 102 General Chemistry4 - MTHSC 208 Intro. to Ord. Diff. Equations3 - MTHSC 311 Linear Algebra4 - PHYS 208 General Physics II3 - Literature Requirement2

18

Junior YearFirst Semester3 - CH 223 Organic Chemistry1 - CH 227 Organic Chemistry Lab.3 - MTHSC 302 Statistics for Science and Engr.3 - MTHSC 440 Linear Programming4 - Foreign Language Requirement3

2 - Elective16Second Semester3 - CH 224 Organic Chemistry1 - CH 228 Organic Chemistry Lab.3 - MTHSC 400 Theory of Probability3 - MTHSC 412 Introduction to Modern Algebra4 - Foreign Language Requirement3

2 - Elective16 !

Senior YearFirst Semester3 - ECON 200 Economic Concepts or3 - ECON 211 Principles of Microeconomics3 - MTHSC 450 Intro. to Mathematical Models3 - MTHSC 453 Advanced Calculus I or3 - MTHSC 463 Mathematical Analysis I3 - Animal or Plant Diversity Requirement4

4 - Elective16Second Semester3 - ENGL 314 Technical Writing3 - HIST 172 or 173 Western Civilization


3 - MTHSC 454 Advanced Calculus II3 - SPCH 250 Public Speaking4-3 - Biological Science Requirement5

2-3 - Elective18

133 Total Semester Hours

1Those qualifying for advanced placement in languages or wanting to take languages thefreshman year may take them in place of these courses.2ENGL 202, 203, 204, 205, 206, 207, 208, 209, or H210.3Eight semester hours in the same language are required.4BIOSC 302, 303, 304, 305.5Select from BIOCH 301, GEN 302, MICRO 305 or any 300- and 400-level biologicalscience course.Notes:1. For graduation, a candidate for the BS degree in Mathematical Sciences will be required tohave a 2.0 or higher cumulative grade-point ratio in all required courses taught by theMathematical Sciences Department including approved mathematical sciences electives andoption courses.2. A grade of C or better must be earned in all prerequisite courses before enrolling in thenext MTHSC course.

COMPUTER SCIENCE CONCENTRATION

Freshman YearFirst Semester3 - ECON 200 Economic Concepts or3 - ECON 211 Principles of Microeconomics3 - ENGL 101 Composition I3 - HIST 172 or 173 Western Civilization4 - MTHSC 106 Calculus of One Variable I4 - Foreign Language Requirement1

17Second Semester3 - CP SC 111 Elem. Computer Prog. in C/C++3 - ENGL 102 Composition II4 - MTHSC 108 Calculus of One Variable II3 - MTHSC 129 Prob. Solving in Discrete Math.4 - Foreign Language Requirement1

17


Sophomore YearFirst Semester4 - CP SC 210 Programming Methodology4 - MTHSC 206 Calculus of Several Variables1 - MTHSC 250 Intro. to Mathematical Sciences3 - Literature Requirement2


16Second Semester3 - CP SC 340 Algorithms and Data Structures4 - MTHSC 208 Intro. to Ord. Diff. Equations3 - MTHSC 311 Linear Algebra3 - Literature Requirement2


17 !

Junior YearFirst Semester3 - MTHSC 302 Statistics for Science and Engr.3 - MTHSC 360 Intermediate Math. Computing3 - MTHSC 440 Linear Programming3 - PHYS 122 Physics with Calculus I3-4 - Science Requirement3

15-16Second Semester3 - ENGL 314 Technical Writing3 - MTHSC 400 Theory of Probability3 - MTHSC 412 Introduction to Modern Algebra3 - SPCH 250 Public Speaking3-4 - Computer Science Requirement4

3-4 - Science Requirement3

18-20

Senior YearFirst Semester3 - MTHSC 450 Intro. to Mathematical Models3 - MTHSC 453 Advanced Calculus I or 3 - MTHSC 463 Mathematical Analysis I3 - MTHSC 460 Intro. to Numerical Analysis I7-9 - Approved Requirement5

16-18


Second Semester3 - MTHSC 454 Advanced Calculus II3 - Computer Science Requirement4

10 - Elective16

132-137 Total Semester Hours!1Eight semester hours in the same language are required.2ENGL 202, 203, 204, 205, 206, 207, 208, 209, or H210.3Must include two of the following sequences: BIOL 103/104; CH 101/102; ECON 314/405;PHYS 221/ 223, 222/224.4One of the following sequences: CP SC 231/428; 350/450; 360/462 or any two courses fromCP SC 231, 350, 360, or 372.5Must be approved by the advisor.Notes:1. For graduation, a candidate for the BS degree in Mathematical Sciences will be required tohave a 2.0 or higher cumulative grade-point ratio in all required courses taught by theMathematical Sciences Department including approved mathematical sciences electives andconcentration courses.2. A grade of C or better must be earned in all prerequisite courses before enrolling in thenext MTHSC course.

MATHEMATICAL SCIENCESBachelor of Arts

Freshman YearFirst Semester3 - ECON 200 Economic Concepts or3 - ECON 211 Principles of Microeconomics3 - ENGL 101 Composition I3 - HIST 172 Western Civilization4 - MTHSC 106 Calculus of One Variable I4 - Foreign Language Requirement1

17Second Semester3 - ENGL 102 Composition II4 - MTHSC 108 Calculus of One Variable II3 - MTHSC 129 Prob. Solving in Discrete Math.3 - Computer Skills Requirement2

4 - Foreign Language Requirement1

17


Sophomore Year

First Semester4 - MTHSC 206 Calculus of Several Variables1 - MTHSC 250 Intro. to Mathematical Sciences3 - Foreign Language Requirement1

3 - Literature Requirement3


15Second Semester4 - MTHSC 208 Intro. to Ord. Diff. Equations3 - MTHSC 311 Linear Algebra3 - Foreign Language Requirement1

3 - Humanities Requirement E.22


17

Junior Year

First Semester3 - MTHSC 302 Statistics for Science and Engr.3 - MTHSC 360 Interm. Math. Computing or3 - ED 437 Technology in Secondary Mathematics3 - SPCH 250 Public Speaking3 - Minor3 - Social Science Requirement2

3 - Elective18Second Semester3 - HIST 173 Western Civilization3 - Education Requirement2 or3 - Humanities Requirement2

6 - Mathematical Science Requirement4

3 - Minor15

Senior Year

First Semester3 - MTHSC 453 Advanced Calculus I or3 - MTHSC 463 Mathematical Analysis I6 - Minor3 - Senior Requirement54 - Elective16


Second Semester3 - ENGL 314 Technical Writing3 - Mathematical Science Breadth Requirement63 - Mathematical Science Requirement43 - Minor3 - Elective15

130 Total Semester Hours1Four semesters of the same language.2See advisor.3ENGL 202, 203, 204, 205, 206, 207, 208, 209, or H210.4See advisor. Select from MTHSC 308, 400. 412, 454.5See advisor. Select from MTHSC 440, 450, H482, ED 412.6Select from 300- and 400-level MTHSC courses with approval of advisor.

Notes:1. For graduation, candidates for the BA degree in Mathematical Sciences must have a 2.0 orhigher cumulative grade-point ratio in all required courses taught by the MathematicalSciences Department including approved mathematical sciences requirements andconcentration/emphasis area courses.2. A grade of C or better must be earned in all prerequisite courses before enrolling in thenext MTHSC course.

C. Student Data

1. Undergraduate Student Profiles

Table 6 gives a breakdown of the students in our undergraduate programs in terms of

geographic origin and ethnicity. This data indicates that our undergraduate population is

typical of that of the university as a whole. Table 7 illustrates an opposite trend, namely that

the SAT scores of our freshman students are significantly higher than that of the university.

For example, in 2001 the sum of the verbal and math scores was 1306 compared to the

University average of 1191.

Finally, Table 8 gives the history of undergraduate degrees awarded per year by the

Department. The number of degrees has declined over the last five years, but appears to be

steady for the last three. A similar phenomena is seen in mathematics programs at other

major research universities. It is a major goal of our Department to increase the annual

degrees awarded to over 20 per year. The highly favorable job market for students in the

mathematical sciences should be a major factor in assisting us in that task.


While the number of degrees has remained steady the last three years, the number of

majors in the BA and BS program has increased during the last three years, indicating a

reversal of declining enrollments. Table 6 shows total enrollments in the program.

The Department has increased its recruiting efforts during the last several years and

benefited from the College recruiting efforts. Students in CES 101 receive presentations

from Departmental faculty and make tours of the Department. The Department is one stop

on the Departmental tours led by College Ambassadors for visiting prospective students.


