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 |