Title: Proposal for a New Position in
Author: Ethan D. Bloch
Last saved by: Lauren Rose

To:  The Committee on Vacancies (COV)
From: The Mathematics Program
Re: A tenure-track position in mathematics

The Position

We are proposing a full-time tenure track faculty position in mathematics at the assistant or associate professor level.  There are a number of reasons for this request.
•	Although this is a new tenure track position, it is essentially a consolidation of courses that are currently being taught by adjuncts.  
•	We view this position as a reconfiguration of the applied math position and the subsequent mathematical physics position.  Both of these searches were unsuccessful, and yet the need for more applied and interdisciplinary courses in the mathematics program remains.
•	We have enrollment pressures in core mathematics courses for math, science and economics majors.  After two years of turning away students from most of our 100-level and some of our 200-level courses, we have made a commitment to offer enough calculus sections to accommodate all interested students.  This commitment is of critical importance because calculus courses are either required or highly recommended for a variety of majors throughout the physical, natural and social sciences.
•	We are seeing an increase in mathematics majors paralleling (and surpassing) the recent increases in the student body.  We moderated 12 students last year, and plan to moderate 8-10 students this year.  We see signs from current first year students that this trend will continue, and we give credit to the admissions office for recruiting more students with a strong foundation in math and science. 
•	Many of our students are now interested in connecting mathematics with other disciplines, such as computer science, physics, economics, biology, and cognitive science.  We intend with this position to be able to expand our interdisciplinary and applied math course offerings.  

Search Criteria

In recent years we tried to hire an applied mathematician without success, due to both the narrowness of the search criteria and the fact that many applied mathematicians choose to work in industry over academia, which resulted in a small pool of applicants.  Our current goal is to broaden the search to include mathematicians who are interested in and able to contribute applied and interdisciplinary courses to our curriculum regardless of their research specialty.  The successful candidate must also be able to supervise senior projects in these areas.  Our current faculty have begun to contribute to this mission.  For example, Sam Hsiao developed a probability and statistics course last year, Greg Landweber will be teaching a numerical analysis lab next spring, and Lauren Rose has plans to develop a course in cryptography.  Since most of our majors do not go on to graduate school in pure mathematics, offering more interdisciplinary courses will broaden their backgrounds and enable them to enter a variety of fields and expand their career options after leaving Bard.

This broadening of the mission of the mathematics program is in line with the goals of the Science Initiative and coincides with the opening of the Reem Kayden center for science and computation.  One of the cornerstones of the Science Initiative is the fostering of interdisciplinary connections to programs both within and outside of the division.  Mathematics is considered the foundation of the sciences, but there has been an increasing emphasis within the mathematical community to have stronger connections with the sciences.  For example, there are now graduate programs, conferences and research journals on topics such as financial mathematics, mathematics in medicine, mathematical biology, mathematical chemistry, and even eco-mathematics.  In addition, most researchers in computational biology, computer science, physics, and economics have extensive undergraduate training in mathematics.

Candidates for this position should also have an interest in developing innovative courses that provide alternative entries into the mathematics major, a willingness to teach courses outside of his or her specialty, and be able to supervise undergraduate research in both pure and applied areas of mathematics.  The candidate’s research area should not directly overlap with existing strengths in the department, which include algebraic combinatorics, commutative algebra, symplectic geometry, geometric topology, and mathematical logic.  Fields that would be ideal include probability, differential equations, dynamical systems, and real or complex analysis, although other fields could also be suitable.  By restricting our search to just a few areas, we run the risk of missing out on exceptional candidates, so we would prefer to advertise as broadly as possible. 

Relationship to the Physics Position Request

After two years of searching unsuccessfully for an applied mathematician, we reconfigured the position and searched for a mathematical physicist instead.  The goal was to find someone who could contribute applied mathematics courses as well as introductory lab courses satisfying the distribution requirement.  It turned out that these criteria were too narrow, and this search also ended unsuccessfully.  The chairs of the mathematics and physics programs met with Associate Dean Mark Halsey to discuss how to best meet the applied mathematics needs of the mathematics program and the laboratory course needs of the physics program.  Given the enrollment pressures in both mathematics and physics, our solution was to propose both a tenure track position in mathematics with an applied/interdisciplinary focus (the subject of this proposal) and a 2-year (lab-based) visiting position in physics (which will be addressed in a separate proposal.)

