The Department, Program or Collegeredmond/Self-StudyDocumentv1.0.… · Web viewData Structure/Algorithms 4 68 CSC 280-21 Object Programming 4 40 CIS 630-BA Component Programming

Mathematics and Computer ScienceLa Salle University

Self-Study 2006

Mathematics and Computer Science Self-Study 2Mathematics and Computer Science at La Salle University

Self-Study 2006

University Mission

La Salle University, dedicated in the traditions of the Christian Brothers to excellence in teaching and to concern for both ultimate values and for the individual values of its students, is a private Roman Catholic University committed to providing a liberal education of both general and specialized studies.

As a Catholic university, La Salle strives to offer, through effective teaching, quality education founded on the idea that one's intellectual and spiritual development go hand in hand, complementing and fulfilling each other. The University has, as its basic purpose, the free search for truth by teaching its students the basic skills, knowledge, and values that they will need for a life of human dignity. The programs of the University also aim at preparing students for informed service and progressive leadership in their communities and to fulfilling the immediate and final goals of their lives.

Goals: to recruit and maintain a distinguished faculty with diverse educational and ethnic backgrounds

as guided by the principles of equal opportunity and affirmative action and sustained through programs of development, research assistance, and retraining;

to recruit and retain qualified students, while at the same time striving to attract a more diverse student body: socially, geographically, economically, and racially;

to maintain class sizes small enough to promote active student participation and a close working relationship between students and faculty;

to provide quality support services that assist the learning process; to provide learning experiences in both traditional and non-traditional settings; to continue to foster an atmosphere supportive of interdisciplinary learning; to provide opportunities for part-time undergraduate and graduate study, chiefly oriented

toward attainment of degrees, for students whose personal circumstances make full-time study impossible;

to provide co-curricular opportunities which are designed to stimulate significant change and growth in the social, emotional, spiritual and physical development of students;

to establish advisement procedures which assist students in making valid educational and career choices;

to provide resources as appropriate for the transition to a more residential institution of regional scope;

to sustain an atmosphere of collegiality and trust in which matters of policy and procedural change are recognized as the mutual province of faculty, students, and administration.

As a Christian Brothers University, La Salle continues in the Catholic traditions of the innovative educator John Baptist de La Salle, who founded the order. The University engages in programs in which students' personal, social and religious values may take root and in which students may grow in mature attitudes and behavior in all human relationships. The University strives to foster an environment of faith which produces a reciprocal respect among all persons in the community and to establish an atmosphere in which community members may openly bear witness to their convictions on world peace and social justice.

Goals: to continue to encourage the presence and influence of the Christian Brothers on campus;

Mathematics and Computer Science Self-Study 3 to provide opportunities for worship and celebration and to maintain an active Campus

Ministry; to undertake theological and religious study in a systematic and critical way and to investigate

interrelationships which emerge with other disciplines; to maintain a fiscal policy which allows the University to attract students from modest income

levels; to provide educational opportunities and resources for the economically and educationally

disadvantaged; to continue to provide to the residents of the immediate La Salle neighborhood the educational

resources and expertise to improve the quality of their lives.

As a private University, La Salle strives to determine its own policies, thus providing the option of private higher education in an area increasingly dominated by large public institutions.

Goals: to maintain autonomous academic admissions standards and an independent structure for

governance; to determine our own fiscal, curricular and recruitment policies.

As an undergraduate institution, La Salle is committed to a liberal arts education which assists students in liberating themselves from narrow interests, prejudices, and perspectives, and in learning to observe reality with precision, to judge events and opinions critically and independently, to think logically, to communicate effectively, and to sharpen aesthetic perception. Students are encouraged to seek wisdom; that is, to grasp those basic principles which can give order to particular facts. The University urges students to confront the ultimate questions of human experience: who am I? where does my destiny lie? how am I to reach it?

Goals: to maintain, as the foundation of all learning, a common, comprehensive liberal arts core which

will challenge all undergraduate students with courses addressing the analytic process (philosophical and/or scientific), the communication process (oral and written; emitted and received), and the historical, intellectual, and creative growth of humanity;

to require students to gain thorough foundational knowledge of the subject matter of one or more disciplines;

to expose students to an optimal mix of required and elective courses in a variety of disciplines, providing advisement to help determine the elective choices which best serve the students' educational needs.

Department Mission

Learning has the highest priority in the department of Mathematics and Computer Science. In La Salle University’s Academic Bulletin, we are reminded that our goals include helping our students to observe reality with precision, to think logically, and to communicate effectively. With the ultimate goal of developing all of our students as self-learners, our faculty strives to research and implement teaching strategies that effectively serve all of our students.

Students should leave La Salle prepared to begin professional careers and to pursue graduate studies. To these ends, we work to provide a classical foundation in the core of the discipline, introduce current theories, research areas, and technologies, and demonstrate the links between theory and its embodiment in the world of applications. Our programs do not provide a study that simply concludes

Mathematics and Computer Science Self-Study 4with degree completion. Rather, the programs are designed to generate the questions for continued learning. Participants in our programs, both students and faculty, expand their thirst for learning and develop a deeper appreciation and respect for related disciplines.

Goals: to remain current and to embrace the rapid changes in technology; to provide our students with the ability to both use and develop computing technology; to demonstrate the usefulness, pervasiveness, inherent beauty, and logical foundations of

mathematics; to empower our students with traditional discipline studies coupled with new digital media to

expand their collegiate and professional careers; to promote an understanding of the social and ethical implications of computing; to work with all departments to ensure that our service courses meet the needs of their majors.

Composition of the Department

The Department of Mathematics and Computer Science consists of twenty full-time permanent and one semi-retired one-quarter time permanent faculty. (Descriptions of the faculty’s background can be found in the Faculty Section.) Several full-time faculty members have release time to fulfill administrative responsibilities. A number of adjunct instructors (on average, sixteen each semester) are used to teach our computer literacy and mathematics numeracy courses, both required by the university core curriculum. There is one full-time undergraduate Administrative Assistant and one full-time graduate Administrative Assistant. There is one full-time technology specialist. We currently have 235 declared majors and 87 active graduate students. (Enrollment history can be found in the Curriculum Section.)

Degree Offered

During the last 25 years, the department has evolved from one supporting a B. A. in Mathematics to a department supporting six undergraduate majors and two graduate programs.

Introduction of the B.A. in Mathematics1978 Introduction of the B. A. in Computer Science1992 Introduction of the B. S. in Computer Science1993 Introduction of the M.A. in Computer Information Science1998 Introduction of the B. A. in Dart1999 State approval for changing the MA - CIS to MS - CIS 2000 Introduction of the B. S. in Information Technology2001 Introduction of the M. S. in Information Technology Leadership2004 Introduction of the B. S. in Mathematics

The combination of required and elective courses within each program allows the design of a course of study based on personal interest and career objectives.

