ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE. School of Mathematical Sciences

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Oswald Burns
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! ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences New Revised COURSE: COS-MATH-295 Topics in Mathematical Problem Solving 1.

9-20-11 Optional Course Designations: Yes No General Education Writing Intensive Honors Approval Request Date Approval Grant Date 2.

1 ! ROCHESTER INSTITUTE OF TECHNOLOGY COURSE OUTLINE FORM COLLEGE OF SCIENCE School of Mathematical Sciences New Revised COURSE: COS-MATH-295 Topics in Mathematical Problem Solving 1.0 Course designations and approvals: Required Course Approvals: Approval Approval Request Date Grant Date Academic Unit Curriculum Committee College Curriculum Committee Optional Course Designations: Yes No General Education Writing Intensive Honors Approval Request Date Approval Grant Date 2.0 Course information: Course Title: Topics in Mathematical Problem Solving Credit Hours: 2 Prerequisite(s): COS-MATH-182 or permission of instructor Co-requisite(s): None Course proposed by: School of Mathematical Sciences Effective date: Fall 2013 Contact Hours Maximum Students/section Classroom 2 35 Lab Workshop Other (specify) 2.1 Course conversion designation: (Please check which applies to this course) Semester Equivalent (SE) to: Semester Replacement (SR) to: New 2.2 Semester(s) offered: Fall Spring Summer Offered every other year only Other Page 1 of 5

2 2.3 Student requirements: Students required to take this course: (by program and year, as appropriate) None Students who might elect to take the course: Applied Mathematics, Computational Mathematics, or Applied Statistics majors or minors, and students seeking to strengthen their technical background in mathematics who are majoring in engineering, computer science and other areas who wish to practice and improve their problem solving skills or prepare for exams such as the Putnam examination 3.0 Goals of the course: (including rationale for the course, when appropriate) 3.1 To appreciate the beauty of mathematics by exploring the use of several simple mathematical ideas from geometry, number theory, and analysis in a variety of problems. 3.2 To bring together different ideas to solve problems or to identify the single underlying mathematical idea for a given problem. 3.3 To generate detailed, coherent reports of the solution process. 3.4 To prepare for mathematical competitions such as the Putnam Exam. 4.0 Course description: (as it will appear in the RIT Catalog, including pre- and co-requisites, semesters offered) COS-MATH-295 Topics in Mathematical Problem Solving This course develops strategies for solving problems that are chosen from a wide variety of areas in mathematics. Emphasis is on attempting problem solutions and presenting efforts to the class or instructor. (COS-MATH-182 or permission of instructor) Class 1, Credit 1 (F) 5.0 Possible resources: (texts, references, computer packages, etc.) 5.1 Paul Zeitz, The Art and Craft of Problem Solving, Wiley, Hoboken, NJ. 5.2 Arthur Engel, Problem Solving Strategies, Springer-Verlag, New York, NY. 5.3 Moshe Rubinstein, Patterns of Problem Solving, Prentice Hall, Upper Saddle River, NJ. 5.4 Loren C. Larson, Problem Solving Through Problems, Springer-Verlag, New York, NY. 6.0 Topics: (outline) Topics with an asterisk(*) are at the instructor s discretion, as time permits Topics in mathematics are chosen from the undergraduate curriculum such as algebra, combinatorics, geometry, calculus, differential equations, number theory, linear and abstract algebra, real and complex variables, and probability; with an emphasis on problem-solving. Specific topics to be covered may include the Central Angle Theorem and its ramifications as well as symmetric functions and recurrence relations. Page 2 of 5

3 7.0 Intended learning outcomes and associated assessment methods of those outcomes: Assessment Methods Learning Outcomes 7.1 Apply several simple mathematical ideas from geometry, number theory and analysis in a variety of problems 7.2 Develop different ideas to solve problems or to identify the single underlying mathematical idea for a given problem 7.3 Write detailed reports of the solution process 8.0 Program goals supported by this course: 8.1 To develop an understanding of the mathematical framework that supports engineering, science, and mathematics. 8.2 To develop critical and analytical thinking. 8.3 To develop an appropriate level of mathematical literacy and competency. 8.4 To provide an acquaintance with mathematical notation used to express physical and natural laws. 9.0 General education learning outcomes and/or goals supported by this course: Assessment Methods General Education Learning Outcomes 9.1 Communication Express themselves effectively in common college-level written forms using standard American English Revise and improve written and visual content Express themselves effectively in presentations, either in spoken standard American English or sign language (American Sign Language or English-based Signing) Comprehend information accessed through reading and discussion Page 3 of 5

4 Assessment Methods General Education Learning Outcomes 9.2 Intellectual Inquiry Review, assess, and draw conclusions about hypotheses and theories Analyze arguments, in relation to their premises, assumptions, contexts, and conclusions Construct logical and reasonable arguments that include anticipation of counterarguments Use relevant evidence gathered through accepted scholarly methods and properly acknowledge sources of information 9.3 Ethical, Social and Global Awareness Analyze similarities and differences in human experiences and consequent perspectives Examine connections among the world s populations Identify contemporary ethical questions and relevant stakeholder positions 9.4 Scientific, Mathematical and Technological Literacy Explain basic principles and concepts of one of the natural sciences Apply methods of scientific inquiry and problem solving to contemporary issues Comprehend and evaluate mathematical and statistical information Perform college-level mathematical operations on quantitative data Describe the potential and the limitations of technology Use appropriate technology to achieve desired outcomes 9.5 Creativity, Innovation and Artistic Literacy Demonstrate creative/innovative approaches to coursebased assignments or projects Interpret and evaluate artistic expression considering the cultural context in which it was created Page 4 of 5

5 10.0 Other relevant information: (such as special classroom, studio, or lab needs, special scheduling, media requirements, etc.) None Page 5 of 5

Mathematics Program Assessment Plan

Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review