COV Proposal for a New Position
in Mathematics
Introduction
Proposed Position
We are proposing a new full-time
tenure track faculty position in mathematics at the associateistant
professor level. In line
with the Science Initiative, we are looking for someone with a broad
background in mathematics and an interest in
connecting mathematics to other disciplines across the college. The candidate should 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 a field of
research that is suitable for undergraduate research. Since most mathematicians can
teach across the discipline, we do not
specify a particular area of specialization, although the candidate’s research
area should not
directly overlap with any current faculty in the mathematics program. complement existing
strengths in the department, which
include combinatorics, algebra, topology, and logic. Fields that would be ideal include
probability, differential equations, dynamical systems, real or complex
analysis, although there are many other fields that would be suitable. The candidate should
have a broad background in mathematics, a willingness to teach
courses outside his or her specialty, and should
work in a field of research that
is suitable for undergraduate
research.
This position is not a
replacement for Mark Halsey, who as Associate Dean is currently teaching only
one mathematics course per year, but rather a separate
position. As we
argue below, the college needs at
least five full-time faculty members to cover the all
the needed mathematics courses at Bard. If Professor Halsey continues as Associate
Dean past the present academic year, we will
propose separately to hire a visitor or
post-doc to cover his courses.
Relationship
to the Applied Math Position
Essentially, this
position is designed to cover the courses we lost when the applied math
position moved over to physics. After two years of failing
to hire an applied mathematician, we reconfigured the
position and decided to search for a
mathematical physicist instead. The applied math position was based
on both the need for more math courses and the desire for more applied
offerings. While the
mathematical physicist will teach some
applied math courses (at most 2 per year), we
are told by the physics program that his or her
remaining courses will consist of non-major
lab courses and courses for physics majors.
The result is a net loss of 3 - 4
courses each year for the math program. This loss, together with increasing
enrollments and the distribution
requirements, more than justifies a 5th
faculty member in mathematics.
Relationship
to a proposed 4th
Computer Scientist
This spring,
the computer science
program will bring a proposal to the COV for a 4th
computer scientist. We show below that to
meet the needs of our students for sufficiently many courses to satisfy the
MATC requirement, we need at least 9 fulltime faculty members
between the Mathematics and CS programs. These courses alone necessitate two new
faculty members between the Mathematics and CS Programs beyond the current four
mathematicians and the three computer scientists. The CS Program should receive one of these
new positions, both to allow the CS Program to offer non-major courses on a
regular basis, and to allow for a broader range of CS courses, as well as to
help forge connections between the CS Program and programs outside the science division. However, that new position is not the subject
of this proposal The other proposed new
faculty member, which is the subject of this proposal, should be in
mathematics, because of the growing demand for mathematics courses by both
non-science majors and science majors.
Non-science majors still take mathematics courses in much larger numbers
than CS courses, and most science majors take more math than CS courses.
The
Mathematics Program
The mathematics program
is currently the largest program in the division both in terms of number
of courses offered and total enrollments. BackgroundOur
program
is
unique in the science division because of its large service component. All Physics
majors must take or place out of Calculus I, Calculus II, Calculus III, and
Differential Equations. A good
percentage of physics majors also take Proofs and Fundamentals, Linear Algebra,
and some of our 300-level courses. Chemistry students take at least Calculus I,
II and III. Computer science students
must take Calculus I, but more than half continue on to Calculus II, Calculus
III, Proofs and Fundamentals, and some 300-level
courses. Economics
students must take Calculus I, but a large number also take Calculus II and
III, and several each year take Differential Equations,
Proofs and Fundamentals, and
Linear Algebra. Biology
students must take biostatistics,
but usually also take calculus
courses at Bard.
(Not
true for biology, I think, and probably not for
intro chemistry as well) (Why
is that worth mentioning?)
Mathematics Program Enrollments
Enrollments in math
courses at Bard have risen steadily in recent years. This year we have
the equivalent of 5 faculty members, and we are able
to offer 26 courses for the
first time. Even so, this
fall we had waiting lists for
all seven of our 100-level
courses. We had our
largest enrollments to date for each our
200-level courses. For
the first time, we were able to support three 300-level courses in
the fall semester. Hence, we have enrollment
pressures, not just from
introductory courses, but
across the curriculum. Although we only have
one senior project this fall, we will have at least four next year, and at most
likely nine the following year
based on predicted
moderations this year. (That’s questionable.)Moreover,
graduate school bound students in physics, computer science and economics often
satisfy most of the coursework for a math major but without completing the
senior project. Thus, more than any other program in the division, even our
300-level courses attract students in several disciplines. In addition to counting the number of senior
projects, this phenomenon must be factored in when determining how many regular
faculty members are needed for a
program.
We attribute increases in
enrollments in the math program to a number
of factors:
1.
The total
number of students at Bard has increased.
2.
The
new distribution requirements require that every
student take a course in mathematics, computing,
statistics or logic (that is absolutely not true as stated, and must
be fixed – you must quote the
distribution requirement as stated).
3.