The Mathematics Program

The mathematics program is currently the largest program in the division of Science, Math and Computing, both in terms of number of courses offered and total enrollments.  Our program is unique in the division because of its large service component.  Many science and economics majors take at least one math course per year (some take math every semester), so as these programs grow we have to expand our course offerings.  At the same time more and more students at Bard are interested in mathematics as a discipline in its own right and as a springboard to many different careers.

The mathematics program is one of the more active and visible programs in the college.  

•	We co-host Math /CS Table, a weekly lunchtime event for students and faculty with the computer science program, called.
•	We co-host a weekly seminar series with computer science, alternating between colloquia for a general audience and seminars geared toward advanced students and faculty.
•	Together with Academic Resources, we sponsor a Math Help Room four nights per week.
•	This October, Bard will host the first annual Mid-Hudson Mathematics Conference for Undergraduates.  This will be the third math conference Bard has hosted since 2004, but the first one with a focus on undergraduates.
•	Each year our students participate in a national mathematics competition called the Putnam Exam.
•	We have organized four Distinguished Scientist Lectures in mathematics since 2001.
•	Each spring we take 10-20 students to the Hudson River Undergraduate Math Conference, where about half of them give presentations.
•	This past summer, math program faculty supervised research by three students.  Based on the success of this program, we are applying for NSF funding to host an REU site at Bard next summer.
•	This year, Bard is starting a Math Circle, an enrichment program for local middle school students.  This is a joint venture between math, MAT and CS faculty members and students.

Course Offerings

This year we are offering 32 courses, up from 26 last year. (See course lists and enrollment figures below.)  These courses were added in response to two years of not having enough slots in our core courses at the 100 and 200-levels.  Based on trends from the past three years, we anticipate needing at least this many courses in the future, and even more if we are to keep offering introductory non-calculus courses, which many students take to satisfy the Math and Computing distribution requirement.

Mathematics Program Staffing, Fall 2007-Spring 2008

	Regular Program Faculty
1.	Lauren Rose (program chair, division chair, tenured)
2.	Samuel Hsiao (tenure-track)
3.	Greg Landweber (tenure-track)
4.	Ethan Bloch (tenured, is on sabbatical/leave through Fall 2008)

	Visitors and other Bard faculty/staff teaching math courses
1.	John Cullinan (fulltime visitor for 07-08, replacement for Ethan Bloch)
2.	Mary Krembs (2/3 time visitor for 07-08, replacement for Mark Halsey)
3.	Jules Albertini (adjunct for Fall 07, spring TBD, 2+ courses)
4.	James Helmreich (adjunct for Fall 07, spring TBD, 1+ courses)
5.	Jan Rizzuti (Q-director, 2 courses per year)
6.	Mark Halsey (Associate Dean, tenured, 1 course per year)

Rationale for a tenure-track position (versus a temporary position)

1.	There are nine people teaching mathematics courses at Bard this year (since Professor Bloch is on leave) but only three are regular tenured and tenure track faculty members of the mathematics program.  We have been staffing Mark Halsey’s position with visitors and adjuncts for the past six years, and we have no expectation of him returning the program in the near future.  We are comfortable with staffing his position with a visiting professor, as long as the remaining positions can be tenure line.  Although Professor Bloch’s sabbatical/leave is temporary, most years at least one of the regular faculty members will be on leave or sabbatical, leaving us with only three regular faculty members much of the time.  Given the number and variety of students that we serve and the wealth of activities our program provides, we need to have most (if not all) of our positions be tenure line, in order to sustain a healthy and robust program.

2.	As the goal of this search is to expand our applied and interdisciplinary offerings, we would want someone with a commitment to the college and the possibility of a long term appointment.

3.	We have had three years of continuous growth in our program, in courses at all levels and in terms of majors.  This is largely due to the growth in the total number of students at Bard and the recruitment of students with strong math and science backgrounds.  Given Bard’s commitment to the Science Initiative, we have every reason to believe that our current numbers will stay the same or increase in the future.  Hence, this position will be needed long term.