TABLE 6Geographic Origin and Ethnicity

Year/SemDesc

Average Agein the Pgm

Geo-OriginSC

Geo-OriginOut of state

CitizenshipUS

CitizenshipNon-US

TotalEnrollment

Fall 2001%

20.9 4769.1

2029.4

6798.5

11.5

68

Fall 2000%

21.1 3963.9

2130.9

6098.4

11.6

61

Fall1999%

20.9 3261.5

2038.5

52100.0

52

Fall 1998%

21.2 3262.8

1937.3

5098.0

12.0

51

Fall 1997%

20.5 3664.3

2035.7

5598.2

11.8

56

Fall 1996%

21.0 4066.7

2033.3

5896.7

23.3

60

Fall 1995%

20.7 4661.3

2938.7

7498.7

11.3

75

Year/SemDesc

Non-ResidntAlien

Men Women

Black/AfriAmerican

Men Women

Amer IndAlaskan Nat

Men Women

Asian/PacIslander

Men Women

Hispanic

Men Women

White/Non-Hisp

Men Women

Unknown

Men WomenFall 2001

% 1 0 1.4 5.4

6 6 8.8 8.8

1 1.4

2 1 2.9 1.4

24 2335.2 33.8

2 2 2.9 2.9

Fall 2000%

1 01.6 0

5 4 8.2 6.6

26 2542.6 40.9

Fall1999%

4 57.7 9.6

11.9

17 2332.7 44.2

23.9

Fall 1998%

3 25.9 3.9

12.0

15 2829.4 54.9

23.9

Fall 1997%

5 88.9 14.3

11.8

1 11.8 1.8

11.8

15 2326.8 41.1

11.8

Fall 1996%

11.7

5 98.3 15.0

11.7

23.3

18 2430.0 40.0

Fall 1995%

4 145.3 18.7

22.7

22.7

28 2537.3 33.3


TABLE 7

SAT scores of First-Time Freshmen Enrolled in Mathematical SciencesYear/Sem

DescScoreV or M

750-800

700-749

650-699

600-649

550-599

500-549

450-499

400-449

350-399

300-349

250-299

249-below

MeanScore

Fall 2001 Verbal 626

Fall 2001 Math 680


Fall 2000 Math 652

Fall 1999 Verbal 2 2 1 6 3 613

Fall 1999 Math 5 1 1 4 3 681

Fall 1998 Verbal 1 2 2 2 589

Fall 1998 Math 1 1 3 1 1 664

Fall 1997 Verbal 1 1 2 3 3 1 589

Fall 1997 Math 1 2 4 3 1 671

Fall 1996 Verbal 1 1 3 4 1 1 576

Fall 1996 Math 1 3 1 1 2 3 629

Fall 1995 Verbal 1 1 2 4 2 3 601

Fall 1995 Math 4 2 1 2 3 1 672


TABLE 7 continued

Overall SAT Scores at Clemson UniversityYear/Sem

DescScoreV or M

750-800

700-749

650-699

600-649

550-599

500-549

450-499

400-449

350-399

300-349

250-299

249-below

MeanScore


Fall 2001 Math 607


Fall 2000 Math 597

Fall 1999 Verbal 37 105 247 493 768 571 303 83 18 3 568

Fall 1999 Math 82 169 363 572 682 469 219 63 9 588

Fall 1998 Verbal 35 94 216 449 619 632 336 81 16 1 564

Fall 1998 Math 50 133 291 539 649 505 244 61 7 581

Fall 1997 Verbal 40 101 187 388 625 597 325 89 15 1 562

Fall 1997 Math 48 127 256 506 566 561 235 67 2 577

Fall 1996 Verbal 29 65 184 430 571 620 349 99 19 4 557

Fall 1996 Math 43 109 257 464 557 569 266 94 10 1 571

Fall 1995 Verbal 34 75 197 465 604 649 359 109 16 2 558

Fall 1995 Math 37 91 315 504 601 548 320 86 7 1 570


TABLE 8

Undergraduate majors in BA and BSNumber of Students and Degrees Awarded

Year/SemDesc

Lower-Div

FT PT

Upper -Div

FT PT

TOTAL

FT PT

Fiscal YearGraduations

DegreesAwarded

Fall 2001%

2000-2001 10

Fall 2000%

1999-2000 11

Fall1999%

26 154.2 25.0

22 345.8 75.0

48 4 1998-1999 11

Fall 1998%

19 144.2 12.5

24 755.8 87.5

43 8 1997-1998 12

Fall 1997%

2342.6

31 257.4 100.0

54 2 1996-1997 16

Fall 1996%

2848.3

30 251.7 100.0

58 2 1995-1996 19

Fall 1995%

31 143.7 25.0

40 356.3 75.0

71 4 1994-1995 18


2. Service Teaching

The Department does a significant amount of service teaching. This is documented in

Table 9, and this data indicates that at any point in time, somewhere around 15-20% of this

Universities' undergraduates will be taking math courses. Moreover, as is seen from Table 9,

both the numbers and the percentages have been increasing in the last few years. This

reflects two trends. One is the overall growth of the undergraduate population at Clemson.

Secondly, and of greater interest, there has been a renewed interest in mathematics, and the

amount of mathematics taken by undergraduates. This is a national trend, and reflects the

nature of the modern information based economy as well as the increasing demands of

employers for quantitative skills.

The Department takes its service teaching very seriously. Two major activities

characterize the Department's service teaching.

a) The Department is deeply involved in the integration of technology into our courses.

We are major players in the laptop program, and are the largest user of smartclassrooms.

b) The Department continually updates its course offerings with the general educationcompetency goals:

1) To develop in students a high level of mathematical literacy in orderthat they be able to adequately cope with the demands of aninformation-based age. This basic literacy may assume differentforms, depending upon the students' academic curricula.

2) To enable students to become confident in their ability to domathematics and to grasp the implications of the many mathematicalconcepts that permeates our lives, concepts such as chance, rates ofchange, logic, and graphs.

3) To develop in students the ability to communicate and to reasonmathematically because mathematics today involves much more thancalculation. Clarification of the problem, formulating alternatives,developing appropriate tools, and analyzing the consequences are allpart of mathematical communication and reasoning.


Course Coordination

Beginning in 1999, the department has been gradually increasing the level of teachercoordination in our major service courses: MthSc 101, 102, 103, 104, 106, and 108. These

efforts include designating faculty members to serve as course coordinators as a significantpart of their department responsibilities; development of common syllabi and course

administration guidelines; similar scheduling of course sections (e.g., all Monday-

Wednesday-Friday or Tuesday-Thursday); close supervision of graduate teaching assistantsof-record; and common testing. As practical, we have implemented common testing in some

of the courses (MthSc 106,108). No formal studies have been made to measure the results ofgreater course coordination, but anecdotal data and faculty response is positive.

Mathematics PlacementPrior to 2000, the department utilized the SAT Level II Math achievement test in

conjunction with high school courses and grades to place students in their initial mathematicscourse. In response to a growing concern among the faculty teaching these courses about lack

of basic skills in new students, the department re-examined its placement procedures. After

small scale tests in the spring of 2000, every incoming freshman was given a test assessingalgebra and pre-calculus skills at the start of the fall 2000 semester. The results from this test

were compared against final grades received in that semester and used to establish minimumentrance requirements for all freshman courses.

Because of logistical problems in administering the placement test at the start ofclasses (too late to implement alternative placement) or during summer orientation (grading

and returning scores in time for advising and registration), a web version of the placement

test was implemented during spring 2001 for placement in the fall 2001 semester. The testresults were again compared to final grades and placement levels adjusted for the fall 2002

semester. Although this in an on-going activity, the initial results have been encouraging. Forexample, the rate of final grades of D, F, or W (withdrew) for Calculus I was over 55% in fall

2000. With the placement test along with the effects of improved course coordination, that

rate fell to 42% in fall 2001.


In its current form, the Clemson Mathematics Placement Test (CMPT) is

administered only on the web and is required of all new students at Clemson University. It istaken by more than 2500 students each year and the results are strictly enforced. Placement is

actively monitored, assessed, and adjusted as indicated.

Other Course Improvements

In addition to course coordination and mathematics placement, the department ismaking other improvements in undergraduate education. The course coordinators, under the

direction of the Coordinator of Instruction, meet regularly to discuss issues involving ourmajor service courses.

Graduate students now follow a regular training program before becoming teachers ofrecord. First semester graduate students serve as lab/recitation instructors for College

Algebra and Pre-Calculus. They work with small groups of students (20 or fewer), working

problems, giving short quizzes, and elaborating on course topics. They also serve in theMathematical Sciences Help Center. In their second semester, they serve as teaching

assistants in (coordinated) courses they will teach in their third and fourth semesters. Asteaching assistants, they attend lectures, grade, and occasionally make short presentations to

the class, all under the direction of an experienced instructor. When they become teachers of

record, their class size is reduced (typically to 20 or fewer students per section) to ease thetransition to teaching. When they become teachers of record, graduate students also have

experienced faculty observe their classroom performance during the semester.

The Mathematical Sciences Help Center is staffed by graduate students and

instructors in the afternoons for students seeking additional assistance in their courses. Aschedule is posted on the web listing times and instructor's availability. The department also

uses a number of graduate students and undergraduate majors to service as graders. In the fall2002 semester, over 30 undergraduates provided grading assistance. This is valuable help to

regular department instructors and provides additional mathematical experience for the

undergraduates.


In the past two years, the following new service courses have been added to thecurriculum in order to meet the needs of other departments or to reflect changes in emphasis.

MthSc 103 Elementary FunctionsMthSc 117 Mathematics for Elementary School Teachers IMthSc 118 Mathematics for Elementary School Teachers IIMthSc 309 Introductory Business Statistics


TABLE 9

Student Credit Hours Produced from Courses in Mathematical SciencesCategoryLWR/UPR

Fall1995

Spring1996

Summer1996

Fall1996

Spring1997

Summer1997

Fall1997

Spring1998

Summer1998

Fall1998

Spring1999

Summer1999

Fall1999

Spring2000

Lower Dv 15858 12344 1915 16095 12188 1784 15400 12424 1935 16927 13101 2178 17411 12370

Upper Dv 2761 2619 780 3025 2931 634 3154 3036 657 3249 2805 603 3246 2812

Grad I 786 482 231 412 331 296 370 456 759 423 377 649 442 464

Grad II 438 410 141 494 471 144 535 447 141 423 406 124 364 360

TABLE 9 continued

CategoryLWR/UPR

Summer2000

Fall2000

Spring2001

Summer2001

Fall2001

Spring2002

Summer2002

Lower Dv 2498 17473 13906 2278 16153 12534 1995

Upper Dv 549 3455 2960 651 3831 3195 507

Grad I 388 405 287 177 600 528 197

Grad II 122 334 363 115 339 400 126


3. Admission Criteria

Admission into the mathematical sciences undergraduate program is determined by the

University Admissions Office. The guidelines for admission are given in the University

Announcements. Admission to the University is competitive and is based primarily upon

high school curriculum, class standing and SAT I or ACT scores. An applicant’s intended

major and state of residency also receive consideration. To apply for admission, a candidate

must submit a high school transcript through his/her counselor and have results of the SAT I

or ACT sent directly from the testing agency. In addition, applicants for freshman admission

should complete the following courses in high school:

English 4 credits. All four credits must have strong grammar and composition

components, with at least one in English literature and at

least one in American Literature. College preparatoryEnglish I, II, III, and IV will meet these requirements.

Mathematics 3 credits. These include algebra (for which applied mathematics I andII may count together as a substitute if a student successfully

completes algebra II), algebra II and geometry.

Laboratory Science 3 credits. Two must be selected from biology I, chemistry I, or physicsI.

Foreign Language 3 credits. All three must be earned in the same language.

Social Studies 3 credits. American history is required. One half credit of governmentand one half credit of economics are also recommended.

PE/ROTC 1 creditOther 2 credits. One of these must be a fourth year of mathematics,

laboratory science, or foreign language. Students interested

in engineering are strongly encouraged to take a fourth yearof mathematics. This course should be selected from

precalculus, calculus, statistics, or discrete mathematics. Thesecond credit must be in advanced mathematics, computer

science, or a combination of these; or one unit of world

history, world geography, or western civilization.


4. Student Achievements

Annual Awards

Annual awards made by the Mathematical Sciences Faculty to undergraduate majors

are:

The Mathematical Sciences Freshman Award is given to recognize and encourage outstandingfreshmen Mathematical Sciences majors. This award consists of a certificate and a check.

The Alice Louise Gray Fulmer Award is given each year to the sophomore with the highest gradepoint ratio studying Mathematical Sciences. This award consists of a certificate and a check from

an endowment account.

The Sue King Dunkle Award is given to recognize outstanding performance as a sophomoreMathematical Sciences major. Also a certificate and a check from an endowment account.