As
Bard has become more selective, students are coming in with stronger mathematics
backgrounds. (Do
you have evidence for this claim?)
4. Changes in recruitment
patterns have resulted in more students coming to Bard with an interest in math
and science.
5. The increase in
science, computer science, and economics majors has
resulted in more students in mathematics courses at all levels.
In the Spring of 2001,
the college approved adding a fourth faculty member to the mathematics program,
in the area of applied mathematics. The
justification for this position was two-fold.
First, applied mathematics was a topic that was n’ot
currently covered at Bard, and such athis hire
faculty
member could
provide a link between mathematics and the sciences, furthering the
interdisciplinary focus of the science initiative. Second, enrollments
in our mathematics courses had grown to
the point that we could now support the
establishment of the computer science program at Bard together with other
factors [Ethan: What other
factors?] necessitated offering four
additional math mathematics courses
each year (Discrete Math, an additional section of calculus, elementary linear
algebra, and an additional section of Proofs and Fundamentals). Part of this was due to the establishment of
the computer science program at Bard ( many CS students take
upper level math mathematics courses, and Discrete Math is
required for CS majors), and part due to
students coming to Bard with stronger math mathematics
backgrounds. [Ethan: (1)
Did we actually add a section of calculus only after the CS Program was
established? (2) Even if we did add a
section of calculus in the period after the CS Program was established, is
there evidence that the added section was due to
the existence of the CS Program? (3) We
did not add a section of Proofs because of the CS Program, I don’t
think.] These new courses together with solid overall
enrollments in mathematics made a strong case for an additional faculty member
in our program. In
the Spring of 2002, we hired Karen Ricciardi for the applied mathematics
position. She left Bard after two years
in the Spring of 2004, and we are currently searching for her replacement after
a failed search last spring.
Course Offerings
Currently we are
offering 26 courses per year, 13 at
the 100-level, 7 at the 200-level, and
6 at the 300-level. In
order to do this next year, we will again need
5 fulltime faculty members in the math program.
Below is a chart for a
typical year with the names of courses, and the population that
enrolls in these courses. (Note: If we register
close to 500 students again next year, we will need to add
additional sections of Calculus
I and II, and at least one
more non-major course next year, for a total
of 29 or more courses.)
|
Course
number and name |
sections
needed per year |
Student
population |
|
Math
102, 107 (Mathematics of
Chance, Topics in Geometry) |
1
or 2 |
Primarily
non-majors |
|
Math
131, 135 (Number Theory, Game Theory),
others TBA |
4 or
more |
Primarily
non-majors, some math, CS and econ majors |
|
Math
141: Precalculus: |
1 or
2 |
Primarily
non- majors, some econ
and science majors |
|
Math
141: Calculus I |
4 or
more |
Science,
math, econ, and non-majors. |
|
Math
142: Calculus II |
2 or
more |
Science,
math, econ, some
non-majors. |
|
Math
211: Differential Equations |
1 |
Science,
math, and econ majors |
|
Math
212: Calculus III |
2 |
Science,
math, econ, some non-majors. |
|
Math
242: Elem Linear Algebra |
1 |
Math,
CS, physics and econ majors |
|
Math
261: Proofs and Fund |
2 |
Math,
CS, physics and econ majors |
|
Math
275: Prob and Statistics |
1 |
Math,
CS, physics and econ majors |
|
Math
331: Linear Algebra |
1 |
Primarly
math, some CS, econ, and
physics majors |
|
Math
332: Abstract Algebra |
1 |
Primarly
math, some CS and physics majors |
|
Math
361: Real Analysis |
1 |
Primarly
math majors |
|
Math
3**: Upper Level Electives |
3 |
Primarily
math majors, some CS and physics
majors |
Current enrollment trendsDistribution
requirements
Enrollments in our math mathematics
courses at all levels have continued to grow, and
as a result we
have n’ot been
able to offer as many non-major courses as in years past. This poses a serious dilemma asgiven
that the new distribution requirements
require that every student take a course in mathematics or computation. These new requirements provide the impetus
for our request to expand the mathematics program, but we also see a need for
additional sophomore and upper
level courses as well (an additional section of Calculus III, at least one more
300-level course each year, and another 200 or 300-level
elective).
The
single main reason for
One of the primary
reasons the need for
needing a fifth mathematician
is the new distribution requirement whichthat
requires each student to take a mathematics, computing,
statistics or logic course in mathematics
or computationcourse. (you need to have the statement here match your
previous statement of the distribution requirement, and both should match the
statement of the requirement as stated in the Faculty Handbook). We will show below that
to meet the needs of our students for sufficiently many courses to satisfy the Math/Computing
requirement, the college will need to add at least 9 100-level
courses between the Mathematics and CS
Programs. These new courses
alone necessitate two new faculty members between the Mathematics and CS
Programs beyond the current four mathematicians (counting
the applied mathematician, who is currently replaced by Prof. Sundaram), and
the three computer scientists. Certainly
the CS Program should receive one of these new
positions, both to allow the CS Program to offer non-major courses on a regular
basis, and to allow for a broader range of CS courses, as well as to help forge
connections between the CS Program and programs outside the SM&C Division; that
new position is not the subject of this proposal The other proposed new faculty member,
which is the subject of this proposal,
should be in mathematics, because of the growing demand for mathematics courses
by both non-science majors and science
majors. Non-science
majors still take mathematics
courses in much larger numbers than CS courses, and science
majors are all
required to take at least Calculus I (and
in many cases beyond that), whereas
most are not required to take CS courses.