Math Program Enrollments

Enrollments in math courses at Bard have risen steadily in recent years, most noticeably in our calculus courses.  Students are coming to Bard with stronger math and science backgrounds and are more interested in majoring in subjects that require taking mathematics courses.  Below is a table that shows the number of course offerings since Fall 2004.  Note the following:

•	In 2004-05 we offered 6 sections of calculus, whereas in 2007-08 we are offering 13, a 116% increase in three years.
•	We have more than doubled the number of 200-level offerings.
•	We have increased our 300-level offerings by 50%.
•	In most cases, the number of students per course has also gone up.

Semester

non-calculus 
intro courses

Calc I 
sections

Calc II 
sections

Calc III 
sections

200 level 
(other than 
Calc III)

300/400
level 
courses

Senior 
projects

Fall 2004 | 1 | 2 | 1 | 1 | 1 | 2 | 4
Spring 2005 | 2 | 1 | 1 | 0 | 2 | 2 | 4
Fall 2005 | 2 | 2 | 1 | 1 | 1 | 2 | 3
Spring 2006 | 3 | 1 | 1 | 1 | 2 | 3 | 3
Fall 2006 | 4 | 2 | 1 | 1 | 2 | 3 | 1
Spring 2007 | 3 | 2 | 1 | 1 | 3 | 3 | 2
Fall 2007 | 2 | 4 | 2 | 2 | 4 | 3 | 4
Spring 2008 | 3 | 2 | 2 | 1 | 4 | 3 | 3

Fall 2008 
(proposed)

3

3-4

3

2

4

3

8-10
(projected)

Spring 2009
(proposed)

3

2-3

2

1

4

3

8-10
(projected)

Enrollment Patterns

The mathematics program has made a commitment to accommodate all students wishing to take Calculus I, II or III, and as a result some of these classes have grown larger than what is pedogically ideal.  Ideally we would cap these courses at 20, and thus be able to incorporate technology into the course by periodically holding classes in a computer lab.  However, in order to accommodate the large number of entering students this fall, we have allowed enrollments to go as high as 29, as a temporary measure.  (See enrollment figures at the end of this document.)

Mathematics Majors

We have 4 senior projects this year, and 12 moderated juniors, most of whom will complete a senior project next year.  We plan to moderate 8-10 students this year, and based on initial reports from first year students, we expect this trend to continue.  Moreover, graduate school bound students in physics, computer science and economics often satisfy most of the coursework for a math major without completing a senior project.   In addition to counting the number of senior projects, this phenomenon must be taken into account when determining how many regular faculty members are needed for a program.

Proposed Search Committee:  Profs. Rose (chair), Hsiao, Landweber, Deady, Sven Anderson, and students Mona Merling and Ezra Winston.  

Job Ad: We plan to advertise online with American Mathematical Society and the Society for Industrial and Applied Mathematics.

Math Jobs:  We request to use a web-based application service called MathJobs.  Applicants would submit directly to this service, and authorized users, i.e. members of the search committee, would be able to view job applications and letters of recommendations at any time.  This would save a good deal of administrative work, and allow Professor Bloch to participate in this process remotely.  (For more information, see http://www.mathjobs.org/jobs)

Tenure Track Position in Mathematics

Bard College invites applications for a tenure-track position in mathematics at the assistant or associate professor level.  While applicants in all fields of mathematics will be considered, a preference will be given to those who can contribute to our interdisciplinary and applied offerings.  Candidates must also be able to supervise undergraduate research on both pure and applied mathematical topics. A PhD in mathematics is required, as well as a commitment to excellence in teaching in a liberal arts setting and an active research program.
 
Bard College is a highly selective liberal arts college located 2 hours north of NYC on the Hudson River. Please send a cover letter, Curriculum Vitae, statement of teaching interests, statement of research interests, and three letters of recommendation (at least one about teaching) to: Professor Lauren Rose, c/o Human Resources, Bard College, P.O. Box 5000, Annandale-on-Hudson, NY 12504. Women and minority candidates are especially encouraged to apply.  For further information, contact Prof. Rose at rose@bard.edu. AA/EOE