Curriculum

Mathematics and Computer Science Self-Study 5Our majors are a diverse group with different talents, goals, and learning styles. To better serve our students, we have established programs that recognize these differences. Both our computer science and mathematics programs include a B.S. for those who might pursue graduate school and a B.A. for those planning to enter the profession upon graduation (if not before). We take care that having separate tracks does not mean that the different curricular goals are pitted against each other. Rather, we find it imperative that students share foundation classes during their first two years. Most entering students are not ready to choose a track. A shared foundation enables them to make an informed decision and it helps them to learn to respect and work with those having distinct talents and goals. (See Appendices A and B for Curriculum Diagrams and Model Rosters.)

Because of the nature of our programs, most require several courses in related disciplines. Both mathematics programs require courses in computing and physics. Our computer science B.A. program includes courses in mathematics, business, and physics. Our computer science B.S. program requires four mathematics courses as well as four physics courses. Our information technology majors are required to complete two mathematics courses and two physics courses. Our goal is to provide as complete an education in the area as is feasible within a four-year timeframe. Mathematics and Physics are natural inclusions in a computing science education. Likewise, physics and computer science are natural inclusions in a mathematics education. An additional benefit derived from these requirements is the relative ease with which students may minor in a related discipline.

Our programs encourage students to engage in research projects (either as independent study or as joint faculty-student projects) and to participate in internship and co-op placements. Faculty connections with professional and public organizations and with industry help to ensure that our curricula are up-to-date and consistent with professional and industry standards, and they provide additional opportunities for student research, internships and co-op placements. These experiences enhance our academic programs and our students’ graduate school and professional career opportunities.

The Department supports a student-centered Mathematics and Computer Science Organization. Students are encouraged to participate in both the academic and social programs sponsored by this club, including monthly symposia, during which students and/or faculty members present the results of their research. Student work is typically the result of either an independent study or participation in La Salle University’s faculty/student research program. Our students have presented at regional conferences including Moravian College Student Mathematics Conference and Saint Joseph's University Sigma Xi Student Research Symposium.

Program Details

In the Fall of 2002, the department revised our Computer Science B.A. curriculum. The changes were the result of numerous conversations with local industry leaders, who expressed concern that our while are graduates possessed excellent technology skills, their understanding of the business model was limited, at best. The Computer Science B.A. program assures that all students completing this major will understand the basics of the computing field (Data Communication, Database Management Systems, and Concepts of Programming with GUIs), understand the basics of modern business practices (Business Perspectives), understand the basics of mathematics for computing (Discrete Structures I and II), be well-versed in object-oriented design and programming techniques (Object Programming and Introduction to Algorithms and Data Structures), and be able to demonstrate a comprehensive knowledge of the material (Project Design and Project Implementation).

Mathematics and Computer Science Self-Study 6The department designed and implemented the Computer Science B.S. program in 1988. This program is more traditional and adheres to the guidelines developed by CSAB. Computer Science B.S. majors share many computer science courses with the B.A. majors, including the introductory courses, advanced computer science courses, and the capstone courses (Project Design and Project Implementation). In addition to in-depth study of computer science, B.S. majors complete four mathematics courses and four science courses. The B.S. program is geared toward those students intending to enroll in graduate school. Both the B.A. and the B.S. programs prepare students to make immediate and continuous contributions to the computing field.

In the Fall of 2002, the department implemented the Information Technology major. This program is intended for those students who are interested in the design and maintenance of computing networks and client support systems. IT majors will graduate with an understanding of the basics of the computing field and mathematical computing, and will have in-depth coursework in network-related areas (LANs and Network Administration, Client-Support Systems, Applied Operating Systems, Introduction to LINUX Administration, and Information Security). IT majors are also required to obtain real-world experience through a three-credit internship.

The Mathematics B.A. program …

The Mathematics B.S. program …

Fulfillment of Specific goals

…

Scope and Complexity of Courses

…

Enrollment History

The information below provides a picture of enrollment trends.

Enrollment Figures

MTH BA

MTHBS

MTHED

CSC

BA

CSC BS

CSC evening

IT ITevening

DArt DArt evening

CIS ITL Total

1994 45 19 37 77 1811995 40 21 43 12 69 51 2361996 32 26 58 10 71 59 2561997 34 23 51 12 82 115 3171998 39 22 55 44 64 21 110 3551999 30 28 11 25 53 6 76 150 379

Mathematics and Computer Science Self-Study 72000 33 26 27 54 39 26 18 113 13 116 4652001 40 19 53 44 37 30 16 126 16 88 19 4882002 40 8 50 17 24 44 18 149 11 82 28 4712003 27 10 51 18 19 42 22 118 11 100 51 4692004 19 12 6 47 16 16 30 22 87 4 63 34 3722005 14 6 20 40 16 11 37 19 69 3 49 38 322

Numerous national and regional studies (e.g., the National Commission on Mathematics and Science Teaching for the 21st Century, the Council of the Great City Schools and Recruiting New Teachers, Inc.) have documented the critical and growing shortage of mathematics teachers in middle and secondary schools throughout the United States. The current figure for MTH/ED majors gives us hope that things are improving at La Salle University. The number of mathematics majors remains a concern.

As reported in Computing Research News, (Vol 17, No. 3, May, 2005), “the percentage of incoming undergraduates indicating they would major in computer science (which includes engineering and technical) declined by over 60% between the Fall of 2000 and 2004, and is now 70% lower than its peak in the early 1980s.” Gina Poole (http://developers.slashdot.org/comments.pl?sid=06/05/081526255) writes “there are a couple of reasons [for the decline in science and engineering degrees]: one is a myth, believed by parents, students, and high school guidance counselors, that computer science and engineering jobs are all being outsourced to China and India. This is not true. The percentage of the total number of jobs in this space is quite small – less than 5%.”

The number of undergraduates majoring in computer-related disciplines (CSC and IT) at La Salle has not seen a dramatic decrease since the late 80’s. We have not, however, recovered from that slump.

Data on Retention and Graduation Rates

Data compiled on undergraduates who enrolled as first or second majors in our programs from 1995 to 1999 indicate that graduation rates for those students compare favorably to the graduation rates of the overall undergraduate population at the University.

6 –Year Graduation RatesCohort Size All Majors

Percent Graduating

Percent Graduating Who Majored in

Computer Science, Information

Technology or Math1995 741 70.4% 66.7%1996 648 73.6% 74.2%1997 834 70.7% 67.4%1998 663 69.5% 76.2%1999 802 70.3% 62.5%

1995-99 Unweighted

Average

------ 70.9% 69.4%

http://developers.slashdot.org/comments.pl?sid=06/05/081526255

Mathematics and Computer Science Self-Study 8Several recent graduates have enrolled in graduate school immediately after completing their undergraduate degrees. We have alumni studying mathematics at LeHigh University, the University of Utah, and Temple, and others studying computer science at Drexel, Temple, and Northeastern University. On average, approximately two graduating seniors enter graduate school immediately following their graduation from La Salle University. Anecdotal evidence suggests that several others begin part-time graduate study within five years after earning their undergraduate degrees.