There are
Even while ProfessorRicciardi
was here, the Mathematics Program needed to make use of other faculty members
(Profs. Chen, Cutler, Deady, McGrail, and Suzuki, in addition to occasional
adjuncts) to cover our courses. Part
of thisThis was partly
due to Mark Halsey’s reduced teaching load as Associate Dean, a maternity
leave, and a sabbatical. We'’ve also had a visitor (Sheila
Sundaram) as a temporary replacement for Ricciardi.to In fact, last spring and this
fall we have more visitors and adjuncts teaching
mathematics courses than regular faculty members. This will also be the case next semester. We need to have enough regular faculty
in the mathematics program so that this scenario does
not recur.and part was due to
overall enrollment pressures.
[Ethan: I do not agree. Until the new distribution requirement was
implemented, I think that the replacement courses were all due to Mark’s reduced teaching
load, your sabbatical, etc. I think that if Mark were full time, we would
not have needed all these replacements, unless you have evidence to the
contrary.] Sseveral
other
factors for increasing math mathematics
enrollments are listed below.:
·
The number of students
at Bard has increased in the past few years, and we have seen more students in math mathematics
courses as a result.
·
As Bard has become more
selective, students are coming in with stronger math mathematics
backgrounds.
Moreany more
studentsnon-majors than
in the past are now taking math mathematics
courses beyond the distribution requirement.
·
The growth of the
economics program has resulted in more students in mathematics courses at all
levels.
·
The Science Initiative
calls for increasing the number of students in the sciences and mathematics at
Bard. Since every science student has to
take math mathematics courses
(most need to take several), any growth in the number of science majors will
necessarily boost mathematics enrollments.
·
Based on the new
distribution requirements, requiring each student to take a course in
mathematics or computation, we need to add at least 9at least 6** (and likely more) non-major courses
between the two programs of mathematics and computer science, or roughly 5 4** new
math courses and 4 2** new
CS courses. Justification for this is
given below. The Thesenumber
of new courses alone necessitates two additional hiresan additional faculty
member in math/CS
in the near future. the mathematics
program.
Based
on the list above, we believe that we have a strong case for a fifth fulltime faculty
member in the mathematics program.
Ethan'
Proposed Position
We are proposing a new
fulltime tenure track faculty position in mathematics. Since most mathematicians can teach across
the discipline, we don’t specify a particular area of specialization, although the candidate'’s research area shouldn'’t have a directly overlap with any
current faculty in the mathematics program. However, a tThe
candidate that hasshould have a
broad background in mathematics, and a willingness to teach
courses outside his or her specialty. What would be, and ideal
is that the candidate'his or hers area
of research is particularlyshould be suitable for senior
projects. is a
willingness to teach applied math and/or statistics courses, and the ability to
link with other programs in the sciences, social sciences or the arts would be
preferable.
N.B.
Ethan’s table goes here
***
To argue the
need for a fifth mathematician, we start by counting the number of courses that
the college currently offers that are used by
students to fulfill the Math/Computing requirement. We are
assuming 4 full-time
mathematicians (which
includes the
yet to be hired applied mathematician, who
would teach at most 4 mathematics courses per year (the other course(s) would
be taught in other programs), and 3 computer
scientists, plus two precalculus
courses per year from the Q-director.
Listed below are In
the table below, we list the courses that currently
satisfy the MATC requirement, and the rough
percentage of students that use this course to fulfill the requirement. In other words, we don’t count students that
have taken a prior MATC course, because they are
not using the current course to fulfill the
requirement, and we adjust for students taking two MATC
courses concurrently. These figures are based on data from the registrar over
the past three semesters. (The data is at the
end of the proposal in the Appendix.)all Mathematics
courses,
together with relevant courses in other programs, and the
number of sections provided for students fulfilling the Math/Computing
requirement. We note that in many courses, only a fraction
of the students are using the course
to fulfill
their Math/Computing
requirement. For example, a student in Calculus II who had
previously taken Calculus I at Bard would not be fulfilling the Math/Computing
requirement with
Calculus II, having already done so with
Calculus I. In the tables
below we describe
a course as “1
section” if
roughly all the students in the course are using the course for their
requirement, and for other courses we have estimated the fraction of students
fulfilling the requirement based on a
detailed look at last year’s
enrollments, as well as anecdotal evidence based upon our knowledge of our
students.