Mathematical Sciences Faculty Awards are given to recognize outstanding juniors and seniorsmajoring in Mathematical Sciences. The award consists of a check and a certificate.

John Charles Harden, Jr. Outstanding Junior Award: given to juniors with the highest gpr. The

award consists of a certificate and a check.

The Samuel Maner Martin Award was established by a gift from the class of 1902 in recognition

of the teaching and service of Professor Samuel Maner Martin, long time head of themathematics department, and the namesake for our building, Martin Hall. The award is given to

outstanding seniors majoring in the Mathematical Sciences and consists of a certificate and a

check from an endowment account.

The awards for 2002 were:

Samuel Manner Martin Award :John Palastro

Mathematical Sciences Faculty Awards: given to outstanding seniors.Elizabeth JeffordsBrian FralixSuzanne ParaisoRichard Day


John Charles Harden, Jr. Outstanding Junior Award: given to juniors with the highest gpr.(All of these juniors have 4.0 gpr) Jonathan Bayless

Jimena DavisBenjamin SloopAndrea Roose

Mathematical Sciences Faculty Awards: given to outstanding juniors.Kimberly KernSusan PerroneCasey Allen

Alice Louise Gray Fulmer Award: given to the sophomore with the highest grade point ratioin the Mathematical Sciences.

Jonathan SapochakTraci Hedetniemi

Sue King Dunkle Award: given to recognize outstanding performance as a sophomoreMathematical Sciences major.

Shewayes WalkerRichard Soanes

Mathematical Sciences Freshman Awards: Given to recognize and encourage outstandingfreshmen Mathematical Sciences majors.

Jacob Hicks Kimberly BowmanDana WalkerChristopher GoodmanJames StapeltonMatthew CollinSarah Karpel

Student Honorary

The Department maintains a chapter of Pi Mu Epsilon, the national honorary formathematics majors. The requirements for membership are a Mathematical Sciences majorwith gpr ≥ 3.6 with 60 credits earned at Clemson. The following undergraduate majorsbecame members in 2002. (Note: some eligible students chose not to join.)Benjamin SloopJonathan BaylessVanessa HillKatherine RamlerRichard DayJimena DavisBrian FralixElizabeth JeffordsCasey AllenSusan Perrone


Andrea RooseThree graduating BS majors accomplished a departmental first: each earned their

Departmental Honors by completing a senior Honors Thesis. Formerly, students earned

Departmental Honors by completing a required number of honors courses throughout their

college career. Now students must write an honors thesis to earn this distinction. Brian Fralixwrote his thesis on "Approximating Solutions to the Option Pricing Problem Using the

Monte Carlo Solution" directed by Prof. James Brannan. Jonathan Palastro wrote on"Bremsstratlung X-ray Production in Laser Heated Plasmas" under Prof. Taufiquar Khan.

Richard Day wrote on "Partial Least Squares Wavelet Analysis" under Prof. Calvin

Williams. Each student presented their work at a colloquium to faculty and students.

Four students participated in Research Experiences for Undergraduates thissummer. Susan Perrone (BS) visited at the University of Northern Arizona in Flagstaff,

Arizona for 10 weeks. Jonathan Bayless (BA) and Jimena Davis (BS) attended the REU in

Mathematical Sciences at Clemson this summer, while James Bittner (BS) participated in theREU coordinated by the Center for Fibers and Films at Clemson.

For the first time ever, Clemson's Math Science department entered a team in the

prestigious Putnam mathematics competition. Prof. Neil Calkin coached our team throughout

the fall semester, and the team gave up a home football game, to sit for the exam. ThePutnam exam, an international competition for undergraduates, attracts several thousand

competitors each year, with hundreds of universities and colleges entering teams. Anindication of the difficulty of the exam and its prestige is that students receiving the top five

scores get full scholarships to Harvard Graduate School in mathematics. Despite this being

our first year to enter a team, we did well, with one student (BA) placing in the top 10% andanother (BS) in the top 20%. Prof. Calkin hopes and expects this fall's team to do even better.

Professor Russsell advised two BS students, Casey Allen and Jonathan Sapochak, inpreparation for the Society of Acturary Examinations. Casey and Jonathan both passed the

first of a series of examinations leading to Associateship and Fellowship status in theSociety.


Suzanne Paraiso, an August 2002 BA graduate, received the Blue Key Award for Clemson

University.

Jacob Hicks, a freshman mathematical sciences major, was recognized during Honors andAwards Ceremonies as the Clemson freshman with the most advanced placement credit.

For the fall semester 2002, 22 Mathematical Sciences majors are enrolled in the CalhounHonors College, about one-fourth of our majors.

During the academic year 2002-2003 four mathematical science majors are serving as student

leaders in the Supplementary Instruction Program. Also three of our majors are serving as

paper graders for the Department.

D. Program Climate

1. Recruiting and Enrollment

The Department participates in the College of Engineering and Science undergraduate

recruiting activities. As part of this effort, descriptions of the Department’s degree programs

are included in a CD and a pamphlet that are distributed to perspective students. Also

Undergraduate Ambassadors (currently four math science undergraduate majors) make

weekly presentations to perspective students and their parents. Recruiting activities include:

1) actively participating in CES 101 (class presentation on our major and departmental

tour for interested students).

2) Undergraduate Ambassadors (Mathematical science majors) make weekly

presentation to campus visitors about our BA and BS degree programs, as part the

College Tours.

3) assisting in the “Math Counts” contest that is sponsored by CES,

4) is currently initiating the “Clemson Calculus Challenge”, a mathematics contest in

calculus for high school students.


5) seeking to become the “home” of Mu Alpha Theta, the national high school

mathematics honorary society.

Other on going recruiting efforts consist of mailings and phone calls to prospective

students who indicate an interest in mathematics, and visibility of the Department through

faculty participation in education conferences, colloquia at high schools, and other public

outreach activities.

Currently, about 22 new undergraduate majors matriculate each year. Clemson

students, who change their major to mathematical sciences (mostly engineering), make up

about 25% of our undergraduate majors. Opportunities exist within the College of

Engineering and Science to increase transfers through coordination with the General

Engineering Office. The number of undergraduate math science majors has varied between

175 and 51 over the last 15 years; the current number of majors is 68. An undergraduate

enrollment of 150 students is desired to support a full range of course offerings, graduate

assistantships and department operations. Some of our undergraduate majors rank at the top

of the student body.

The department seeks to increase the number and quality of undergraduate

mathematical science majors, especially from S.C. high schools and to develop further

connections with S.C. and regional high school math teachers.

Career Placement and Development

A long-term effort for all mathematics departments and national professional

organizations is to expand career opportunities for Mathematical Scientists by marketing

their capabilities and establishing a strong professional identity. The Department of

Mathematical Sciences at Clemson is building ties with regional, national and international

industry; developing networks of alumni in positions as Mathematical Scientists; expanding

COOP and intern participation; and working with the Clemson University Michelin Career

Center to increase employment opportunities of its graduates.


Undergraduate Experience

The study of the Mathematical Sciences at Clemson University should be a positive and

memorable experience, filled with discoveries and awakenings which develop a lifelong love

of the Mathematical Sciences and a sense of awe for its beauty, its power, its applications and

its unanswered questions.

The undergraduate experience is enhanced by the following ongoing activities:

1. All students have a regular faculty member as their academic advisor. The

Undergraduate Coordinator serves as the advisor for freshmen, while a select group

of faculty serves as advisors for sophomores, juniors and seniors.

2. All freshmen majors take a course designed to enhance mathematical problem solving

skills (MthSc 129)

3. Sophomore majors take a one-hour course, Mth Sc 250, which introduces them to

opportunities both within the curriculum and after graduation. Faculty, former

students, representatives from industry and others make presentations on

opportunities for mathematical science majors.

4. The Department provides a study lounge (Martin Hall E- 3B) for undergraduates to

study and relax between classes.

5. The Department has recently introduced a Junior Level Honors Seminar, MthSc H382,

and a Senior Honors Thesis course, MthSc H482. These courses allow our majors,

who are members of the Honors College, to graduate with Departmental Honors.

6. A Chapter of Pi Mu Epsilson is maintained to recognize academic achievement of

mathematical science majors.

7. The Math Club provides an opportunity for formal and informal discussions of topics

of interest to undergraduate students.

8. In the Fall 2001, the Department began sponsoring a team to compete in the

prestigious Putnam mathematics competition.


9. Four mathematical science majors participated in Research Experiences for

Undergraduates during the 2002 summer. The programs are funded by the National

Science Foundation.

The Department continually seeks to enhance and enrich the undergraduate experience

of study in the mathematical sciences at Clemson.

2. Teaching Evaluation

The teaching effectiveness of the faculty is evaluated by the Mathematical Sciences

Department Chair in annual meetings with each faculty member. Instructors, non-tenured

faculty, and faculty seeking promotion also have their teaching effectiveness evaluated by the

tenure and promotion committee. Teaching effectiveness of those faculty undergoing post-

tenure review is evaluated by the Chair and the Department's Post Tenure Review

Committee. Student perception of faculty teaching effectiveness is obtained with tabulated

student evaluations using the Clemson University Student Evaluation Form. Graduate

teaching assistants are monitored by a faculty supervisor and student perception of teaching

assistants effectiveness is obtained from the Clemson University Student Evaluation Form.

This year the Department has initiated a program for senior faculty to visit classes taught by

Teaching Assistants, in order to promote feedback on teaching effectiveness and to gather

evidence of good teaching for future reference letters. Exit interviews of graduating seniors

provide additional feed back on effective teachers, ineffective teachers, as well as strong and

weak points in the degree programs.

3. Campus, Public and Professional Service Activities

Through its service activities the Department seeks:

• to work with public school teachers in the continuing development and updating of

textbook and curriculum materials in the mathematical sciences,

• to work closely with the Department of Curriculum and Instruction to provide pre-

service and in-service training for teachers in the mathematical sciences,

• to work closely with the State Department of Education to improve mathematics

education at the K-12 levels,


• to provide consultation to students and faculty from across the campus on mathematical

science problems,

• to inform the public of the increasing national need for education in the mathematical

sciences so that the United States can maintain economic health,

• to provide assistance in technology transfer to business, industry, and government, and

• to provide leadership to our professional societies and to editorial boards for scholarly

journals.

4. Program Evaluation

Each semester exit interviews are conducted with graduating seniors to get feedback on

our programs. For undergraduates the examining committee consists of the Department

Chair, the Coordinator of Instruction, and the Undergraduate Studies

Coordinator. In addition, the students are asked to write 50 to 100 word responses to the

following questions

a. State the names of any instructor in the Department of Mathematical Sciences whom

you feel did an exceptional job in contributing to your education at Clemson

University. Please explain why you named each individual.

b. State the names of any instructors in the Department of Mathematical sciences whom

you feel did a less than adequate job in contributing to your education. Please explain

why and comment on how you feel these individuals can improve upon their

performances.

c. What aspects of the Department did you find especially educational and rewarding,

and what aspects did you find lacking? Please explain.

d. Please make any additional comments, which you feel could be useful in improvingthe educational process in the Department of Mathematical Sciences.