Core Courses Offered By the Department

La Salle University’s core curriculum includes five Powers courses that every student must complete, including a Mathematics course. When the present core curriculum was implemented in 2002, we designed a new mathematics course which would fulfill the core mathematics requirement for many students, including Nursing and Humanities majors. MTH 150, Mathematics: Myths and Realities, is offered every semester. This three-credit course was designed to foster an understanding of mathematical data and their meanings. On average, we offer twelve sections of this course during the Fall and Spring semesters. One Mathematics adjunct is responsible for teaching two sections each semester; the other sections are taught by full-time faculty members. Business majors take MTH 114, Applied Business Calculus, to fulfill the mathematics requirement. This four-credit course was designed by our mathematics faculty in cooperation with members of the School of Business Administration. One Mathematics adjunct is responsible for teaching one section during the year; the other sections are taught by full-time faculty members. Science and Mathematics majors take MTH 120, Calculus and Analytic Geometry I, to fulfill the mathematics requirement.

The University’s core Powers core also includes an Information Technology requirement. Business, Nursing, and Humanities majors take CSC 151, Introduction to Computing Using Packages, to fulfill this requirement. Typically, thirty sections of this three-credit course are offered over the course of the academic year, and most are taught by adjuncts. The department relies heavily on staff from the Information Technology Department and the Audio-Visual Services Department to staff this course. Science majors take CSC 152, Introduction to Computing, Mathematics and Science Applications, to fulfill the Information Technology requirement. A waiver test is offered during the summer preceding a student’s first year. This test is used to ascertain a student’s comfort with file management, word processing, and spreadsheets. A score of at least 70% is needed to be waived from the Information Technology requirement. Approximately one-fourth of the rising freshmen take the waiver exam; the others choosing to register for the appropriate course. While the percentage of students passing the test has increased during the last decade, it has only reached approximately 40%. Mathematics majors take CSM 154, Mathematics Technologies, to fulfill the requirement; Computer Science and Information Technology majors take any 200-level CSC or CSIT course.

All Powers courses supported by the department are assessed each summer. Some years, this assessment is simply a response to the need to re-evaluate the choice of textbooks. Other years, a more formal review is conducted.

Outcomes Assessment Review

Overall Assessment of the Program

At this time, we are able to assess the effectiveness of our Computer Science programs through our capstone courses, CSC 480, Project Design, and CSC 481, Project Implementation. These courses are offered during the students’ senior year. There are on-going discussions about offering a modified

Mathematics and Computer Science Self-Study 9version of the courses during the students’ first year in order that project management skills are introduced before actual, large-scale projects are assigned.

We use no formal methods for assessing our mathematics programs other than conversations with those in industry who have hired our graduates. Clearly, some means need to be instituted for formal measurement, and we have agreed that the selection of assessment strategies is a primary goal.

Informal assessment criteria certainly include both the number and quality of internship experiences completed by our majors. Appendix C contains a list detailing experiential learning experiences.

Instruction

Instructional Modes & Formats

The primary delivery methods employed by members of the department include some combination of lecture, discussion, group work, applied or experiential activities. The modes are appropriate to particular courses or sets of courses. For the most part, the mode of instruction corresponds to the level of the course. The use of lecture, directed discussion, and group work is, for the most part, used in 200-level courses. This allows the instructor to deliver and the students to absorb a large amount of basic information. Upper division courses for our Computer Science and Information Technology majors benefit from more hands-on activities coupled with group work. Mathematics majors see varying delivery methods based on the instructors comfort with the scholarship of a particular pedagogy, and the content of the course. CSD 154, Mathematics Technologies, MTH 302, Mathematical Foundations, and MTH 322, Differential Equations, make great use of our mathematics lab. Most other Mathematics classes are more lecture-oriented. For all of our courses, we are dedicated to the effective use of technology for enhancing the educational experience. The majority of both our full-time and part-time faculty use the WebCT course management software to organize course information and to enhance classroom instruction.

The department currently supports six computing laboratories.

The undergraduate Math lab (Olney 125) is equipped with 24 Pentium M, 1.7 GHz notebooks. Each notebook has 512 MB RAM, 40 GB hard drive, CD-RW/DVD drive, and a 14.1” screen. The notebooks run Windows XP Professional and Office 2003. Maple 9.5 and MATLAB 7 are also loaded. The lab is equipped with a SMART board, projector, and laser printer.

The computer literacy lab (Olney 129) is equipped with 28 Pentium 4, 2.8GHz desktops. Each machine has 512MB RAM, 40G hard drive, DVD-ROM/CD-RW drive, floppy drive, speakers, and a 17-inch flat panel monitor. The machines run Windows XP Professional and Office 2003. The lab is also equipped with a laser printer and a presentation system, which includes a projector and sound system. This lab is used exclusively to support sections of the university’s computer literacy course.

The undergraduate CSC/graduate CIS lab (Olney 200) is equipped with 30 Pentium 4, 2.8GHz desktops. Each machine has 512MB RAM, 40G hard drive, DVD-ROM/CD-RW drive, floppy drive, speakers, and a 17-inch flat panel monitor. All of these machines are equipped to use removable hard drives for classes involving network applications. The machines run Windows XP Professional and Office 2003. Microsoft Visual Studio 2005 Beta 2 and Oracle 9i are also loaded to support the course programming requirements and database development. The lab is equipped with a laser printer, and a presentation system, which includes a projector, DVD/VHS

Mathematics and Computer Science Self-Study 10player, and a sound system.

The undergraduate Information Technology lab (Olney 201) is equipped with 25 Pentium 4, 2.80GHz desktops. Each machine has 512MB RAM, 40G hard drive, DVD-ROM/ CD-RW drive, floppy drive, and a 17-inch flat panel monitor. The machines run Windows XP Professional and Office 2003. Microsoft Visual Studio 2005 Beta 2 and Oracle 9i are loaded as well. The lab is equipped with a laser printer and a presentation system, which includes a projector and sound system.

The undergraduate CSC/IT/DArt student lab (Olney 200A) is equipped with 9 Pentium 4, 2.80GHz desktops. Each machine has 512MB RAM, 40G hard drive, DVD-ROM/CD-RW drive, floppy drive, speakers, and a 17-inch flat panel monitor. The machines run Windows XP Professional and Office 2003. In addition, Microsoft Visual Studio 2005 Beta 2, Oracle 9i, Adobe Photoshop CS2, Adobe Illustrator CS2, and Macromedia Studio MX 2004 are also loaded. The lab is equipped with 2 scanners and a laser printer.

The Digital Art and Multimedia Design (DArt) lab (Olney 127) is equipped with 25 Pentium 4, 2.80GHz desktops running Windows XP Professional and Office 2003. Each machine has 512MB RAM, a 40 B hard drive, DVD-ROM/CD-RW, floppy drive, speakers, and a 17-inch flat panel monitor. Creative Audigy MP3+ sound cards are installed on 3 machines, and Firewire cards are installed on 15 machines. The lab supports a color laser printer, a black laser printer, 2 scanners, video capture equipment, projector, DVD/VHS player, and sound system. The machines run multimedia packages including Adobe Photoshop CS2, Illustrator CS2, Premiere 6.5, Macromedia Studio MX 2004, SoundForge 8, Acid Pro 5, Sonar 4 Studio Edition, and QuarkXPress 6.5 This lab is used exclusively to support the DArt program.