In
the summary section of the tables weBard
has a current enrollment of 1650 students, use
the fact that if Bard has 1500 students, then
so roughly a quarter of
these students, which isor 375412, will need
to fulfill the Math/Computing requirement peeachr
year. We
assume an average class size
of 200
students per section, noting that some
classes can go as high as 25, while
others have a limit of 15 (non-major
mathematics courses have more students than
that, though other mathematics courses, and some of the courses listed in other
programs, do not always have more than 20). . Hence we need on
average 375412/2020 = 18.7520.6 MATC sectionscourses per
year, which we round up to 19.. Note, we only list lower level courses below,
since very few students take an upper
level course at their first MATC course. However, all courses are listed in the
Appendix.
Looking
at the table below, you can see
that currently we are offering the
equivalent of 10.25
(fall) + 6.65 (spring) = 16.9
sections of these courses per year, four
courses shy of the projected need of 20.6 courses. The lower number in
the spring semester can
be explained by the fact that many students taking MATC courses in
the spring semester took their first MATC course in the fall.
Fall
Mathematics MATC
courses – Fall
|
|
Number |
Title |
|
|
|
|
|
|
|
1 |
Math 10* |
Low level non-major |
0 |
|
2 |
Math 13* |
High |
0 |
|
|
|
|
|
|
|
Math 110 |
Precalculus |
0 |
|
|
Math |
Calculus I |
0 |
|
|
Math 142 |
Calculus II |
0.70 |
|
|
Math 212 |
Calculus III |
0.55 |
|
|
Math 261 |
Proofs and Fund. |
0.25 |
|
|
|
|
|
|
|
CS 11* |
Introductory CS |
0.75 x 3 sections =
2.25 |
|
|
CS 225 |
Computer
Architecture |
0.30 |
|
1 |
Phil 237 |
Logic |
0.80 |
|
|
|
|
|
|
|
|
|
|
|
|
|
Total |
10.25 |
Spring
MathematicsMATC courses
– Spring
|
|
Number |
Title |
|
|
1 |
Math 10* |
Low level non-major |
0.95 |
|
2 |
|
|
|
|
3 |
|
|
|
|
2 |
Math 13* |
|
0. |
|
3 |
Math 141 |
Calculus I |
0.70 x 2 sections = 1.4 |
|
4 |
Math 142 |
Calculus II |
0.35 |
|
5 |
Math 212 |
Calculus III |
|
|
6 |
Math 261 |
Proofs and Fund. |
0.20 |
|
7 |
CS 11* |
Introductory CS
|
0.70 |
|
8 |
CS 141 |
Object oriented
programming |
0.30 |
|
9 |
Bio 144 |
Biostatistics |
0.65 |
|
10 |
Econ 229 |
Statistics |
0.40 |
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
|
Total |
6.65 |
The
math program is the primary contributor to MATC courses. Our current contribution is
based upon our being able to offer at least 26 math courses
per year, which translates into 5 fulltime faculty members. (The
CS program claims that their contribution of 4 introductory CS courses per year
is contingent upon having 4 faculty members in their program. They will address this in
their proposal next spring.)
How to cover the
remaining four MATC
courses is not the subject of this proposal. We are merely making a case that we need to
offer at least as many courses in
future years next year as we
are offering this
year. It has been suggested that there
could be more MATC courses in the social studies division, and then we might
need fewer courses in math and computer science. This is a reasonable suggestion (add: in principle,)
although it is unlikely to yield very many courses in
practice. According
to the faculty handbook, an MATC
course must be “a course in
mathematics, computing, statistics or logic.” Most social
science courses could
not be reformulated to meet this requirement. However, note that
Psy 203: Introduction to Statistics and Research
Design does
meet the criteria for the MATC, yet the program has chosen to designate
it as meeting the Social Science
requirement instead.
1.
(Make
it sound not just reasonable but a good idea in principle, but not one that
will yield very many courses in practice.) (this is the third variant on how you have
described the MATC requirement, and this one is completely incorrect – you are asking for trouble
if you use the word “quantitative,”
because that will confuse everyone with the old Q-requirement; please, please,
stick to the official description of the MATC requirement, and use no other
description) (get rid of this word!!!! Use the correct terms,
which are mathematical and computational)
(The
second and third points might be valid, but they do not address the issue they
are supposed to refer to, namely why the social sciences will not be offering
many MATC courses in
the future than at present. Moreover,
these last two points make it sound as if you don’t think that
it would be a good idea for there to be more MATC courses in the social
sciences, and even if you do think that, it won’t
go over well. Anything that makes it
appear as if the math program is trying to build itself up at other people’s expenses is to be avoided. Make it sound as if we would welcome more
MATC courses in the social science, but give reasons why that won’t happen in practice.)
Non-Math/CS
courses
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Mathematics Program
Staffing
Summary
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Last year we hired two
faculty members in mathematics, one tenure-track and one in a visiting
position. The visiting position was in
place of the applied math position which we failed to fill for two years in a
row. The
staffing for this year is as follows.