Annual assessment plans and reports are submitted to the Dean.


Assessment Plan for Bachelor of Science in Mathematical Sciences,

Academic Year 2002-2003

Expanded Statement of Institutional Purpose Mission:

The mission of the Department of Mathematical Sciences is to work within all theareas of the mathematical sciences to create and discover new knowledge, to disseminate

new and existing knowledge, and to apply new and existing knowledge for the

educational and economic benefit of the state and nation.

Goals:1. To offer a stimulating and intellectually challenging Bachelor of Science degree that

combines a foundation in all the areas of the mathematical sciences with a concentration

chosen in one area to achieve a focused emphasis.

2. To prepare students for the effective use of their mathematical training in employment,

graduate school, or professional school.

Linkages to University Goals and Initiatives: The stated goals of the Bachelor of Science inMathematical Sciences directly relate to and support the following “10-Year Goals of

Clemson University.”

I.1 Excel in teaching. The Department’s goal of offering a stimulating and intellectually

challenging B.S. degree supports the University’s goal of excellence in teaching at theundergraduate level.

I.4 Foster Clemson’s academic reputation through strong academic programs: TheDepartment’s goal of offering a stimulating and intellectually challenging B.S. degree

supports the enhancement of Clemson’s academic reputation.

II.4 Increase our focus on collaboration: The Department’s emphasis on and tradition of a

multi-disciplinary approach across all the areas of the mathematical sciences supportsClemson’s focus on collaboration across disciplines.


Intended Educational Student Outcomes

1. Students should be able to perform complex tasks; explore subtlety; discern patterns,coherence, and significance; and undertake intellectually demanding mathematical

reasoning. Student should be able to utilize quantitative reasoning and appropriatecomputational algorithms to solve problems.

A. Strategy: Grade distributions for BS students in 300 and 400 level mathematical science courses will be compiled and used as measure of student performance.

B. Criteria: Grade distributions will indicate satisfactory, above average, or excellent

performance.

2. Students should undertake independent work or a project, apply new mathematical

techniques, or discover new mathematics.

A. Strategy: The Department will compile data on student participation in summer

internships, research experiences for undergraduates, mathematical science competitions, and seminars.

B. Criteria: Math Science majors will participate in at least on such activity during their undergraduate studies.

3. The overall experience of students completing the Bachelor of Science in Mathematical

Sciences will be ranked highly by most of the graduates.

A. Assessment Strategies: The Department of Mathematical Sciences will survey

graduating seniors to assess students' overall experience.

B. Criteria: At least 80% of the students completing the Bachelor of Science in

Mathematical Sciences will rank their overall experience as either satisfactory, very satisfactory or highly satisfactory.


4. Within one year of completing the Bachelor of Science in Mathematical Sciences, a high

percentage of graduates will have either attained employment in a related field orcontinued school in a graduate program.

A. Assessment Strategies: Exit interviews of graduating seniors and surveys of

alumni will be used to assess employment and graduate school enrollment.

B. Criteria: At least 60% of graduates will have either attained employment in a

related field or continued school in a graduate program within one year of graduation.

Assessment Plan for Bachelor of Arts in Mathematical Sciences

Academic Year 2002-2003

Expanded Statement of Institutional Purpose Mission:

The mission of the Department of Mathematical Sciences is to work within all theareas of the mathematical sciences to create and discover new knowledge, to disseminate

new and existing knowledge, and to apply new and existing knowledge for theeducational and economic benefit of the State and Nation.

Goals:

1. To offer a stimulating and intellectually challenging Bachelor of Arts degree thatcombines a foundation in all the areas of the mathematical sciences with a minor chosen

from another field to achieve a multi-disciplinary emphasis.

2. To prepare students for the effective use of their mathematical training in employment,

graduate school, or professional school.


Linkages to University Goals and Initiatives: The stated goals of the Bachelor of Arts in

Mathematical Sciences directly relate to and support the following “10-Year Goals ofClemson University.”

I.1 Excel in teaching. The Department’s goal of offering a stimulating and intellectually

challenging B.S. degree supports the University’s goal of excellence in teaching at the

undergraduate level.

I.4 Foster Clemson’s academic reputation through strong academic programs: TheDepartment’s goal of offering a stimulating and intellectually challenging B.A. degree

supports the enhancement of Clemson’s academic reputation.

II.4 Increase our focus on collaboration: The Department’s emphasis on and tradition of a

multi-disciplinary approach across all the areas of the mathematical sciences and themulti-disciplinary curriculum of the Bachelor of Arts degree supports Clemson’s focus

on collaboration across disciplines.

Intended Educational Student Outcomes

1. Students should be able to perform complex tasks; explore subtlety; discern patterns,coherence, and significance; and undertake intellectually demanding mathematical

reasoning. Student should be able to utilize quantitative reasoning and appropriatecomputational algorithms to solve problems.

A. Strategy: Grade distributions for BA students in 300 and 400 level mathematical sciences courses will be compiled and use as measure of student

performance.

B. Criteria: Grade distributions will indicate satisfactory, above average, or

excellent performance.

2. Students should undertake independent work/project, apply new mathematical


techniques, or discover new mathematics.

A. Strategy: The Department will compile data on student participation in

summer internships, research experiences for undergraduates, mathematical science competitions, and seminars.

3. The overall experience of students completing the Bachelor of Arts in MathematicalSciences will be ranked highly by most of the graduates.

A. Assessment Strategies: The Department of Mathematical Sciences will survey

graduating seniors to assess students' overall experience.

B. Criteria: At least 80% of the students completing the Bachelor of Arts in Mathematical Sciences will rank their overall experience as either

satisfactory, very satisfactory or highly satisfactory.

4. Within one year of completing the Bachelor of Arts in Mathematical Sciences, a high

percentage of graduates will have either attained employment in a related field orcontinued school in a graduate program.

A. Assessment Strategies: Exit interviews of graduating seniors and surveys of

alumni will be used to assess employment and graduate school enrollment.

B. Criteria: At least 60% of graduates will have either attained employment in a

related field or continued school in a graduate program within one year of graduation.


Conclusions from 2001- 2002 Assessment

Based on exit interviews, over 80% of seniors graduating in 2001-2002 ranked their overallexperience as either satisfactory, very satisfactory or highly satisfactory. Based upon

feedback from students and faculty the BA degree requirements were completely revised andupdated the academic year 2001-2002 and B.S. degree requirements will revised and updated

during the next academic year. Of the four BA recipients during 2001-2002, three were

interviewing and one was preparing to teach at graduation time. Of the ten recipients of theBS degree during 2001-2002, six are entering graduate school or a professional degree

program, two are employed in industry and 2 were still interviewing at the time ofgraduation.


V. Master of Science Program

A. Program Purpose, Goals and Objectives

In 1975 the Department put together a successful curricular reform to create an applied

master’s program in mathematical sciences. A grant from the NSF Program Alternatives in

Higher Education supported efforts to create this novel program, where the emphasis was to

prepare graduates for careers in business, industry, and government. A distinguished Board

of Advisors provided valuable guidance during the planning phase of the applied master’s

program and included both academic members (from Brown, Princeton, Cornell, Rice) as

well as members from industry (Milliken Corporation) and government (ICASE, Office of

Naval Research, Oak Ridge National Labs). It was agreed that a level of training between the

baccalaureate and the Ph.D., something more ambitious than the traditional master’s degree,

would be attractive to students and fill a significant national need. The applied master’s

program was formally created in December 1975.

Specifically, the applied M.S. program was based on the following premises (which not

only turned out to be correct but which also anticipated several recent national trends):

• The major source of employment for mathematical scientists in the future will benonacademic agencies.

• Most such employers will require more than a B.S. degree but less than a Ph.D. degreein the mathematical sciences.

• Employers will prefer personnel who possess not only a concentration in a particular

area of the mathematical sciences, but also diversified training in most of the otherareas.

• Graduates should possess more than superficial education in applying mathematicaltechniques to solve problems in areas other than the mathematical sciences. Inherent in

this training is the ability to communicate, both orally and in writing, with persons from

such areas.• It is desirable to obtain such broad-based education in the mathematical sciences prior

to specializing for the Ph.D. degree.


Our applied master’s program has subsequently been a model for other programs

nationally, anticipating the breadth of training and computational skills needed for

employment in business, industry, and government. (Reference 1) The teaching component

of the program, carried out as part of their assistantship duties, also affords our graduates

valuable experience (and a competitive advantage) when applying for academic positions.

Goals

• to offer a stimulating and intellectually challenging Master of Science degree thatintegrates various areas of the mathematical sciences into a balanced curriculum

• to train graduates of the highest caliber to meet the needs of industry and government,

thus contributing to the economic future of the state and nation• to prepare students for additional graduate work in the mathematical sciences

Objectives

The major objectives of the master’s degree program are to develop students

• with a breadth of training in the mathematical sciences• with a concentration that reflects depth of knowledge in selected area(s)

• who can effectively communicate• who have flexible career options in both academic and nonacademic spheres

B. Students

Graduate Student Profile

Tables 10–12 describe student profiles for master’s degree students over the past five

years. The first two tables provide summaries for all students enrolled in the fall of each

academic year, while the last table provides information by academic year (August through

May).

As seen in Table 10, the M.S. program attracts a substantial number of females into the

program, counter to the experience at most mathematics/statistics programs. In fact the data

reveal approximately 56% males and 44% females enrolled in the master’s program. Also

counter to national trends, this table shows that U.S. citizens comprise a large percentage

(81%) of the M.S. candidates in the program.


These demographics dovetail well with the goals of our graduate program (in which

such graduates have increased opportunities for both nonacademic and academic careers).

Also, the abundance of U.S. citizens is necessitated by the fact that graduate students teach a

large number of service courses for the university. By their second year, the teaching

assistants have primary responsibility for teaching, holding office hours, and assigning

grades in their individual courses.

Table 11 indicates a general decline in the number of students enrolled in the M.S.

program. Several reasons for this decline are likely. First, the uniqueness of our program has

been diluted as other programs have incorporated many of our distinguishing features.

Second, the pool of appropriate applicants has dwindled as nonacademic jobs (with very

attractive salaries) have siphoned off a number of potential graduate students. As a result,

there has been intense competition among more schools for these fewer students. To counter

this trend, our graduate stipend has been substantially increased (beginning with the Fall

2000 semester) and more aggressive recruiting measures have been instituted. These efforts

have produced increased current enrollments: 46 full-time M.S. and 26 full-time Ph.D.

students in Spring 2002.