3 YEAR ENROLLMENT HISTORY - Mathematics
Fall 2007
MATH | 102 | | Mathematics of Chance | 24. | James Helmreich
MATH | 110 | | Precalculus Mathematics | 28. | Jan Rizzuti
MATH | 141 | A | Calculus I | 21. | Jules Albertini
MATH | 141 | B | Calculus I | 23. | John Cullinan
MATH | 141 | C | Calculus I | 23. | Lauren Rose
MATH | 141 | D | Calculus I | 26. | Jules Albertini
MATH | 142 | A | Calculus II | 29. | Samuel Hsiao
MATH | 142 | B | Calculus II | 24. | Samuel Hsiao
MATH | 211 | | Intro:Differential Equations | 11. | John Cullinan
MATH | 212 | A | Calculus III | 19. | Mary Krembs
MATH | 212 | B | Calculus III | 11. | Mary Krembs
MATH | 242 | | Linear Algebra w/Applications | 17. | Gregory Landweber
MATH | 261 | | Proofs and Fundamentals | 14. | Lauren Rose
MATH | 299 | | Problem Solving Seminar | 15. | Gregory Landweber
MATH | 316 | | Combinatorics | 10. | Samuel Hsiao
MATH | 352 | | Differential Geometry | 8. | Gregory Landweber
MATH | 361 | | Real Analysis | 7. | Mark Halsey
MATH | T300 | RM | Tutorial: Math Logic | 1. | Robert McGrail
MATH | T400 | GL | Tutorial | 2. | Lauren Rose
MATH | T400 | JC | Tutorial | 2. | John Cullinan
MATH | 401 | JC | MC401: Senior Project I | 1. | John Cullinan
MATH | 401 | LR | MC401: Senior Project I | 2. | Lauren Rose
MATH | 401 | SH | MC401: Senior Project II | 1. | Samuel Hsiao
Spring 2007
MATH | 102 | | Mathematics of Chance | 34. | Jan Rizzuti
MATH | 131 | | Exploration in Number Theory | 23. | Samuel Hsiao
MATH | 135 | | Game Theory | 25. | Mark Halsey
MATH | 141 | A | Calculus I | 25. | Ethan Bloch
MATH | 141 | B | Calculus I | 15. | John Cullinan
MATH | 142 | | Calculus II | 22. | Mary Krembs
MATH | 212 | | Calculus III | 17. | Jules Albertini
MATH | 242 | | Linear Algebra w/Applications | 19. | John Cullinan
MATH | 261 | | Proofs and Fundamentals | 10. | Ethan Bloch
MATH | 275 | | Probability and Statistics | 15. | Samuel Hsiao
MATH | 332 | | Abstract Algebra | 12. | Lauren Rose
MATH | 362 | | Complex Analysis | 7. | John Cullinan
MATH | 434 | | Advanced Algebra & Combinatori | 7. | Lauren Rose
MATH | T300 | MH | Tutorial: Graph Theory | 1. | Mark Halsey
MATH | T300 | SH | Probability Tutorial | 1. | Samuel Hsiao
MATH | 401 | SH | MC401: Senior Project I | 1. | Samuel Hsiao
MATH | 402 | JC | MC402: Senior Project II | 1. | John Cullinan
Fall 2006
MATH | 107 | | Topics in Geometrical Math | 26. | Ethan Bloch
MATH | 110 | | Precalculus Mathematics | 23. | Jan Rizzuti
MATH | 131 | A | Exploration in Number Theory | 22. | Lauren Rose
MATH | 131 | B | Exploration in Number Theory | 23. | Lauren Rose
MATH | 141 | A | Calculus I | 23. | John Cullinan
MATH | 141 | B | Calculus I | 24. | John Cullinan
MATH | 142 | | Calculus II | 22. | Samuel Hsiao
MATH | 211 | | Intro:Differential Equations | 21. | John Cullinan
MATH | 212 | | Calculus III | 25. | Jules Albertini
MATH | 261 | | Proofs and Fundamentals | 17. | Lauren Rose
MATH | 331 | | Linear Algebra | 10. | Samuel Hsiao
MATH | 361 | | Real Analysis | 6. | Ethan Bloch
MATH | 408 | | Seminar: Mathematics Research | 6. | Robert McGrail
MATH | T200 | SH | Combinatorics Tutorial | 1. | Samuel Hsiao
MATH | T300 | EB2 | Differential Geometry | 1. | Ethan Bloch