Staffing
for 2006-7
Ethan
Bloch (div chair, tenured): 4 courses
Lauren
Rose (program chair, tenured): 5 courses
Samuel
Hsiao (tenure-track): 4 courses
John
Cullinan (two-year visitor): 6 courses
Jan
Rizzuti (Q-director): 2 courses
Mark
Halsey (Associate Dean, tenured): 1 course
Jules
Albertini (adjunct):
2 courses (Don’t list Jules for next semester unless Michele
has approved it)
Bob McGrail (tenured in
CS): 1 course
TBA:
1 course (Don’t list Mary’s
name unless Michele has approved her)
Current Enrollments
This fall we were able
to offer 13 courses, 4 more than last year.
The resulting enrollments are very strong:
·
All
of our 100-level courses are filled to capacity. Every 100-level course had a waiting list,
including Calculus I and Calculus II.
·
Every
200-level course has the largest enrollment to date.
·
We
offered three 300-level courses in the Fall for the first time, and they all
have solid enrollments.
·
This
fall there are close to 250 students enrolled in math courses, whereas in the
past five years we had 175, 156, 140, 133, 169.
Math Program
Staffing 2007-2009
For the next two years
(Fall 2007 – Spring 2009), Ethan Bloch will be on sabbatical/leave of absence, and
when he returns, Rose and Hsiao will each take a semester of sabbatical. Also, we expect up to
2 two courses will be taught
by members of the physics program each year.
(We note that although the mathematical physicist’s position is an
outgrowth of the failed search for an applied mathematician, it cannot be
considered as a substitute for the applied mathematics position, because the
mathematical physicist would contribute at most two mathematics
courses per year.)
The resulting staffing
situation in mathematics will be as follows.
Staffing
for 2007-8
Lauren Rose (program
chair, tenured): 5 courses
Samuel Hsiao (tenure
track): 5 courses
John Cullinan
(visitor): 5 courses
Jan Rizzuti
(Q-director): 2 courses
Mark Halsey (Associate
Dean, tenured): 1 course
Mathematical physicist
(tenure track in physics): 2 courses
TBA: 6-9 courses, depending
on the size of the entering class
Staffing for 2008-9
Lauren Rose (program
chair, tenured):
5 courses
Samuel Hsiao (tenure
track): 5 courses
Jan Rizzuti
(Q-director): 2 courses
Mark Halsey (Associate
Dean, tenured): 1 course
Mathematical physicist
(tenure track in physics): 2 courses
TBA: 11-14 courses
Rationale
for Tenure Track Request
As
argued above, the need for sufficiently many MATC courses necessitates
maintaining the current equivalent of five full-time
faculty members in mathematics, in addition to the
proposed increase to four full-time faculty members in computer science. There are a number of
possible ways that these five lines might
be configured.
Although
the standard model would be to have five tenure-track positions, it
might be argued that there could be
advantages to having four tenure-track
positions, together with a rotating full-time
visiting position, in order to bring in new ideas, lower the average
age of the faculty members in the program, and the like. However, as long as Prof. Halsey is an
associate dean, we already have one of our five positions replaced
by adjunct faculty members, and it would not be
satisfactory to go down to having only three out of five
faculty members in the mathematics program be full-time tenure-track. Tenure-track faculty members
have the strongest commitment to a program and tend to be superior to visitors
in teaching, research, and service to the college. We are trying to build up the programs in the
science division, and having too high a percentage of visitors and
adjuncts is not ideal.
Given that Prof.
Halsey is associate dean, and that Prof. Bloch is going on
a two-year sabbatical/leave, the mathematics program considered two options for
staffing.
The
first option would have been to ask for a
visiting replacement for Prof. Bloch for the next two years, which we
know is not contractually mandated (only the leave is automatically replaced),
but which could be justified on
the grounds of having sufficiently many MATC courses. Then, we would wait until next year, the
final year of Prof. Cullinan’s position, to
propose a tenure-track search to replace Prof. Cullinan as the “fifth mathematician.” Although that option would be plausible, it would
be very
much preferable, for the reasons stated below, to view Prof. Cullinan as
filling in for Prof. Bloch next year, and then conducting a tenure-track search
this year to fill the “fifth mathematician”
slot currently occupied by Prof. Cullinan.
In both options there would be a tenure-track search, the
difference between the two options being that in the
option we are proposing, the tenure-track search commences this year, rather than
next year. Having the tenure-track search this year
would have the following advantages.
1.
In order to find the
best possible candidates, starting the search this year would give us a second
year in case we fail to hire someone good this year.
2.
If we search this year,
then Ethan Bloch, the senior member of the mathematics program, would be able to
participate in the search.
3.
If we were to hire
another visitor for next year to replace Prof. Bloch, then next year only two of
the five positions in mathematics would be
staffed by tenure-track faculty members, a
far from ideal situation.
In order to cover 26 or more courses, we need at
least five full-time faculty members in the mathematics program,
even during sabbaticals. Because this is not a temporary situation, it
makes sense
for this position to be
a tenure track hire. Tenure track faculty
have the strongest commitment to a program and tend to be superior to visitors
in teaching, research, and
service to the college. We are trying to build up the programs in the
science division and the best way to do this is to have as few visitors and
adjuncts as possible. We have
replaced Mark
Halsey’s courses with adjuncts for five years now, and it is not ideal. We realize that as long as he remains
dean we will not be able to reclaim this as a tenure track position, but we can at least
request that all of our other positions be tenure line.