Evaluation of student performance

Instructors employ a variety of methods to assess student performance. As with pedagogical methods, some of the variation has to do with the level of the course. Traditional tools, including exams, quizzes, and homework and programming assignments, are the most common means of evaluating students in lower division courses. In upper division courses, particularly in Computer Science and Information Technology, more emphasis is placed on projects. CSC 310, Computers, Ethics, and Social Values, is a seminar for Computer Science and Information Technology majors. Assessment in this course is based on short student presentations, a substantial paper, and presentation of this paper.

Grades are certainly the most obvious measure of a student’s learning. Based on statistics provided by the University’s Office of Institutional Research, our department is in keeping with the grade averages of the university. A more complete picture is obtained by looking at the various subsets of courses. Grades assigned in our information literacy courses, CSC 151 and CSC 152, are substantially higher than other courses offered by the department. They are, however, in line with other Powers courses. Grades assigned in our numeracy course, MTH 150, are lower than those assigned in both other department courses and other Powers courses. Anecdotal evidence suggests that this is simply because MTH 150 is a mathematics course, and some in attendance (or not!) resist any efforts to make mathematics accessible.

Grades assigned in upper-division courses conform to other university department averages. Whether it is due to an increased maturity or an expressed interest in the material, juniors and seniors tend to obtain higher grade point averages than freshmen and sophomores.

Mathematics and Computer Science Self-Study 11Department Mean Grades can be found in Appendix D.

Evaluation of teaching

All instructors, from adjuncts to full professors, are required to distribute Teacher / Course Evaluation forms at the end of each semester. The results are reviewed by the Chair of the department, and in the case of a untenured, tenure-track faculty member, are submitted for review to the Dean (at the occasion of one’s third-year review) and to the Promotion and Tenure Committee (at the occasion of standing for tenure and/or applying for promotion). A copy of the evaluation form can be found in Appendix E.

The Faculty

The following tables highlight the teaching loads of our full- and part-time faculty and the courses taught during the 2005 – 2006 academic year. A complete listing of full-time faculty teaching assignments from Spring, 2003 through the present is presented in Appendix F.

During the Fall and Spring semesters, twenty-three adjuncts taught sections of our courses. We rely heavily on staff from the university staff, primarily from IT and AV to teach sections of CSC 151. This course accounted for twenty-four of the thirty-three sections in the table below, and university staff taught fifteen of these sections.

Part-Time Faculty Teaching

Type of Course Number of Sections Total Enrollment Average Class SizeService 33 736 22.3

Major 2 31 15.5Graduate 5 55 11.0

Full-time faculty teaching assignments are summarized below. Included in the Service total are two sections of Honors courses.

Full-Time Faculty Teaching

Type of Course Number of Sections Total Enrollment Average Class SizeService 27 629 23.3Physics 8 127 15.9

Major 45 720 16.0Graduate 12 133 11.1

Department’s success in hiring faculty. (What factors worked for or against hiring the most qualified applicants?)

Recent hires include Dr. Anne Edlin, (Temple University), Dr. Joseph Catanio, (New Jersey Institute of Technology), and Dr. Timothy Highley, (University of Virginia). Despite our “4 and 4” teaching load, we have been able to attract well-qualified instructors from prestigious institutions.

Mathematics and Computer Science Self-Study 12

Department’s record of hiring and retaining qualified women and minority faculty.

The department faculty is comprised of fourteen males and seven females. One woman is dedicated to the DArt program, one woman is dedicated to the mathematics program, and five women are dedicated to the graduate and undergraduate computer science and information technology programs.

Amount and Use of Non-instructional “Assigned time”

Name Position Release Time Per SemesterLinda Elliott Chair, Math and Computer Science Six hoursConrad Gleber Director, DArt Six hoursThomas Keagy Dean, Arts and Sciences Twelve hoursJon Knappenberger Assistant Chair, Math and Computer Science Three hoursMargaret McCoey Director, MS – CIS & MS – ITL Programs Six hoursMargaret McManus Associate Dean, Arts and Sciences Twelve hours

The Chair of the department is authorized to allocate three-credit releases to two full-time faculty members each academic year. The decision to award is based on on-going research activities and, at times, course development. Further, full-time faculty teaching graduate courses have the option to include the graduate course as a part of their twelve credit responsibility (thereby receiving a “graduate increment” for the course), or may reduce their teaching load to nine credit hours (thereby foregoing the “graduate increment”).

Several full-time faculty members serve on University committees.

Name CommitteeStephen Andrilli Concert and Lecture CommitteeThomas Blum Resident Life AdvisoryJoseph Catanio Concert and Lecture CommitteeAnne Edlin Scholarship Policy CommitteeMargaret McCoey Graduate CouncilGary Michalek Fellowship CommitteeMichael Redmond Faculty Development Committee

Full-time members of our faculty possess a wealth of expertise and are strongly committed to teaching.

Dr. Stephen AndrilliB.A., La Salle UniversityM.A., Ph.D., Rutgers UniversityIn addition to supervising our Mathematics / Education majors, Dr. Andrilli has recently taught Business Calculus, Calculus and Analytic Geometry I, II, and III, Linear Algebra, Modern Geometries, History of Mathematics, and Abstract Algebra.

Dr. Thomas BlumB. A., La Salle UniversityPh.D., University of Rochester

Mathematics and Computer Science Self-Study 13Dr. Blum has recently taught Programming Concepts and GUIs, Object Programming, Computer Architecture, Client Support Systems, Computer Electronics I and II, Web Scripting, and General Physics I and II.

Sandra CamomileB.F.A., University of UtahM.F.A., Maryland InstituteProfessor Camomile has recently taught Creating Multimedia, History and Theory of Digital Art, Digital Art Studio, Color Theory, and Electronic Visual Communication.

Dr. Joseph CatanioB.S., Rutgers UniversityM.S., Ph.D., New Jersey Institute of TechnologyDr. Catanio has recently taught Introduction to Information Technology, Database Management Systems, Database Windows and Internet Applications, Project Design, and Project Implementation.

Richard DiDioB.A., La Salle UniversityPh.D., University of PennsylvaniaDr. DiDio has recently taught Calculus I, Differential Equations, Chaos and Fractals, and General Physics I and II.

Dr. Anne EdlinB. A., University of YorkM.A., Ph.D., Temple UniversityDr. Edlin has recently taught Business Calculus, Calculus I, II, and III, Foundations of Mathematics, and Combinatorics.

Linda ElliottB.A., University of WisconsinB.S., University of OregonM.A., University of WisconsinM.S., University of OregonProfessor Elliott has recently taught Object Programming, Introduction to Algorithms and Data Structures, Advanced Data Structures, Language Theory, and Operating Systems.

Dr. Conrad GleberB.F.A., Florida State UniversityM.F.A., School of the Art Institute of ChicagoPh.D., Florida State UniversityDr. Gleber has recently taught Color Theory and Digital Photography.

Dr. Timothy HighleyB.S., University of DaytonPh.D., University of VirginiaDr. Highley has recently taught Programming Concepts and GUIs, Object Programming, Introduction to Algorithms and Data Structures, and Discrete Structures I and II.

Dr. Thomas Keagy

Mathematics and Computer Science Self-Study 14B.S., Texas Lutheran UniversityM.S., Ph.D., University of North TexasDr. Keagy has recently taught Mathematics Myths and Realities and Real Analysis.