MATH | T400 | RM | Logic Tutorial | 2. | Robert McGrail
MATH | 401 | JC | MC401: Senior Project I | 1. | John Cullinan
Spring 2006
MATH | 107 | | Topics in Geometrical Math | 27. | Ethan Bloch
MATH | 110 | | Precalculus Mathematics | 23. | Jan Rizzuti
MATH | 131 | | Exploration in Number Theory | 25. | Lauren Rose
MATH | 141 | | Calculus I | 29. | Joseph Kirtland
MATH | 142 | | Calculus II | 19. | Jules Albertini
MATH | 212 | | Calculus III | 10. | Sheila Sundaram
MATH | 242 | | Elementary Linear Algebra | 7. | Sheila Sundaram
MATH | 261 | | Proofs and Fundamentals | 10. | Ethan Bloch
MATH | 302 | | Enumerative Combinatorics | 7. | Mark Halsey
MATH | 332 | | Abstract Algebra | 10. | Lauren Rose
MATH | 432 | | Advanced Algebra | 7. | Lauren Rose
MATH | T300 | EB | Tutorial: Topology | 2. | Ethan Bloch
MATH | 402 | LR | MC402: Senior Project II | 1. | Lauren Rose
MATH | 402 | RM | MC402: Senior Project II | 2. | Robert McGrail
Fall 2005
MATH | 110 | | Precalculus Mathematics | 25. | Jan Rizzuti
MATH | 135 | | Game Theory | 30. | Mark Halsey
MATH | 141 | A | Calculus I | 24. | Jules Albertini
MATH | 141 | B | Calculus I | 31. | Joseph Kirtland
MATH | 142 | | Calculus II | 15. | Sheila Sundaram
MATH | 212 | | Calculus III | 12. | Sheila Sundaram
MATH | 261 | | Proofs and Fundamentals | 13. | Lauren Rose
MATH | 331 | | Linear Algebra | 9. | Lauren Rose
MATH | 361 | | Real Analysis | 4. | Ethan Bloch
MATH | T300 | MH | Graph Theory | 1. | Mark Halsey
MATH | T400 | RM | Probability Theory Tutorial | 2. | Robert McGrail
MATH | 401 | LR | MC401: Senior Project I | 1. | Lauren Rose
MATH | 401 | RM | MC401: Senior Project I | 2. | Robert McGrail
Spring 2005
MATH | 107 | | Topics in Geometrical Math | 23. | Ethan Bloch
MATH | 110 | | Precalculus Mathematics | 30. | Jeffrey Suzuki
MATH | 141 | | Calculus I | 9. | Sheila Sundaram
MATH | 142 | | Calculus II | 24. | Jeffrey Suzuki
MATH | 161 | | Discrete Mathematics | 8. | Mark Halsey
MATH | 211 | | Ordinary Different'l Equations | 10. | Melvin Chen
MATH | 261 | | Proofs and Fundamentals | 8. | Ethan Bloch
MATH | 332 | | Abstract Algebra | 12. | Sheila Sundaram
MATH | 405 | | Mathematical Logic | 4. | Robert McGrail
MATH | T300 | EB | Algebraic & Geometric Topology | 1. | Ethan Bloch
MATH | T400 | RM | Complex Analysis | 1. | Robert McGrail
MATH | 402 | EB | MC402: Senior Project II | 2. | Ethan Bloch
MATH | 402 | MH | MC402: Senior Project II | 2. | Mark Halsey
Fall 2004
MATH | 137 | | Math of the Pre-Modern Era | 28. | Jeffrey Suzuki
MATH | 141 | A | Calculus I | 19. | Lauren Rose
MATH | 141 | B | Calculus I | 12. | Sheila Sundaram
MATH | 142 | | Calculus II | 23. | Ethan Bloch
MATH | 212 | | Calculus III | 20. | Sheila Sundaram
MATH | 261 | | Proofs and Fundamentals | 9. | Lauren Rose
MATH | 331 | | Linear Algebra | 9. | Ethan Bloch
MATH | 361 | | Real Analysis | 4. | Mark Halsey
MATH | T200 | MD | Differential Equations | 3. | Matthew Deady
MATH | T300 | LR | Tutorial: Number Theory | 1. | Lauren Rose
MATH | T300 | MH | Game Theory Tutorial | 1. | Mark Halsey
MATH | 401 | EB | MC401: Senior Project I | 2. | Ethan Bloch
MATH | 401 | LR | MC401: Senior Project I | 1. | Lauren Rose
MATH | 401 | MH | MC401: Senior Project I | 1. | Mark Halsey