Besides the general argument given above, there are
reasons why a search this year rather than next year is preferred.
·
We
would have two years to find a suitable candidate, in case we fail to hire
someone this year.
·
If we
search this year, then Ethan Bloch, the senior member of the math program would
be able to participate fully in the search.
·
If we
hire another visitor, then of the five positions in the math program next year,
only two will be staffed
by faculty on regular appointments.
We
understand that a full time replacement for Bloch is beyond the contractual
requirement of replacing leaves but not sabbaticals, but it is necessary from a
curricular point of view. In
order to provide our
students with sufficiently many courses so that they can fulfill the MATC
requirement, and in
order to provide
science and econ students with service courses, sabbaticals must be taken into
account.
P
roposed Search
Committee: Profs. Rose (chair), Hsiao, Deady,
McGrail, and students Jordan Volz and Rachel
Stahl.
Job Ad: We plan to advertise
online with American Mathematical Society.
Tenure Track Position
in Mathematics
Bard College invites
applications for a tenure-track position in mathematics at the assistant
professor level. A PhD in mathematics is
required, with expertise in a While applicants in all fields
will
be considered, a preference will be given to those whothat
complements our existing
strengths (add: in)in algebra,
combinatorics, logic, and topology. The successful candidate will have A
PhD in mathematics is required, as well as
a commitment to excellence in teaching in a liberal arts setting, an ongoing
program of scholarly activity, and the ability to oversee advanced tutorials
and undergraduate research.
Bard College is a
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. Review
of applications will commence Nov. 15, and will continue until the position is
filled. Women
and minority candidates are especially encouraged to apply. For further information, contact Prof. Rose
at rose@bard.edu. AA/EOE
Appendix:
Enrollment Data
from the registrar for Fall 2005, Spring 2006, Fall 2006
Whereas sabbaticals are
not as a matter of course replaced from a contractual point of view, from
the point of view of providing our students with sufficiently many courses so
that they can fulfill the Math/Computing
requirement, sabbaticals must be taken into account.
The above chart shows
that we are missing on average 9 sections of courses for students who are
fulfilling their Math/Computing
requirement. To cover these missing
sections, we propose that a fifth tenure-track position in mathematics be created.
The
mathematics course offerings would then be as shown
in the chart below. New courses are
shown in bold. As can be seen, four of the five proposed new
courses are at the 100-level (three non-major
courses, and one additional section of Calculus I, which can accommodate both
non-majors and the increasing number of science majors), and
one at the 200-level (a second section of
Calculus III, to accommodate the increasing number of science majors, and
non-majors with strong mathematics backgrounds). Although four of the five new courses are
listed in the spring, we would move
one existing course, Math 211, to the fall (where it makes
more sense curricularly), so that the number
of mathematics courses in the two semesters would be balanced. As
seen in the chart below, under
the proposed schedule of courses, the
Mathematics Program would
increase its
offering of sections for
students fulfilling the Math/Computing
offering by 4
sections per
year.
Mathematics –
Fall
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Mathematics –
Spring
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MATC Courses: FALL 2005 |
Number Enrolled |
Taking
More than 1 |
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MATC course |
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CMSC
141 |
FIRST-YEARS |
5 |
. |
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RETURNING - FIRST
COURSE |
9 |
1 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
2 |
. |
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CMSC
243 |
FIRST-YEARS |
1 |
1 |
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RETURNING - FIRST
COURSE |
1 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
4 |
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CMSC
305 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
7 |
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CMSC
353 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
5 |
5 |
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CMSC
401 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
3 |
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CMSC
402 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
1 |
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CMSC
IND |
RETURNING - FIRST
COURSE |
1 |
. |
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MATH
110 |
FIRST-YEARS |
10 |
. |
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RETURNING - FIRST
COURSE |
14 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
. |
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MATH
135 |
FIRST-YEARS |
9 |
. |
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RETURNING - FIRST
COURSE |
15 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
1 |
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MATH
141 |
FIRST-YEARS |
31 |
. |
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NEW
TRANSFER |
2 |
. |
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RETURNING - FIRST
COURSE |
15 |
1 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
. |
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MATH
142 |
FIRST-YEARS |
12 |
. |
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RETURNING - FIRST
COURSE |
1 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
. |
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MATH
212 |
CSP |
1 |
. |
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FIRST-YEARS |
5 |
1 |
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RETURNING - FIRST
COURSE |
1 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
2 |
1 |
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MATH
261 |
FIRST-YEARS |
5 |
2 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
8 |
. |
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MATH
331 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
1 |
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MATH
361 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
3 |
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MATH
401 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
3 |
2 |
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MATH
T300 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
1 |
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MATH
T400 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
2 |
2 |
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SPRING 2006 |
enrolled |
more than 1 |
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BIO
144 |
NEW
TRANSFER |
1 |
. |
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RETURNING - FIRST
COURSE |
15 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
8 |
. |
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CMSC
103 |
RETURNING - FIRST
COURSE |
10 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
1 |
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CMSC
131 |
RETURNING - FIRST
COURSE |
12 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
5 |
1 |
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CMSC
141 |
RETURNING - FIRST
COURSE |
17 |
1 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
3 |