TABLE 10 Enrollment by ethnicity, citizenship, and gender in M.S. program

Year Non-ResidentAlien

Male/Female

WhiteMale/Female

AfricanAmerican

Male/Female

OtherMale/Female

TotalMale/Female

F97 2/3 17/10 0/1 2/0 21/14F98 2/2 15/14 0/0 1/0 18/16F99 2/2 14/10 0/1 0/0 16/13F00 5/1 7/8 0/1 0/0 12/10F01 9/2 9/11 1/1 1/0 20/14


TABLE 11Headcount enrollment by full-time and part-time status in M.S. program

Year Full-time Part-time TotalF97 34 1 35F98 33 1 34F99 27 2 29F00 19 3 22F01 31 3 34

TABLE 12M.S. degrees awarded (by academic year)

1995–96 1996–97 1997–98 1998–99 1999–2000 2000-2001DegreesAwarded 17 26 14 15 14 12

Admission Requirements

In general, it is expected that students possess a bachelor’s degree in mathematics,

statistics, or computer science. In some cases, students from other departments who have an

interest and background in mathematics can be admitted into the master’s program or into a

postbaccalaureate program (from which they can transfer into the master’s program after

taking the requisite background courses). All students entering the program are expected to

have undergraduate prerequisite courses (linear algebra, differential equations, statistics, and

a computer language) as well as undergraduate foundation courses (modern algebra,

advanced calculus, probability, and discrete computing). Generally, an entering student is

expected to have completed three of the four foundation courses prior to entry into the

program in order to complete the master’s program in two years plus one summer session.

Deficiencies will ordinarily be removed by taking the corresponding mathematical sciences

graduate course (MTHSC 612, 653, 600, and 863, respectively).

Requirements for admission include a bachelor’s degree with at least a 3.2 grade point

average. A minimum score of 1700 on the GRE general test (verbal + quantitative +

analytical) is also expected. (GRE general total scores of entering students in recent years


have averaged above 1900, and undergraduate GPA’s have averaged 3.6, approximately.)

For international students, a TOEFL score of at least 600 is required. On occasions, when

other factors are considered (such as extremely strong letters of recommendation or

extenuating circumstances in the undergraduate record), students may be admitted into the

program; their progress in the first semester is then closely monitored by the Graduate

Coordinator.

Recruiting

Traditionally, the department has recruited graduate students by means of coordinated

telephone calls to faculty members at targeted institutions as well as faculty visits to selected

colleges and universities. Recently, we have reinforced the important role of faculty advisors

at other institutions by having our own faculty members write personal letters to their

colleagues elsewhere. Other new recruiting measures include attending undergraduate

mathematics conferences and regional mathematics conferences, participating in the annual

“A Look Inside Clemson” program (to recruit minority students), advertising in appropriate

media and encouraging our own graduate students to visit their undergraduate colleges (we

provide recruiting materials for such visits).

By far the most noticeable change in recruiting activities has been the extensive use of

email and the World Wide Web. We try to maintain email contact with students who have

expressed initial interest in our programs, providing information tailored to their interests and

regularly updating them on the status of their application. We encourage students to make a

campus visit, and arrange for them to meet with faculty in their interest areas as well as

current graduate students. An important source of information for students is our graduate

web page (www.math.clemson.edu), which contains descriptions of programs, prerequisites,

application procedures, faculty research areas, and sample plans of study. This home page

and associated web pages are updated on a regular basis.

Financial Support of Graduate Students

Entering M.S. students are supported exclusively with Graduate Teaching

Assistantships. Advanced students may be supported as graduate research assistants. The

stipend paid for teaching assistants is $14,000 for 10.5 months. This stipend is paid in the

amount of $6250 per semester plus an additional $1500 during the summer. Master’s


students normally receive graduate teaching assistantships for two consecutive academic

years and one summer session, which is the typical time required to complete the M.S.

degree.

Teaching Assistants spend no more than twenty hours per week engaged in teaching

activities. In their first semester, M.S. students assist in laboratory sessions, hold recitation

sections for large lecture classes (college algebra and precalculus), administer quizzes and

serve as resources in the Help Center. In their second semester, students assist instructors of

(smaller section) classes, preparing them for teaching those classes in the second year.

Throughout, the students are supervised and mentored by faculty members who serve as

course coordinators. In the second year, students are the teachers of record for approximately

8-9 credit hours of teaching per academic year. The department makes a conscious effort to

limit the enrollment of the courses taught by second year graduate students to less than 30

students.

Research Assistantships carry a stipend of $14,000–$20,000 per year, with the amount

varying according to the funding specified by the grant or contract. These assistantships

require approximately twenty working hours per week (one-half time). No teaching

responsibilities are involved, and the recipients are engaged in research with their faculty

advisors. Research Assistantships often pay a somewhat higher rate than teaching

assistantships and are awarded based on the availability and qualifications of the recipients.

In recent years, multiyear grants on Affordability (Office of Naval Research), Fibers and

Films (National Science Foundation Center), and Wireless Networking (Office of Naval

Research) have supported several graduate students. In addition, funding has been obtained

from industrial sponsors for students, as part of the department’s CLEMS (Cooperative

Learning Experiences in the Mathematical Sciences) program.

The department supports virtually all graduate students on some type of assistantship,

except for a few international students who may have support provided by their home

country. The departmental support for graduate assistantships has been approximately

$550,000 per year for the previous five years, rising to $591,000 in 2001–2002. Full-time

graduate research or teaching assistants qualify for reduced tuition and fees from the

University. Graduate Assistants pay a flat fee per semester (currently $780), which is

substantially lower than the regular cost of tuition and fees.


In addition, the University has available a number of fellowships that are awarded on a

competitive basis by the Graduate School. These fellowships currently pay $5,000 per

academic year in addition to the assistantship provided by the department. Fellowships

require no explicit duties. Applicants to our department have been quite successful in

winning these awards in recent years. Typically, four of the department’s nominees have

been offered such fellowships, with two of the nominees accepting the awards and joining

the class of incoming master’s students. SC Graduate Incentive Fellowships are also

available to minority graduate students. These renewable awards provide $5,000 per year for

master’s students.

C. Curriculum

Entering students undergo a four-day orientation and training program, which

introduces them to the department and the master’s program. They also attend workshops

provided by both the College of Engineering and Science and the Department on the duties

and responsibilities of being a Graduate Teaching Assistant. Practice teaching sessions are

videotaped and analyzed, and panel discussions are organized to discuss teaching

methodologies as well as potential problems arising in the classroom. As part of this

orientation program, the students are assigned to an advisor, based on their initial interest

area(s) in the mathematical sciences. Advisors meet with students and help the students plan

courses for the upcoming year, taking into account any deficiencies in their undergraduate

record that will need to be removed by appropriate course work.

Nonthesis Option

The master’s degree is based on developing breadth as well as depth in the

mathematical sciences; it requires two years of course work and culminates with a master’s

project, undertaken under the direction of a faculty member. For breadth, each student selects

courses to satisfy certain distribution requirements across the spectrum of mathematical

sciences. For depth, each student, in consultation with a faculty advisor, chooses six courses,

which comprise a meaningful concentration in some specialty within the mathematical

sciences. A minimum of 37 credit hours of courses is needed to complete the master’s

program (twelve three-credit courses plus the one-credit master’s project course). Typical

M.S. programs in the nonthesis option contain 40 hours of course work.


Specifically, the breadth requirement consists of six graduate courses: one selected

from each of algebra/discrete mathematics, analysis, computing, operations research, and

statistics plus one additional course in operations research or statistics (see Table 13). In

addition, six courses are selected to define an identifiable concentration area. Every student’s

program is required to include at least one course, possibly chosen from outside the

Department of Mathematical Sciences that emphasizes mathematical modeling. As a means

of integrating the student’s program of diverse study, a master’s project must be completed

by the end of the second year. Each student chooses an advisor and master’s committee

during the second semester. There is considerable flexibility in the topic and scope of the

master’s project work; in some cases it can involve consulting for an external client and may

generate financial support for the student. The student prepares a written report and also

makes an oral presentation of the master’s project to his or her advisory committee.


TABLE 13Components of the M.S. (nonthesis) degree

PrerequisitesLinear AlgebraDifferential EquationsComputer LanguageStatistics

FoundationsModern AlgebraAdvanced CalculusProbabilityDiscrete Computing Course

Breadth AreaAlgebraAnalysisScientific ComputingOperations ResearchStatistics

Statistics/OR

RecommendedMTHSC 853: Matrix AnalysisMTHSC 821: Linear AnalysisMTHSC 860: Intro. to Scientific ComputationMTHSC 810: Linear ProgrammingMTHSC 805: Data AnalysisMTHSC 804: Intro. to Statistical InferenceMTHSC 800: ProbabilityMTHSC 803: Stochastic ProcessesMTHSC 814: Network Flow Programming

Concentration AreaSix Courses

Master’s ProjectMTHSC 892

Concentration Areas

Students, in consultation with their advisor and their master’s committee, have

flexibility in structuring the six courses that define the concentration area. Typical areas of

concentration are algebra/discrete mathematics, applied analysis, computing, operations

research, and probability/statistics. Possible concentration courses in these areas are shown in

Table 14. It is also possible for a student to combine several of these disciplines to define a

hybrid concentration area (such as financial mathematics). Graduate courses outside the

Department of Mathematical Sciences can be used to fulfill the concentration requirement, if

they contribute to a meaningful program for the student. In addition to the courses listed in

Table 14, Selected Topics courses (MTHSC 98x) are regularly offered within the various

concentration areas.


TABLE 14Possible concentration courses by area

Algebra/Discrete MathematicsMTHSC 851: Abstract Algebra IMTHSC 852: Abstract Algebra IIMTHSC 854: Theory of GraphsMTHSC 855: Combinatorial AnalysisMTHSC 856: Applicable AlgebraMTHSC 954: Advanced Graph Theory

Applied AnalysisMTHSC 822: Measure and IntegrationMTHSC 823: Complex AnalysisMTHSC 825: Dynamical SystemsMTHSC 826: Partial Differential EquationsMTHSC 827: Neural NetworksMTHSC 831: Fourier SeriesMTHSC 837: Calculus of Variations and

Optimal ControlMTHSC 841: Applied Mathematics IMTHSC 842: Applied Mathematics IIMTHSC 927: Functional Analysis

ComputingMTHSC 861: Advanced Numerical

Analysis IMTHSC 865: Data Structures

Operations ResearchMTHSC 811: Nonlinear ProgrammingMTHSC 812: Discrete OptimizationMTHSC 813: Advanced Linear

ProgrammingMTHSC 814: Network Flow ProgrammingMTHSC 816: Network AlgorithmsMTHSC 817: Stochastic Models IMTHSC 818: Stochastic Models IIMTHSC 819: Multicriteria OptimizationMTHSC 820: Complementarity Models

Probability/StatisticsMTHSC 801: General Linear Hypothesis IMTHSC 802: General Linear Hypothesis IIMTHSC 803: Stochastic ProcessesMTHSC 804: Statistical InferenceMTHSC 806: Nonparametric StatisticsMTHSC 807: Applied Multivariate

Analysis

MTHSC 808: Reliability and Life TestingMTHSC 809: Time Series AnalysisMTHSC 881: Mathematical StatisticsMTHSC 882: Monte Carlo MethodsMTHSC 885: Advanced Data AnalysisMTHSC 901: Probability Theory IMTHSC 902: Probability Theory II


Thesis Option

It is also possible for students to pursue the thesis option under the master’s program. In

this case, the student again satisfies the breadth requirements (six courses) of Table 13. A

minimum of 36 credit hours of approved course work is required, which includes 6 hours of

thesis research (MTHSC 891). The thesis is written according to Graduate School and

Department guidelines under the direction of a research advisor, and the student presents the

thesis research to his or her master’s thesis committee in an oral defense.