Dr. Raymond KirschB.A., La Salle UniversityM.S., Drexel UniversityDiploma, Pennsylvania Academy of Fine ArtsPh.D., Temple UniversityDr. Kirsch has recently taught Data Communication, Creating Multimedia, Animation, Game Programming, 2D Gaming, and 3D Gaming.

Dr. Jon KnappenbergerB.A., M.A., Ph.D., Temple UniversityDr. Knappenberger has recently taught Business Calculus, Calculus and Analytic Geometry I and II, Foundations of Mathematics, Abstract Algebra, Differential Equations, Numerical Analysis, and Number Theory.

Dr. Stephen LongoB.A., La Salle UniversityM.S., LeHigh UniversityPh.D., University of Notre DameDr. Longo has recently taught Data Communication, LANs and Network Administration, Introduction to LINUX Administration, and General Physics I and II.

Dr. Carl McCartyB.A., La Salle UniversityM.A., Ph.D., Temple UniversityDr. McCarty has recently taught Calculus and Analytic Geometry I, II, and III, Combinatorics, Numerical Analysis, Complex Variables, and Mathematical Modeling.

Margaret McCoeyB.A., La Salle UniversityM.S., Villanova UniversityProfessor McCoey has recently taught Data Communication, Database Management Systems, Project Design, Project Implementation, and DArt Senior Project Management Seminar.

Dr. Margaret McManusB.A., Immaculata CollegeM.S., Pennsylvania State UniversityPh.D., Temple UniversityDr. McManus has recently taught Data Communication and Database Management Systems.

Dr. Gary MichalekB.A., Cornell UniversityPh.D., Yale UniversityDr. Michalek has recently taught Business Calculus, Calculus and Analytic Geometry I and II, Abstract Algebra, Topology, and Probability and Statistics I and II.

Dr. Michael Redmond

Mathematics and Computer Science Self-Study 15B.S., Duke UniversityM.S., Ph.D., Georgia Institute of TechnologyDr. Redmond has recently taught Programming Concepts and GUIs, Object Programming, Database Management Systems, Project Design, and Project Implementation.

Dr. Jane TurkB.A., D’Youville CollegeM.A., Ph.D., Temple UniversityDr. Turk has recently taught Object Programming, Introduction to Algorithms and Data Structures, Advanced Data Structures, Computers, Ethics, and Social Values, and Theory of Algorithms.

Dr. Samuel WileyB.S., St. Joseph’s UniversityM.A., Villanova UniversityPh.D., Temple UniversityDr. Wiley has recently taught Database Management Systems and Database Windows and Internet Applications.

Students

Advising

Student advising is the responsibility of all tenure-track and tenured faculty members. Faculty advisors are assigned by the department’s Administrative Assistant with the guidance of the Chair. Efforts are made to evenly distribute the advising responsibility across all faculty members, but the results are often uneven. For several reasons, some instructors are saddled with more advisees than others. The most obvious reason is the time and effort they are willing to devote to the task. Students are required to meet with their advisor at least once each semester. Prior to pre-registration for the following semester, faculty advisors are provided with progress reports for all of their advisees. This form, produced by a program written by T. Blum, provides tremendous assistance to both the advisor and advisee. With it, one can easily determine progress to date, the major courses yet to be completed, and the university requirements yet to be completed. A sample copy of a progress report can be found in Appendix G.

Research and Extracurricular Activities

The Department supports a student-centered Mathematics and Computer Science Organization. Students are encouraged to participate in both the academic and social programs sponsored by this club, including monthly symposia, during which students and/or faculty members present the results of their research. Student work is typically the result of either an independent study or participation in La Salle University’s faculty/student research program. This latter program, established in 2002, provides funding for faculty and student research projects. To date, eleven of our majors have participated, working with faculty members on topics including Cyclic words that avoid specific “bad” patterns, Typography dating to Greek and Roman cultures through the progression to the printing press and up to new forms of digital typography and internet fonts, as well as graffiti art dating from primitive cave paintings to modern contemporary graffiti art, Process Development: bridging the gap between digital media art and conventional fine arts methods, 2D and 3D DirectX game programming, OpenGL and 3D game programming, Non-linear dynamics and the free-surface segregation kinetics of impurity

Mathematics and Computer Science Self-Study 16atoms in a metal lattice, Using Case Based Reasoning and Machine Learning to Make Accurate Predictions, Differential equation systems modeling baseball movement, Flash, PHP, and Database Integration, Model of Encryption Keys, and Discrete Math Graphs in Maple. Our students have presented at regional conferences including Moravian College Student Mathematics Conference and Saint Joseph's University Sigma Xi Student Research Symposium.

The department supports a Mathematics Tutoring Lab (Olney 124). During the typical semester, nine junior or senior Mathematics majors staff the lab. These tutors provide aid for all mathematics courses offered by the department, but the majority of clients are those having difficulty with MTH 150, Mathematics: Myths and Realities or MTH 114, Applied Business Calculus.

Library

Connelly Library

The campus library encompasses 104,500 square feet on five levels and presently holds 360,000 titles with 467,000 volumes in its collection. There are 31 public access terminals for library research. The mathematics and computer science holdings include 491 print and on-line journals, 7,280 books, 64 videos and sound recordings, 316 examples instructional materials for mathematics-education majors, and access to numerous databases such as the Faulkner Advisory for IT Studies, the Collection of Computer Science Bibliographies, and IT Implications.

Department Library

The department supports a small library containing approximately 400 books and numerous journals. A portion of the material is housed in our Mathematics Tutoring Lab (Olney 124), and the remainder is available in one of our computing labs (Olney 200).

Departmental Governance

Policy Development

Members of the department strongly agree that shared governance is the most effective means for decision making. We are all stakeholders. When both appropriate and feasible, all full-time and part-time members of the department are active participants in any policy development and departmental decision. There are some obvious instances when it is not possible to consult all members of the department. The Faculty Senate dictates that tenure deliberations be restricted to tenure-track and tenured faculty members. A further restriction dictates that only tenured faculty may vote in such considerations. When revisions to a specific program are under consideration, full-time members of that program, i.e., mathematics, computer science, or Digital Arts, participate in the original discussions. It is only after a concrete proposal has been designed that the full department is invited to meet for a review and discussion.

Resource Allocation

The department is fortunate to have five budgets at its disposal, including funds for undergraduate mathematics and computer science, undergraduate information technology, undergraduate Digital Arts,

Mathematics and Computer Science Self-Study 17graduate Computer Information Science and graduate Information Technology Leadership. In addition to expenditure categories such as duplicating, postage, lab supplies and the like, each budget contains monies dedicated to software and hardware purchases. We are able to upgrade each of our computing labs as well as our faculty offices on a three year cycle. All conference requests, whether to present, to chair a panel, or simply to attend, have been supported.

Extramural Funding

Since 2000, the department has been very fortunate to receive grants approaching $1,000,000.00. The majority of the funds have been awarded to our majors in the form of scholarship grants. Below is a list of all State and Federal grants.