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CMSC
142 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
4 |
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CMSC
301 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
9 |
8 |
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CMSC
321 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
8 |
7 |
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CMSC
323 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
5 |
5 |
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CMSC
402 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
3 |
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CMSC
IND |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
. |
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CMSC
T200 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
1 |
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ECON
205 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
. |
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ECON
229 |
RETURNING - FIRST
COURSE |
11 |
1 |
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RETURNING -PREVIOUS
COURSE MATH/CMSC |
16 |
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. |
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MATH
107 |
RETURNING - FIRST
COURSE |
25 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
. |
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MATH
110 |
RETURNING - FIRST
COURSE |
20 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
3 |
. |
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MATH
131 |
RETURNING - FIRST
COURSE |
23 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
2 |
. |
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MATH
141 |
RETURNING - FIRST
COURSE |
19 |
1 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
8 |
. |
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MATH
142 |
RETURNING - FIRST
COURSE |
5 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
14 |
1 |
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MATH
212 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
10 |
4 |
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MATH
242 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
2 |
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MATH
261 |
CSP |
1 |
. |
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NEW
TRANSFER |
1 |
. |
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RETURNING - FIRST
COURSE |
2 |
. |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
2 |
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MATH
302 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
6 |
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MATH
332 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
10 |
6 |
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MATH
402 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
3 |
1 |
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MATH
432 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
5 |
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MATH
T300 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
2 |
2 |
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PHIL
237 |
RETURNING - FIRST
COURSE |
11 |
. |
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FALL 2006 |
enrolled |
more than 1 |
|
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CMSC
113 |
FIRST-YEARS |
3 |
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RETURNING - FIRST
COURSE
MATH/CMSC |
10 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
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CMSC
115 |
FIRST-YEARS |
13 |
1 |
|
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NEW
TRANSFER |
1 |
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PIE
STUDENTS |
1 |
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RETURNING - FIRST
COURSE
MATH/CMSC |
11 |
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
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CMSC
225 |
FIRST-YEARS |
7 |
4 |
|
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RETURNING - PREVIOUS
COURSE MATH/CMSC |
9 |
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CMSC
308 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
10 |
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|
CMSC
351 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
7 |
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|
CMSC
401 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
3 |
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|
CMSC
431 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
|
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|
CMSC
T200 |
FIRST-YEARS |
1 |
1 |
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
2 |
|
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|
|
PHIL
237 |
CSP |
1 |
|
|
|
RETURNING - FIRST
COURSE |
7 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
4 |
|
|
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|
|
MATH
107 |
FIRST-YEARS |
4 |
|
|
|
NEW
TRANSFER |
1 |
|
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
20 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
|
|
|
|
|
|
|
MATH
110 |
FIRST-YEARS |
7 |
1 |
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
15 |
|
|
|
|
|
|
|
MATH
131 |
FIRST-YEARS |
16 |
1 |
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
26 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
3 |
|
|
|
|
|
|
|
MATH
141 |
FIRST-YEARS |
26 |
3 |
|
|
NEW
TRANSFER |
1 |
|
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
15 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
5 |
|
|
|
|
|
|
|
MATH
142 |
FIRST-YEARS |
9 |
2 |
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
4 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
9 |
|
|
|
|
|
|
|
MATH
211 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
19 |
|
|
|
|
|
|
|
MATH
212 |
FIRST-YEARS |
10 |
|
|
|
NEW
TRANSFER |
1 |
|
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
2 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
11 |
|
|
|
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|
|
MATH
261 |
FIRST-YEARS |
3 |
1 |
|
|
RETURNING - FIRST
COURSE
MATH/CMSC |
2 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
12 |
|
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|
MATH
331 |
CSP
|
1 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
9 |
|
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|
MATH
361 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
|
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|
MATH
401 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
|
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|
MATH
408 |
SIMON'S ROCK
VISITOR
|
1 |
|
|
|
RETURNING - PREVIOUS
COURSE MATH/CMSC |
6 |
|
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|
MATH
T200 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
|
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|
MATH
T300 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
|
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|
MATH
T400 |
RETURNING - PREVIOUS
COURSE MATH/CMSC |
1 |
|
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The Math/CS
Distribution Requirement
The current enrollment
at Bard is roughly 1500 students.
If ¼ of these satisfy the math/CS
requirement each year, we will need courses for 375 students. At an average of 20 students per course, this
means we need 19 courses per year that students will use to satisfy the math/CS
requirement. The courses in this category
are listed below. Those with a ½ indicate that fewer than
one-half of these students are taking this as their only or “first” math or CS
course. These figures are based on
course enrollments over the last five years.