Graduate Student Supervision

The Department’s Graduate Coordinator assigns all new graduate students to an

academic advisor, based on the student’s transcript and stated interest areas. This academic

advisor assists in planning for the first year’s courses (fall, spring, and summer), and also

serves as a mentor to the student relative to curriculum matters and career choices. In

addition, the student’s teaching activities are also monitored by a faculty member, typically

the official course coordinator. In this way, feedback concerning effective teaching strategies

is provided as well as advice about handling potential classroom problems. Each spring

semester, new graduate students are required to attend a seminar in which faculty members

from the department present their research interests and possible topics for master’s projects.

M.S. students select their advisor and their master’s committee by the end of the second

semester in the program, at which time the GS2 (plan of study) is filed with the Graduate

school. The student’s M.S. committee is comprised of three faculty members (including their

advisor), with at least two of the three members selected from the Department of

Mathematical Sciences. The faculty advisor also serves as mentor for the student’s teaching

activities during the second year. Classroom visits are scheduled and an on-line teaching

evaluation form is submitted by the advisor after each visit.

During the past five years, over 20 faculty members have served as advisors to master’s

degree students, helping to plan their curriculum and directing their master’s project. In

addition, faculty serve on the advisory committees that approve each student’s curriculum

plan and administer the final oral examination on the student’s project. The time-intensive

nature of study in the mathematical sciences and the one-on-one nature of the direction of

master’s projects does restrict the number of students a faculty member can simultaneously

advise. A typical advising load is one M.S. student per junior faculty member, and two to


three students per senior faculty. In addition, a faculty member serves as the advisor to the

SIAM (Society for Industrial and Applied Mathematics) student chapter, helping the three

student officers gain leadership experience.

International Dual-Degree Program

Together with the Department of Mathematics in Kaiserslautern, Germany, the

department offers a graduate exchange program in mathematical sciences. This program was

established in 1996 and enables exchange students to receive the M.S. degree from their

home university and the host university. As well, students benefit from a cross-cultural,

educational experience.

Second-year master’s students from Clemson are eligible for the program, which

requires a full year of study at Kaiserslautern University. A single master’s project satisfies

the requirements for both degrees: The M.S. in Mathematical Sciences from Clemson and an

M.S. (or German diploma) in Mathematics International from Kaiserslautern. Clemson

students completing this program can choose to specialize in five areas at Kaiserslautern, the

most popular being Optimization and Statistics. Currently, there is one Kaiserslautern

student studying at Clemson and one Clemson student studying at Kaiserslautern.


D. Program Assessment

The Department has in place various assessment mechanisms for its master’s degree

program. In addition, the graduate students meet monthly during each semester with the

Department Chair and the Graduate Coordinator to discuss issues of space, facilities,

stipends, and curriculum. This regular meeting provides immediate feedback to the

department administration about any potential concerns or problems.

The following are intended educational outcomes and indicators, and criteria of success

in achieving such outcomes.

Outcome 1: A high percentage of entering students will successfully complete the M.S.

program.Indicator: Percent of students completing the program and the average length of time to

do so.

Criteria: At least 90% of entering students will complete the program; of these 85%will obtain the degree within two years of starting a full-time program.

Outcome 2: A high percentage of students completing the Master of Science degree willrank their overall experience as either satisfactory, very satisfactory, or highly

satisfactory.

Indicator: Exit interviews with graduating students will be conducted. Confidentialquestionnaires sent to all graduating students will also be collected and

analyzed. (See Table 15 for a copy of the current survey instrument.)Criteria: At least 75% of entering students completing the Master of Science degree

will rank their overall experience as either satisfactory, very satisfactory, or

highly satisfactory.


Outcome 3: The Master of Science program will be effective in preparing students for

immediate employment or continued Ph.D. studies.Indicator: Exit interviews of graduates and surveys of alumni will be administered

within one year after graduation to assess employment and graduate schoolstatus.

Criteria: At least 75% of master’s graduates will be either employed in a related area or

enrolled in a Ph.D. program within six months after graduation.

Outcome 4: A high percentage of employers will rate graduates hired within the previous

year as satisfactory or better.Indicator: A survey of employers conducted one year after graduation will be used to

assess employee satisfaction.

Criteria: At least 75% of the employers will rate graduates hired within the previousyear as satisfactory or better.


TABLE 15Exit Interview Questionnaire

1. State the names of any instructor in the Department of Mathematical Sciences whomyou feel did an exceptional job in contributing to your education at Clemson

University. Please explain why you named each individual.

2. State the names of any instructors in the Department of Mathematical Sciences whom

you feel did a less than adequate job in contributing to your education. Please explainwhy and comment on how you feel these individuals can improve upon their

performances.

3. What aspects of the department did you find especially educational and rewarding,

and what aspects did you find lacking? Please explain.

4. Please make any additional comments, which you feel could be useful in improvingthe educational process in the Department of Mathematical Sciences.


E. Conclusions

The Master of Science program in mathematical sciences, begun as one of the first such

programs in the applied mathematical sciences, has served as a model for other programs

nationwide. (Reference 1) During its 25 year history, the program has continued to evolve to

meet changing conditions, yet its basic philosophy has remained constant and relevant.

Namely, breadth of training and computational skills is important for subsequent

employment in business, industry, and government. As well, the ability to communicate

effectively is critical for success, in both academic and nonacademic spheres.

This same philosophy (breadth of training, with an emphasis on computational skills) is

also valuable to our undergraduate students as well as graduate students in other departments.

Our M.S. courses do attract such students, and they too benefit from the emphasis on

modeling and applications in the curriculum.

The M.S. degree produces graduates who are broadly educated in the mathematical

sciences, and who can appreciate the connections and mutual interdependence of various

disciplines represented in the department (algebra/discrete mathematics, applied analysis,

computing, operations research, and probability/statistics). Students also develop a

concentration to give further depth to one particular area or areas. The master’s project

provides a useful capstone experience that can bring several areas of the mathematical

sciences to bear on the project. Carrying out this project also has the beneficial effect of

improving the graduate’s writing and presentation skills. The teaching experience gained as a

Graduate Teaching Assistant reinforces the need for clear communication skills.

In addition, there are a number of weekly seminars on a variety of mathematical topics

to which graduate students are cordially invited. This affords more interaction, both

academic and social, between faculty and graduate students. One such seminar involves

faculty and students of both the Mathematical Sciences Department and the Computer

Science Department. Most recently, the graduate students themselves have organized a

weekly Graduate Student Seminar in order to foster the interchange of information on student

research activities.


Graduates of the M.S. program in mathematical sciences are well poised to obtain

meaningful employment in their profession or to continue further graduate studies toward the

Ph.D. It is a fact that employers have sought to employ additional graduates of the program,

based on their positive experience with graduates previously hired from the Department of

Mathematical Sciences. Table 16 lists some of the employers of graduates from the master’s

program since 1996. Typically, 50% of the master’s students accept nonacademic positions

after graduation, with another 15% accepting teaching positions and 35% going on to pursue

a Ph.D. degree.


TABLE 16Employers of recent M.S. graduates

The Acacia Group

Axiom Corporation

Bank One

Bank USA

Blue Cross/Blue Shield

BMW

Centers for Disease Control

Clemson Apparel Research

Department of Defense

Ericsson Inc.

First Union Securities

First USA Bank

Greenville Hospital System

IBM Corporation

Institute for Defense Analyses

Lockheed Martin

Lucent Technologies

Milliken & Company

National Security Agency

Naval Air Systems Command

Rodale Press

Sabre Systems

Scientific Research Corporation

Schlumberger

Software Technology Inc.

Sonoco

Sparta Inc.

Talus Solutions Inc.

Third Federal Savings and Loan

Unisys

Virco Manufacturing

WorldCom


VI. Doctor of Philosophy Program

A. Program Purpose, Goals and Objectives

As mentioned in Section V.A, the Department began a complete restructuring of its

graduate programs in 1975, aided by the NSF grant Alternatives in Higher Education. In

addition to constructing an applied master’s program, geared to preparing graduates for

nonacademic careers, the NSF grant also called for the development of a Ph.D. program that

would build upon the breadth-and-depth philosophy of the M.S. degree. The resulting Ph.D.

program was approved by the faculty in the spring of 1979.

In particular, the Doctor of Philosophy program in mathematical sciences emphasizes a

solid foundation in five areas (algebra/discrete mathematics, analysis, computational

mathematics, operations research, and probability/statistics), with in-depth dissertation

research carried out in a specific area. The Ph.D. program structures these five areas of the

mathematical sciences into three disciplines: applied and computational analysis (continuous

modeling), discrete mathematics (discrete modeling), and statistics and probability

(stochastic modeling). Doctoral research within each discipline may range from topics having

a strong emphasis on modeling to those that are purely theoretical. All graduate students are

required to have a significant exposure to modeling throughout the curriculum. The

Department believes that a generous exposure to modeling is valuable for all students in

preparation for academic as well as industrial careers.

Goals

• to offer a Doctor of Philosophy degree with a foundation in broad areas of themathematical sciences, with a research focus in one of these areas

• to prepare doctorate level mathematical scientists for a successful career in industry,

government, or academia


Objectives

The major objectives of the Doctor of Philosophy degree program are to develop students

• who are broadly trained in the mathematical sciences• who have an in-depth understanding of a specialized area

• who can effectively communicate

• who have flexible career options in both academic and nonacademic spheres

B. Students

Graduate Student Profile

Tables 17–19 describe profiles for students in the Doctor of Philosophy program over

the past five years. The first two tables provide summaries for all students enrolled in the fall

of each academic year, while the last table provides information by academic year (August

through May).