Year Granting Agency Amount Type2000 PA Link-to-Learn (CSIT Program) $84,882.00 Hardware and Software2001 PA Link-to-Learn (DArt Program) $117,226.00 Hardware and Software2001 PA Link-to-Learn (ITL Program) $122,115.00 Hardware and Software2001 National Science Foundation $267,460.00 Scholarships2003 National Science Foundation $398,836.00 Scholarships2006 National Science Foundation – Pending $364,768.00 Scholarships

Total: $1,355,287.00

Student Perceptions of the Program

For the most part, our students graduate with good feelings about their experiences with the Mathematics and Computer Science Department. Appendix H contains preliminary results from this year’s exit surveys.

Summation

Strengths

The faculty members are committed to maintaining currency. Our pragmatic approach to computing ensures that both theory and application are equal parts of every major course, and both depth and breadth are evident across our curricula. Our computing equipment and our computing labs are up-to-date, due in great measure to our adequate budgets and the presence of an IT specialist. We are a Microsoft centric department.

We are a student-centered department, always working with our students to ensure their understanding of the material and their progress through the major, as well as working to obtain financial assistance for our students. Faculty members demonstrate a willingness to accommodate our students, helping in various pursuits, whether directly related to a given course or not. To better prepare our students, Computer Science B.A., Mathematics B.A., and Information Technology majors are strongly encouraged to pursue a minor in a related field. Every effort is made to schedule classes to support dual majors and single or multiple minor fields of study.

We are committed to maintaining manageable class sizes by capping courses at numbers that match specific expectations and goals. For example, computer literacy courses are capped at 20 to ensure that

Mathematics and Computer Science Self-Study 18there is enough time to balance instruction and performance. Upper-level hands-on courses are capped similarly to ensure that there is a balance between faculty-led instruction and student-driven group work. Our core mathematics course and some upper-division mathematics courses can tolerate a slightly larger class size, which is typically set at 25 students.

Weaknesses

Our student body is not a diverse group. Too often we face a computer science or information technology class consisting solely of young white men. While this situation is certainly not unique to La Salle University, it is nonetheless cause for grave concern. We must do more to recruit and retain women and other minorities.

We are a Microsoft centric department.

There is some friction among department faculty members caused by perceived injustices in terms of salary and/or teaching assignments. The problem seems to be that every faculty member feels that s/he is doing more than any other faculty member. However, this may in fact be a symptom of life at a small, private University in which faculty may be under-appreciated by those in administrative positions.

Ongoing Concerns

We need to develop measures for program assessment. This may be as straightforward as designing capstone courses for our Information Technology and Mathematics majors.

As enrollments remain stagnant, we may have reached a point where we should re-visit the number of programs supported by our department. Can we justify three undergraduate computing programs? Does the number of mathematics majors justify two mathematics programs? Can we continue to support two separate graduate programs?

Are our desired learning outcomes reasonable? Are we trying to do too much or too little?

In August of 2004, the Chair and Program Directors composed and distributed a document concerning grade inflation. The motivation was a perception that grades assigned by some instructors were substantially higher than the department average. The document served to be the impetus for some faculty members to re-examine their methods for determining grades. The document is enclosed in Appendix I.


Appendix ACurriculum Diagrams (Including Pre-requisite Structures)

Course Learning Goals






Mathematics and Computer Science Self-Study 25Learning Goals

Computer Science and Information Technology Courses

CSIT 220, Data Communication:At the end of the course, students should be able to

Understand and be conversant in the various communication terminology and concepts. Distinguish between the various communication technologies and their uses.

CSC 230, Programming Concepts and GUIs:At the end of the course, students should be able

to approach problem statements with the experience and maturity necessary to produce reasonable algorithms and then to implement correct and well-documented solutions to these algorithms.

CSC 240, Database Management Systems:At the end of the course, students should be able

normalize a database, design a database based on a business problem, generate SQL statements to update, maintain and query the database, design a relational database using a relational software database package, and explain transaction processing.

CSC 280, Object Programming:At the end of the course, students should be able to

systematically carry out program development and debugging techniques. Independently, designing, writing, testing and debugging programs,

effectively use basic programming statements including IF-THEN-ELSE, Loops, methods,

effectively use built-in primitive data types, effectively use classes, an implementation of the concept of abstract data types, effectively use character and string handling, input, and output formatting, effectively use I/O for communication with users and with files / streams, effectively use Arrays, including arrays of objects, understand basic searching and sorting techniques, understand the importance of DOCUMENTED code, design and create classes, and analyze problems and develop algorithms for the solution.

CSC 290: Introduction to Data Structures and Algorithms:At the end of the course, students should

Understand objects and object-oriented programming, including inheritance and polymorphism design and implement class hierarchies understand and use appropriate terminology

Understand classic data structures (arrays, linked lists, stacks, queues, and binary trees), their algorithms, and their applications

Use Java classes, particularly those of the Java Collections Framework, to design applications at a high level of abstraction

Mathematics and Computer Science Self-Study 26 design, implement, and test solutions

CSIT 301, Computer Architecture and Hardware:At the end of the course, students should

Understand the foundations of computer architecture and hardware components Understand the underlying structure used to execute the actual tasks for an application Investigate the internal processes involved in a software task and the associated

hardware components Understand specific topics involved in computer architecture such as Instruction Sets,

Memory Architecture, Caching, Pipelining, Parallel Processing, and I/O Handling. Understand the meaning of various hardware specifications.

CSC 310, Computers, Ethics, and Social Values:At the end of the course, students should

understand key legal, ethical, and social issues of computing, and, as appropriate, discuss pros and cons

be a mini-expert in two different topical areas as evidenced by presentation and paper know sources: expert, within the literature, and electronic; and more competently

assess accuracy of information understand the process of making an ethical decision be motivated to continue learning in many of the topics discussed.

CSIT 320, LANs and Network Administration:At the end of the course, students should be able to

Install server-based operating systems. Install and maintain basic server services Design, configure and install LANs. Compare W2K with Win2003 and Linux

CSIT 321, Client Support Systems:At the end of the course, students should be able to:

Understand the high-level knowledge, skills, and abilities necessary for employment in the user support industry.

Utilize problem-solving and communication skills in addition to technical expertise to troubleshoot common end-user support needs.

Develop their ideas and skills, both individually and in teams. Participate effectively in a team-oriented work environment. Setup, install, configure, and troubleshoot hardware. Install, configure, upgrade, and maintain software. Write and edit user documentation. Prepare training materials and train end-users. Administer and support computer networks. Assess user needs and recommend computer systems. Perform computer facilities management tasks. Describe the components and features of a multi-level Help Desk operation. Assess Help Desk performance using metrics and reporting tools. Apply knowledge management principles in order to maintain and query a repository of

problem resolution documentation. Empower end-users to seek problem resolution via self-help tools and guidelines.


CSC 340, Database Windows and Internet Applications:At the end of the course, students should be able to

Use SQL to select, modify, delete, and insert data into a database Use Visual Basic.NET to interact with databases Program in Visual Basic using ActiveX Data Objects (ADO.NET) Design, develop and use components including classes and class libraries Develop database applications using Active Server Pages (ASP.NET) Work with XML as a transport medium

CSC 354, Data Structures:At the end of the course, students should be able to

understand the distinguishing characteristics of each classic data structure (e.g., properties of a stack) in an object-oriented context

determine the appropriate data structure to use in a given situation use class libraries for common data structures to solve problems determine the cost (in terms of big-O notation) of an algorithm use a recursive or an iterative approach, as appropriate.