We don’t include courses (such as biostatistics, econ statistics, or
differential equations) where the vast majority of students also take a
calculus course at Bard.
Precalc
Precalc
Calc I
Calc I
Calc I
Calc II
Calc II (½)
Calc III (½)
Low level non-major
course
High level non-major
course (½)
CS 1 (½)
CS 1 (½)
Psych stats
Total: 10 ½
full courses. Needed: At least 9 new courses per year in math/CS.
Conclusion: We need two additional faculty members in
math/CS to teach 9 courses. This
proposal is for one of those hires to be in the Mathematics Program.
Current
Regular Faculty in the Mathematics Program
Lauren
Rose, Chair: fulltime
Mark
Halsey, Associate Dean: 1 course per year
Ethan
Bloch, Division Chair: fulltime
Additional
Faculty teaching math mathematics courses
this year:
Sheila
Sundaram, Visiting Associate Professor: 2/3 time
Jan
Rizzuti, Q-director: 2 courses per year (precalculus)
Jules
Albertini: adjunct, 1 course Fall semester.
Joe
Kirtland: adjunct, 1 course Fall semester.
TBA: adjuncts for 3 courses Spring semester.
V=Proposed
Search Committees:
Pure
mMathematics: Profs. Rose (chair), Deady, DeSilva, and
McGrail, and students Jordan Volz and Mariana Raykova.
Applied mathematics: Profs. Deady (chair), Rose, Keesing, and
McGrail, and students Na’ama Zuessman and Ken Ober.
Job
Ad:
We propose to put both positions (applied math mathematics
and general math) in the same job ad, to save on
costs, and to
cast a wider net of applicants, and to generate a sense of excitement about the
growth of mathematics at Bard.
We plan to advertise online with the
American Mathematical Society and the Society for Industrial and Applied
Mathematics.
Tenure
Track Positions in Mathematics and Applied Mathematics
Bard
College invites applications for two tenure-track positions in the mathematics. Both positions are at the assistant or
associate professor level, , beginning
in the fall semester of 2006. [Ethan:
I have been rethinking the rank issue.
Because we will have many applicants not in applied mathematics, and
fewer in applied mathematics, and because I want at
least one of the mathematicians to be younger, then I think it might
work well to specify that the position with no specified area is at the
assistant prof. level, and the position in applied mathematics is
rank open, depending upon qualifications.]
1. A 1. The first position is A tenuretTenure-track position in
mathematics at the assistant professor
level.:. The field is open as
to the specific area of
mathematics, . Aalthough
interdisciplinary approaches to teaching that connect with the sciences, social
sciences and/or the arts are encouraged. although [Ethan: I would
leave out the part about the interdisciplinary approach, etc.; we can keep that in mind, but why scare away or
confuse candidates. If we require
something, we should say it, and if not, why mention it?] This candidate is expected to have a Ph.D.
in mathematics is required. Teaching
experience beyond graduate school is
preferable, though not required.
2. TA tenure-track position at
the assistant or associate professor level, in the applied
mathematical sciences, broadly construed. The rank is
open, depending upon qualifications. Requirements include a .DPh.D. in
applied mathematics or statistics, or a Ph.D. in a
related discipline with graduate coursework in mathematics. The candidate must have an ongoing research
program in some area of the applied mathematical sciences and an interest in
working closely with other faculty members in the sciences on issues of
research and curriculum development. The
precise area of expertise is open; some possible areas include mathematical
biology, probability and statistics, differential equations, dynamical systems,
and numerical analysis.
2.. [Ethan: Why do
you say here “expected,” whereas for the applied candidate you say that
a Ph.D. is “required,” which seems stronger?
I think we should say required for this candidate as
well.]
[Ethan: Be consistent in how you write “Ph.D.”]
The
second position is in the applied mathematical sciences, broadly
construed. Requirements include a Phd in
applied mathematics or statistics, or a Phd in a related discipline with
graduate coursework in mathematics. The
candidate must have an ongoing research program in some area of the applied
mathematical sciences and an interest in working closely with other faculty
members in the sciences on issues of research and curriculum development. The precise area of expertise is open; some
possible areas include mathematical biology, probability and statistics,
differential equations, dynamical systems, and numerical analysis.
Both
positions require a commitment to excellence in teaching in a liberal arts setting,
an ongoing program of scholarly activity, and the ability to oversee advanced
tutorials and undergraduate research. Ideally, candidates for both positions should
be comfortable teaching introductory applied courses such as probability and
statistics, discrete mathematics or differential equations. [Ethan: Why should we
make that requirement of the non-applied mathematician?]
Bard
College is a selective liberal arts college located 2 hours north of NYC on the
Hudson River. Please send a cover letter (indicating clearly whether you are
applying for the applied math mathematics
position or the
general math mathematics
position), 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
Proposed Search
Committee: Profs. Rose (chair), Deady, Keesing and McGrail,
and students Bettina Hajagos and Ken Ober.
,Na/\''