As seen in Table 17, the Ph.D. program attracts a significant number of females into the

program, counter to the trend at most mathematics/statistics programs. On average, some

30% of students in the doctoral program are female. In part, this enviable percentage is

attributable to the overall environment of the graduate program (the master’s program enrolls

approximately equal numbers of males and females) and the significant number of females

holding permanent positions in the department (over 15% of the full-time permanent faculty

are females with doctorates). Table 17 shows that U.S. citizens comprise a large percentage

(71%) of doctoral candidates in the program, again running counter to national trends.

These demographics dovetail well with the goals of our graduate program (in which

such graduates have increased opportunities for both nonacademic and academic careers).

Also, the abundance of U.S. citizens is necessitated by the fact that graduate students teach a

large number of service courses for the university. Most doctoral candidates are utilized by

the department as teaching assistants, who have primary responsibility for lecturing, holding

office hours, and assigning grades in their individual courses. Other doctoral students are

supported by research grants and contracts obtained by faculty in the department.

Tables 18–19 indicate that there are typically 30 students enrolled each year in the

Doctor of Philosophy program, with four students earning their doctorates each year. Since


many of the students entering the doctoral program are those who have just completed a

master’s degree from the Department of Mathematical Sciences, the decline in the number of

latter students (see Section V.B) could manifest itself in fewer doctoral students in the near

future. In anticipation of such a decline, our graduate stipend has been substantially increased

(beginning with the Fall 2000 semester) and more aggressive recruiting measures have been

instituted.

TABLE 17Enrollment by ethnicity, citizenship, and gender in Ph.D. program

Year Non-ResidentAlien

Male/Female

WhiteMale/Female

AfricanAmerican

Male/Female

OtherMale/Female

TotalMale/Female

F97 5/1 15/6 0/1 0/0 20/8F98 6/1 13/5 0/2 0/0 19/8F99 6/3 15/3 0/1 1/0 22/7F00 5/2 13/6 0/1 1/0 19/9F01 7/5 10/3 0/2 1/0 18/10

TABLE 18Headcount enrollment by full-time and part-time status in Ph.D. program

Year Full-time Part-time TotalF97 27 1 28F98 27 0 27F99 27 2 29F00 23 5 28F01 27 1 28


TABLE 19Ph.D. degrees awarded (by academic year)

1995–96 1996–97 1997–98 1998–99 1999–2000 2000–2001DegreesAwarded 3 4 2 5 6 4

Admission Requirements

In general, it is expected that students possess a master’s degree in mathematics or

statistics. Moreover, sufficient breadth of training in the mathematical sciences is expected.

For example, students who already possess a master’s degree from the Department of

Mathematical Sciences already satisfy this breadth requirement. In cases of students who

have M.S. degrees from other universities, it should be possible to remedy any deficiencies in

background courses within one year of doctoral study at Clemson.

Requirements for admission include a master’s degree with at least a 3.4 grade point

average on graduate work. A minimum score of 1800 on the GRE general test (verbal +

quantitative + analytical) is also expected. For international students, a TOEFL score of at

least 620 is required. On occasions, when other factors are considered (such as extremely

strong letters of recommendation or extenuating circumstances in the prior graduate work),

students may be admitted into the program; their progress in the first semester is then closely

monitored by the Graduate Coordinator.

Financial Support of Graduate Students

Ph.D. students are supported primarily by Graduate Teaching Assistantships. The

stipend paid for teaching assistants is $14,000 for 10.5 months. This stipend is paid in the

amount of $6250 per semester plus an additional $1500 during the summer. All Ph.D.

students will receive graduate teaching assistantships for the duration of their matriculation,

so long as they are making sufficient and satisfactory progress toward the Ph.D. degree.

Teaching Assistants spend no more than twenty hours per week engaged in teaching

activities (approximately 8–9 credit hours of teaching per academic year). Their duties

typically involve the teaching of undergraduate classes, under the supervision of a faculty

course coordinator.


Some students are supported as graduate research assistants, when they possess relevant

qualifications. Currently 13 students are supported by research grants or contracts. Research

Assistantships carry a stipend of $14,000–$20,000 per year, with the amount varying

according to the funding specified by the grant or contract. These assistantships require

approximately twenty working hours per week (one-half time). No teaching responsibilities

are involved, and the recipients are engaged in research with their faculty advisors. Research

Assistantships often pay a somewhat higher rate than teaching assistantships and are awarded

based on the availability and qualifications of the recipients. In recent years, multiyear grants

on Affordability (Office of Naval Research), Fibers and Films (National Science Foundation

Center), and Wireless Networking (Office of Naval Research) have supported several

graduate students, as well as grants or contracts to individual faculty members.

The department supports virtually all graduate students on some type of assistantship,

except for a few international students who may have support provided by their home

country. The departmental support for graduate assistantships has been approximately

$550,000 per year for the previous five years, rising to $591,000 in 2001–2002. Full-time

graduate research or teaching assistants qualify for reduced tuition and fees from the

University. Graduate Assistants pay a flat fee per semester (currently $780), which is

substantially lower than the regular cost of tuition and fees.

In addition, the University has available a number of fellowships that are awarded on a

competitive basis by the Graduate School. These fellowships currently pay $5,000 per

academic year in addition to the assistantship provided by the department. Fellowships

require no explicit duties. While most of these fellowships are awarded to incoming master’s

students, several are awarded for doctoral studies. The College of Engineering and Science

also has the Dean’s Scholars Program, which provides supplementary awards to exceptional

Ph.D. students for three years. SC Graduate Incentive Fellowships are also available to

minority graduate students; these renewable awards provide $10,000 per year for doctoral

students.

C. Curriculum

The Doctor of Philosophy program is structured into three disciplines: applied and

computational analysis (continuous modeling), discrete mathematics (discrete modeling), and


statistics and probability (stochastic modeling). Entering students are assigned to an advisor,

based on their initial interest in one of these disciplines. Initial advisors meet with students

and help the students plan courses for the upcoming year, taking into account the course

work necessary to satisfy departmental breadth requirements and to prepare for the

preliminary examination.

Students are admitted to candidacy for the Ph.D. degree upon successful completion of

the preliminary examination and the comprehensive examination. The preliminary

examination consists of three written tests chosen from any of the areas of algebra, analysis,

computational mathematics, mathematical programming, statistics, or stochastic processes.

After successful completion of the preliminary examination, the student selects a research

advisor who agrees to direct the student’s doctoral dissertation work. An advisory committee

(of four members) is also constituted to reflect the breadth and interdisciplinary nature of the

department’s doctoral program. The comprehensive examination assesses the student’s

readiness to perform independent research and competency in advanced graduate material.

After completion of the dissertation, a final oral examination is administered by the advisory

committee.

Curriculum Guidelines

The student’s plan of study has the following breadth requirement. The student’s plan

of study should include at least two graduate courses in each of the following five areas:

algebra/discrete mathematics, analysis, computational mathematics, operations research, and

probability/statistics. In total, the plan of study should include twenty or more 800 or 900

level graduate courses constructed to give depth to the student’s concentration area and to a

supporting secondary area. Normally, students should begin to participate in seminars and

pursue independent research no later than the third year of graduate studies. If these

guidelines are not met, the Graduate Coordinator will discuss the student’s plan of study with

the student’s advisor and with the Graduate Affairs Committee.

Students, in consultation with their advisor and their advisory committee, have

flexibility in designing the courses comprising the plan of study. Graduate courses outside

the Department of Mathematical Sciences can be included, if they contribute to a meaningful

doctoral program for the student. In addition to the courses listed in Table 20, Selected


Topics courses (MTHSC 98x) are regularly offered within the various concentration areas

and are a means of providing advanced graduate material for doctoral students (and some

well prepared master’s students).

Mathematical Sciences Ph.D. Examinations

The Ph.D. qualifying examination consists of two parts: (1) the preliminary examination, and

(2) the comprehensive examination.

1. Preliminary Examination: This part of the examination covers foundational material

necessary for a Ph.D. in the mathematical sciences. It is composed of tests in three areas of

the mathematical sciences and is administered by the Graduate Affairs Committee. Normally,

students will take this part of the examination after one or two semesters of graduate study

beyond the master’s degree. Each student is required to pass tests in three of the following

subjects:

Algebra Analysis

Computational Mathematics Mathematical Programming

Statistics Stochastic Processes

An outline of topics to be covered in each of these subjects is available upon request, as are

copies of past preliminary examinations. Background courses that help prepare a student for

the preliminary examination are listed in Table 21.


TABLE 20Graduate-level concentration courses by area

AlgebraMTHSC 851: Abstract Algebra IMTHSC 852: Abstract Algebra IIMTHSC 853: Matrix AnalysisMTHSC 854: Theory of GraphsMTHSC 855: Combinatorial AnalysisMTHSC 856: Applicable AlgebraMTHSC 954: Advanced Graph Theory

AnalysisMTHSC 821: Linear AnalysisMTHSC 822: Measure and IntegrationMTHSC 823: Complex AnalysisMTHSC 825: Dynamical SystemsMTHSC 826: Partial Differential EquationsMTHSC 827: Neural NetworksMTHSC 831: Fourier SeriesMTHSC 837: Calculus of Variations and

Optimal ControlMTHSC 841: Applied Mathematics IMTHSC 842: Applied Mathematics IIMTHSC 927: Functional Analysis

Computational MathematicsMTHSC 860: Intro. to Scientific

ComputationMTHSC 861: Advanced Numerical

Analysis IMTHSC 865: Data Structures

Operations ResearchMTHSC 811: Nonlinear ProgrammingMTHSC 812: Discrete OptimizationMTHSC 813: Advanced Linear

ProgrammingMTHSC 814: Network Flow ProgrammingMTHSC 816: Network AlgorithmsMTHSC 817: Stochastic Models IMTHSC 818: Stochastic Models IIMTHSC 819: Multicriteria OptimizationMTHSC 820: Complementarity Models

Probability/StatisticsMTHSC 801: General Linear Hypothesis IMTHSC 802: General Linear Hypothesis IIMTHSC 803: Stochastic ProcessesMTHSC 804: Statistical InferenceMTHSC 806: Nonparametric StatisticsMTHSC 807: Applied Multivariate

Analysis

MTHSC 808: Reliability and Life TestingMTHSC 809: Time Series AnalysisMTHSC 881: Mathematical StatisticsMTHSC 882: Monte Carlo MethodsMTHSC 885: Advanced Data AnalysisMTHSC 901: Probability Theory IMTHSC 902: Probability Theory II


TABLE 21 Background courses for the preliminary examination

AlgebraMTHSC 851: Abstract Algebra IMTHSC 853: Matrix Analysis

AnalysisMTHSC 821: Linear AnalysisMTHSC 822: Measure and Integration

Computational MathematicsMTHSC 860: Intro. to Scientific

ComputationMTHSC 865: Data Structures

Mathematical ProgrammingMTHSC 813: Advanced Linear

ProgrammingMTHSC 814: Network Flow Programming

StatisticsMTHSC 801: General Linear Hypothesis IMTHSC 881: Mathematical Statistics

Stochastic ProcessesMTHSC 803: Stochastic ProcessesMTHSC 817: Stochastic Models I

A student will be given a second opportunity to pass any failed tests and has the option

to choose tests from any subjects except those for which tests have already been passed.