CSC 366, Language Design and Automata Theory:At the end of the course, students should

be able to demonstrate their understanding of the history and models of programming languages,

understand the theory for defining languages, including finite state automata and Backus Naur Form,

understand regular, context-free, context-sensitive, and unrestricted grammars, understand the language translation process of compilers and interpreters, and understand both the procedural and non-procedural programming paradigms and their

syntax, semantics, and run-time implementation.

CSC 370, Internet Programming:At the end of the course, students should be able to

Design and program client-side web pages. Use server-side code to dynamically construct and download client-side pages. Configure and program sockets in order to better understand and control computer-network

communications (such as Instant Messenger) and Broadcasting Games

CSC 453, Computer Graphics:At the end of the course, students should be able to

Create Win32 style windows Create GDI applications Work with DirectX 7.0 to create 2D applications Create and use animated sprites Understand graphics file formats including BMP, JPG Understand PC video adapter architectures and how modern computer screens are

represented by bitmaps Understand graphics operations including line drawing, polygon fill, clipping and

compression algorithms

Mathematics and Computer Science Self-Study 28CSC 456, Artificial Intelligence:At the end of the course, students should

understand the types of problems being attacked by artificial intelligence methods. understand the methods and techniques used to attack artificial intelligence problems. understand the various methods of representing knowledge -- logic, rules, statistical,

slot and filler understand and be able to recreate various learning methods. understand why Lisp has historically been used for most AI research. be able to complete a small AI project

CSC 457, Operating Systems:At the end of the course, students should be able to

demonstrate their understanding of the terms and concepts associated with process management (processes, threads, CPU scheduling, synchronization, and deadlocks)

demonstrate their understanding of the terms and concepts associated with storage management (paging, segmentation, segmentation with paging, virtual memory, file-system interface, file-system implementation)

demonstrate their understanding of i/o systems and mass storage structure demonstrate their understanding of distributed systems

CSC 464, Theory of Algorithms:At the end of the course, students should be able to

apply each of the classic problem solving strategies discuss classic applications of each strategy determine an efficient strategy to solve a particular problem read, trace, and understand a complex algorithm understand the need for the complexity classes P and NP

CSC 480, Project Design:Concepts:

The student should understand the processes involved in software engineering. The student should understand important aspects of project management, including

tracking progress. The student should understand the process of determining system and software

requirements. The student should understand the importance of good design. The student should understand design processes in Object-oriented and regular

development. The student should understand design principles for current interface technologies.Applications: The student should gain experience in a significant team development project. The student should gain experience managing a significant project. The student should gain experience carrying out interviews as part of requirements

determination. The student should gain experience using OO design tools such as UML. The student should gain experience doing system and interface design.

CSC 481, Project Implementation:

Mathematics and Computer Science Self-Study 29Concepts:

The student should understand the concepts and strategies behind system validation and testing, and quality management.

The student should understand important aspects of change management, including configuration management, and problem tracking.

The student should understand important aspects of project management including managing people and estimating costs.

(time permitting) The student should understand the additional issues involved with maintaining and evolving legacy systems.

Applications: The student should gain further experience in a significant team development project. The student should gain further experience managing a significant project. The student should gain experience carrying out iterative, evolutionary prototyping. The student should gain additional appreciation for and experience with concepts

covered in CSC 480. The student should have a final prototype that they can be proud of.

PHY 201, Computer Electronics I: Understand the implications of the finiteness of the representation, such as overflow and

the range of the numbers represented and its dependence on type. Use the simulation tool to build circuits. Understand how truth tables can be used to affect arithmetic and logical operations. Understand basic logic gates (ANDs, ORs and NOTs) and their use in representing

arbitrary truth tables. Simplify representations to minimize the number of logic gates (e.g. Karnaugh maps). Understand how information is directed from location to location – addressing,

multiplexing and demultiplexing. Understand the distinct roles of RAM and ROM. Understand memory at the bit level (flip-flops) and word level (registers). Modify registers to make shift registers and counters and understand their uses. Understand the role of the bus and its implementation. Understand the features of a simple architecture (program counter, memory address

register, accumulator, etc.) Map out the micro-code control sequences corresponding to simple assembly-level

instructions.

PHY 202, Computer Electronics II:At the end of the course, students should be able to

Analyze a resistor circuit and solve for unknowns. Measure voltage, current or resistance of actual resistor circuits. Simulate resistor circuits. Analyze a capacitor circuit and solve for unknowns. Collect data from actual capacitor circuits. Simulate capacitor circuits. Analyze an RC circuit and determine the time constant(s). Collect data from actual RC circuits. Simulate RC circuits. Understand basic concepts from semiconductor theory (band, gap, doping). Understand the role of a diode in a circuit.

Mathematics and Computer Science Self-Study 30 Understand the characteristics of alternating current. Understand the role of a transformer. Understand the characteristics of a transistor. Understand the transistor as an amplification device. Understand the transistor as an on-off device. Understand how transistor and diodes can be used to make logic gates. Express and simplify a truth table. Understand digital-to-analog conversion. Understand various timing, smoothing and filtering circuits.

Mathematics and Computer Science Self-Study 31Learning Goals

Mathematics Courses

MTH 120, Calculus and Analytic Geometry I:At the end of this course, students should be able to

Demonstrate a solid understanding of the derivative and integral of a function, as well as the fundamental applications of these concepts (e.g., calculating rates of change, finding maximum and minimum values, calculating areas)

Understand the notions of limit and continuity e comfortable with the basic rules involving derivatives and integrals, particularly with

regard to algebraic, exponential, logarithmic, and trigonometric functions, and be familiar with such theorems as the Intermediate Value Theorem, the Mean Value Theorem, and the Fundamental Theorem of Calculus.

MTH 160, Discrete Mathematics I:At the end of the course, students should be able to

determine whether or not two statements are logically equivalent using truth tables and various laws of logic;

work with both the existential and universal quantifiers and determine the truth value of statements involving either or both of them;

determine whether or not a logical argument is valid using rules of inference; work with sets and set operations; identify functions and determine whether or not they are one-to-one or onto; work with the basic elements of number theory and apply them to applications such as

public key cryptography; perform basic operations with matrices (addition, multiplication, transposition) work with sequences and series; understand cardinality and determine whether a set is finite, countably infinite, or

uncountable; understand and create proofs using mathematical induction; work with recursive definitions and iteration; and apply basic counting principles including the multiplication principle, permutations,

and combinations.

MTH 161, Discrete Mathematics II:At the end of the course, students should be able to

apply basic probability rules and work with expected value; understand and apply recurrence relations; understand the differences between functions and relations; understand the properties of relations and how they apply to equivalence relations; understand the basics of graph theory; apply graph theory to connectivity and Euler & Hamilton paths; understand the difficulties encountered in shortest-path problems; understand the basics of trees and their properties and applications; and understand Boolean functions and their applications to logic gates and circuit

minimization.

