School of Science and Engineering: Mathematics
2008-2009 Academic Year
658
(c)
an advanced course in another department, with a high
mathematical content, may, with the approval of the departmental
undergraduate studies committee, may be substituted for one of the
300-level courses.
(3)
the year-long Senior Seminar, Mathematics 398, 399 is required of
all mathematics majors who are not writing an Honors thesis within the
department. Students planning to graduate in December should begin this
course in the fall of the preceding year. The Senior Seminar does not count
towards the additional 300 level math courses in (2).
A freshman should take the appropriate calculus course. Students with no prior
calculus course should normally take 121 and 122 during the freshman year.
Students with one semester of calculus credit (or equivalent knowledge) should
take 131. Students with two semesters of calculus credit should start in 221 and
contact a mathematics major advisor during the first semester for major program
planning advice. It is also recommended that a prospective mathematics major
take Physics 131 and 132 during either the freshman or sophomore year.
Students should take the core courses as early as possible in their programs. After
completing 221, the most frequent courses taken next are usually selected from
the core courses 309, 305 and 217, 224, 301. It is generally recommended to take
309 before 305, but they can be taken concurrently. Both 205 and 309 are offered
every semester. Each introduces the student to more theoretical mathematics than
has been encountered in the calculus courses, and these courses provide the
foundation for many advanced courses. The course 224 gives an introduction to
applied mathematics, and can be counted toward the major (although both 217
and 224 cannot both count). However, majors are advised to forego 224 and
instead take 424 after taking 309. There is considerable overlap in 224 and 424,
and both may not be taken for credit. The course 301 provides an introduction to
probability and statistics, and it is a prerequisite to other courses in the area (602,
603, 604). It should be taken in the sophomore year by students interested in
pursuing a concentration in statistics, which includes these four courses in
addition to the core courses. Students considering a math major should arrange an
appointment with the Director of the Major Program early in their program to get
advice on course selection within the major.
The major program is designed to provide the student with a solid foundation
during the first two years and provide for a variety of programs of study during
the junior and senior years. A major program in mathematics can provide a
background for both graduate study and work in a variety of areas of the
mathematical sciences such as mathematics, applied mathematics, computer
science, and statistics as well as provide preparation for professional schools such
as law, medicine, and business. The major program should be designed as early as
possible with the student's goal in mind and with the help of the major advisor.