Second attempts must be taken at the next regularly scheduled offering of the preliminary

exam. Ordinarily, a student who has not passed three tests after the second attempt will be

dropped from the Ph.D. program. However, a student may petition the Graduate Affairs

Committee for permission to re-take the examination. Conditions for a re-examination will

be set by the Graduate Affairs Committee. Such conditions typically include the date and

subjects for the re-examination and a recommendation relative to continued departmental

support prior to the re-examination.

2. Comprehensive Examination: This examination is required by the Graduate School. It

may be oral and/or written and will be constructed by the student’s Ph.D. advisory

committee. It serves three purposes:

• to assess the student’s readiness to perform independent research

• to assess the student’s competency in advanced graduate material relevant to the

student’s research area

• to provide a forum for members of the committee to learn about and provide input into

the student’s proposed research program


A thesis proposal is not a required part of the comprehensive examination, although

such a proposal is frequently included as part of the examination. The primary objective of

the examination is to assess the student’s readiness for doctoral research. The student’s entire

committee determines the form of the examination.

The Graduate School requires that each student have an advisory committee and file an

official plan of study (GS2) prior to this examination. The advisory committee is required to

notify the Graduate School of the results of the examination within three weeks of its

completion, accomplished by filing the GS5 form. In the event of failure, the advisory

committee can recommend that a second examination be given. Failure at a second

examination precludes the student from receiving the Ph.D. degree from Clemson University.

After passing the examination, the Graduate School will formally admit the student to

candidacy for the Ph.D. degree. The exam must be passed at least six months prior to the

expected Ph.D. graduation date.

Degree Progress

Full time Ph.D. students are normally expected to complete all degree requirements

within five years of graduate study at Clemson (three years if a M.S. degree is obtained prior

to enrollment at Clemson). In order to meet this expectation, the following guidelines are

provided. Full-time Ph.D. students are expected to take the preliminary exams at the end of

five semesters of graduate study (two semesters if the M.S. degree is obtained prior to

enrollment at Clemson). A Ph.D. advisor and committee should be determined and the plan

of study filed at the end of six semesters (two semesters if a M.S. degree is obtained prior to

enrollment at Clemson).

Graduate Student Supervision

The Department’s Graduate Coordinator assigns all new Ph.D. students to an academic

advisor, based on the student’s stated interest areas. This advisor also serves as mentor to the

student’s teaching activities, with classroom visits scheduled on a regular basis. After

successfully passing the preliminary examination, the student selects a research advisor who

agrees to direct the student’s doctoral dissertation work. A faculty member (often the

research advisor) is also assigned to monitor the student’s teaching activities and provide

feedback on pedagogical matters. An advisory committee (of four members, including the


research advisor) is then constructed to reflect the breadth and interdisciplinary nature of the

department’s doctoral program. At least three of the four members of the advisory committee

must be full-time members of the Department of Mathematical Sciences.

During the past five years, 14 faculty members have served as research advisors to

doctoral degree students, helping to plan their curriculum and directing their dissertation. In

addition, faculty members serve on the advisory committees that approve each student’s

curriculum plan and administer the comprehensive examination as well as the final oral

examination for the doctorate. The time-intensive nature of study in the mathematical

sciences and the one-on-one nature of the direction of doctoral research restrict the number of

students a faculty member can simultaneously advise. A typical advising load is one to two

Ph.D. students per senior faculty. Several faculty members serve as mentors for the teaching

activities carried out by the doctoral candidates as part of their assistantship duties. Also, a

faculty member serves as the advisor to the SIAM (Society for Industrial and Applied

Mathematics) student chapter, helping the three student officers gain leadership experience.

Communication Skills

In addition to breadth of academic training, virtually every study dealing with graduate

student preparation for today’s job market stresses the importance of communication skills in

preparation for college teaching as well as nonacademic jobs. The Doctor of Philosophy

program attempts to facilitate the acquisition of such skills in various ways. The most

obvious opportunity is in the role of classroom instructors, experience that is gained as

teaching assistants. This training provides an opportunity for students to gain poise and self-

confidence in front of an audience, whether it is a group of students in the classroom or a

future group of clients or business associates in a board room. To prepare students for this

role, all new Graduate Teaching Assistants are required to attend a four-day orientation

session prior to commencement of classes. As part of this orientation program, they attend

workshops provided by both the College of Engineering and Science and the Department on

the duties and responsibilities of being a Graduate Teaching Assistant. Practice teaching

sessions are videotaped and analyzed, and panel discussions are organized to discuss

teaching methodologies (including the use of audiovisual aids and computing facilities in the

smart classrooms) as well as potential problems arising in the classroom (such as cheating,

plagiarism, and sexual harassment).


In addition to the above training given to all Graduate Teaching Assistants, special

opportunities have been provided for all advanced Ph.D. students (i.e., students who have

passed the preliminary examination). With support from the Fund for the Improvement of

Post Secondary Education (FIPSE), Clemson was one of eight universities selected to

cooperate with the AMS-MAA-SIAM Committee on Preparation for College Teaching in

developing specific practices aimed at advanced graduate students. (The other participants

were the University of Cincinnati, Dartmouth College, the University of Delaware, Harvard

University, Oregon State University, the University of Tennessee, and Washington

University.) These activities, directed by a faculty member who had been recognized for

excellence in research and teaching with a University Alumni Professorship, a SC Teacher of

the Year award, and a national MAA teaching award, focus on the following goals:

• helping students become more effective teachers• helping students become more aware of the components and expectations of the

profession• broadening students’ mathematical sciences perspectives

These goals were met through the careful design of a professional seminar (MTHSC

900) carrying three semester hours of graduate credit. In addition to reading and discussing

relevant literature on effective teaching in the mathematical sciences, students visit the

classrooms of well-respected teachers in the department and report their results to the class.

Later in the semester, students themselves present both a 50 minute classroom lecture and a

15 minute research lecture, which are videotaped and then critiqued. Outside speakers visit

the class to discuss a range of issues relevant to those entering collegiate teaching positions:

e.g., tenure and grant expectations, treatment of minorities and women, technology in the

classroom, ethical issues, and professional service.

D. Program Assessment

The Department has in place various assessment mechanisms for its Doctor of

Philosophy degree program. In addition, all graduate students meet monthly during each

semester with the Department Chair and the Graduate Coordinator to discuss issues of space,

facilities, stipends, and curriculum. This regular meeting provides immediate feedback to the

department administration about any potential concerns or problems.


The following are intended educational outcomes and indicators, and criteria of success

in achieving such outcomes.

Outcome 1: A high percentage of entering students will successfully complete the Ph.D.

program.

Indicator: Percent of students completing the program and the average length of time todo so.

Criteria: At least 80% of entering students will complete the program; of these 70%will obtain the degree within four years after obtaining the master’s degree.

Outcome 2: A high percentage of students completing the Doctor of Philosophy degree

will rank their overall experience as either satisfactory, very satisfactory, orhighly satisfactory.

Indicator: Exit interviews with graduating students will be conducted. Confidential

questionnaires sent to all graduating students will also be collected andanalyzed. (See Table 15 for a copy of the current survey instrument.)

Criteria: At least 85% of the students completing the Doctor of Philosophy degree willrank their overall experience as either satisfactory, very satisfactory, or highly

satisfactory.

Outcome 3: Students completing the Doctor of Philosophy in mathematical sciences willdemonstrate the ability to carry out scholarly research.

Indicator: Surveys of Ph.D. alumni within three years of graduation will be used toassess publication results.

Criteria: At least 60% of graduates in academic positions will publish one or more

articles from their doctoral dissertation in a recognized journal within threeyears of graduation.

Outcome 4: A high percentage of employers will rate graduates hired within the previousyear as satisfactory or better.

Indicator: A survey of employers conducted one year after graduation will be used to

assess employee satisfaction.Criteria: At least 75% of the employers will rate graduates hired within the previous

year as satisfactory or better.


E. Conclusions

The Doctor of Philosophy program is intended to produce graduates who are broadly

educated in the mathematical sciences as well as able to carry out scholarly, independent

research in their specialty area. The program also stresses the ability to communicate

effectively, which is important for success in both academic and nonacademic employment.

In addition to the opportunities for undergraduate teaching, our graduate students are able to

increase their communication skills by participation in a number of seminars organized by

the faculty (Algebra and Discrete Math Seminar, Number Theory Seminar, Algorithms

Seminar, Analysis Seminar). As well students run their own Graduate Student Seminar, an

excellent forum for students to communicate their research findings to peers.

Ten Ph.D. programs in the mathematical sciences, including Clemson’s, were selected

for study in a 1992 report (Educating Mathematical Scientists: Doctoral Study and the

Postdoctoral Experience in the United States) by the Board on Mathematical Sciences of the

National Research Council. These ten programs were examined during site visits and

recommended as models of “successful” programs. The Clemson program was also one of

some twenty-seven programs in Departments, Institutes, and Centers listed and described in

the proceedings of the 1993 conference Graduate Programs in the Applied Mathematical

Sciences II.

Graduates of the doctoral program in mathematical sciences are well poised to obtain

meaningful employment in academia, or in government and industry. It is a fact that

employers have sought to employ additional graduates of the program, based on their

positive experience with graduates previously hired from the Department of Mathematical

Sciences. Table 22 lists some of the academic and nonacademic employers of graduates from

the Ph.D. program since 1995. Approximately 60% of the Ph.D. students accept

nonacademic positions after graduation, with 40% accepting academic positions.


Table 22Employers of recent Ph.D. graduates

Academic Employers

Alma College

Ball State University

College of Charleston

Dickinson College

Grand Valley State University

Indiana Academy for Science and Mathematics

Manchester College

Rochester Institute of Technology

University of Alaska

University of North Texas

University of Virginia

U.S. Military Academy

Western Carolina University

Nonacademic Employers

BMW

Fair, Isaac and Company

GTE

IBM

J. D. Edwards

Melita International

Micron Technology

Milliken & Company

SAIC

SAS Institute

Solipsys Corporation

Talus Solutions Inc.

Technology Strategy Inc.


VII. References

1. “Educating Mathematical Scientists: Doctoral Study and the Postdoctoral Experience”, Board on Mathematical Sciences, National Research Council, National Academy Press, Washington DC 1992.

(che) self-study: fall 2002

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