MTH 221, Calculus and Analytic Geometry II:At the end of this course, students should have:

Mathematics and Computer Science Self-Study 32 mastered the ability to compute various integrals and applying this knowledge to

familiar applications, become familiar with the geometric tools of polar coordinates and conic sections (in

preparation for a three-dimensional treatment in Calculus III), and an understanding whether certain infinite series converge or diverge, and becoming

familiar with standard tests for determining convergence/divergence (in preparation for a more thorough treatment of series in Calculus III).

MTH 222, Calculus and Analytic Geometry III:At the end of this course, students should have:

developed a geometric intuition by introducing vector techniques and alternate coordinate systems to depict lines, planes, surfaces and solids in 3-space, and

applied the principles of differential and integral calculus in higher-dimensional space (especially 3-space) to calculate tangent planes and normal vectors to surfaces, as well as spatial areas and volumes.

MTH 240, Linear Algebra:At the end of this course, students should have:

a solid understanding of the fundamental tools of linear algebra: vectors, matrices, determinants, eigenvalues and eigenvalues, and how they are employed to solve problems involving systems of linear equations.

An understanding of the abstract notions of a general vector space, linear independence and span, basis and dimension, linear transformation, kernel and range, isomorphism, inner product, and orthogonality. Not only are these important concepts in their own right, but they act as a “bridge” to help prepare the student for the more abstract treatment of mathematics in the junior/senior level mathematics courses.

MTH 302, Foundations of Mathematics:At the end of this course, students should have:

a deeper understanding of the fundamental concepts (logic, sets, relations, functions, etc.) that permeate the upper-level mathematics offerings, and to have the students gain confidence in the understanding and writing of short proofs.

a full comprehension of the basic ideas on which those proofs are based.

MTH 322, Differential Equations:At the end of the course, students should be able to:

Categorize ordinary differential equations (ODE’s) as linear vs. non-linear, homogeneous vs. non-homogeneous, exact, etc.

Use the existence and uniqueness theorem to determine the properties of ODE solutions.

Sketch a flow diagram/slope field of simple first order ODE's Solve first-order linear and separable ODE's Numerically approximate the solutions to first-order ODE's and systems of first-order

ODE’s using the simple Euler method. Classify equilibrium points as sources, sinks, nodes, etc. Sketch a phase portrait for a 2-dimensional system of ODE's. Convert time-series solutions to phase space trajectories for systems of differential

equations Solve systems of linear ODE's with constant coefficients using the eigenvalue/vector

approach.

Mathematics and Computer Science Self-Study 33 Linearize non-linear systems around equilibrium points Use technology (calculator, Maple, Excel) to solve differential equations

MTH 330, Modern Geometries:At the end of this course, students should have:

A more enriching immersion in Euclidean geometry than that already provided in secondary school, calculus, and linear algebra. This includes coverage of various collinearity and concurrency relationships (e.g., existence of the circumcenter, orthocenter, incenter, etc. for a triangle, Menelaus’ and Ceva’s Theorems), the nine-point circle and its properties, a categorization of all motions and similarities in the plane and in space, and a treatment of the classical straightedge and compass constructions of antiquity.

An introduction to The Geometer’s Sketchpad software, which allows students to perform various constructions and facilitates their understanding of many important theorems. This should provide a much more in-depth background for the future teacher of Euclidean geometry on the secondary school or middle school level.

an exposure to other geometries besides the familiar Euclidean variety. Students explore the properties of several finite geometries, as well as study the classic non-Euclidean geometries (hyperbolic and elliptic).

MTH 341, Abstract Algebra:At the end of this course, students should have:

a deeper background in algebraic concepts and techniques, by introducing them to various fundamental structures such as groups, rings, fields, and integral domains, their similarities and differences, properties and substructures. In particular, many types of groups are covered: Abelian, cyclic, permutation, dihedral, symmetric, and alternating.

an introduction to the concepts of isomorphism and homomorphism and discover how these mappings can preserve (or fail to preserve) certain algebraic properties. Some instructors will give less attention to groups and more attention to rings and fields, but in either case, the basic examples of rings and fields are presented, along with many of their elementary properties.

improved skills in the reading and writing of short mathematical proofs. Students are expected to submit (for grading) carefully written solutions to many algebraic problems, including a large number that involve proofs.

MTH 405, History of Mathematics:At the end of this course, students should have:

an understanding of the major developments in mathematics over the centuries. In the process, the student learns how the most important ideas (definitions and theorems) arose, how these were presented and proved in the mathematical community of their respective eras, and how they, in turn, influenced related developments in succeeding years.

an understand how the historical culture of a particular place and time affected (and in turn was affected by) mathematical development – that is, to give more meaning and depth to the discipline of mathematics by placing it within its proper historical context.

MTH 410, Probability and Statistics IThe main goals of the course are:

to learn what types of problems statisticans try to answer how real-life phenomena are modelled by particular probability density

Mathematics and Computer Science Self-Study 34 functions (pdfs) to gain the ability to compute with random variables and find probabilities and parameters for them to understand how the use of statistics affects society to prepare (along with the following course, MTH 411 – Probability and Statistics II) for certain actuarial exams to reinforce the techniques learned in calculus by their utilization in an applied setting

MTH 411, Probability and Statistics II:The main goals of the course are:

to learn what types of problems statisticians try to answer to see how mathematical techniques can be applied to problems that involve uncertainty to appreciate the immediacy of the field by considering several problems from current

events to gain some appreciation of the historical development of the field to understand what makes an estimator effective to understand why point estimates are of no use, and why we use confidence intervals and

hypothesis tests instead to see various techniques for addressing the same problem (e.g. t-tests, paired t-tests, and

ANOVA approaches to two-population problems) to be introduced to the considerations involved in the design of a good statistical test to become familiar with the available technology and its use in statistical inference to understand the bivariate normal distribution and the formulae it suggests for estimation

(involving both the simple and the multiple linear regression models) to see how linear algebra can be utilized in a different approach to the regression problem,

allowing the extension of the results to the multiple linear regression model to prepare for actuarial examinations

MTH 421, Numerical Analysis:At the end of the course, students should be able to

understand the impact of round-off error and computer arithmetic on numerical results;

approximate a function using a Taylor polynomial and calculate the bounds on its error term;

solve one-variable equations using a variety of methods including the bisection method, Newton’s method, and Muller’s method and estimate the error term in each case;

use a variety of methods to approximate a function by polynomials including Lagrange Polynomials, divided differences, Hermite Polynomials, and cubic splines; know when each of these methods is appropriate; and work with the error term in each case;

use a variety of three-point and five-point formulas to estimate the value of a derivative at a point and estimate the resulting error;

use a variety of methods to estimate the value of a definite integral including composite trapezoidal and Simpson’s rules, Romberg integration, and Gaussian quadrature; and work with the error term in each case;

*solve initial value problems for ordinary differential equations using Euler’s method and Runge-Kutta methods;

Mathematics and Computer Science Self-Study 35 *apply numerical methods to topics in linear algebra such as solving a linear system of

equations, calculating a determinant of a matrix, and determining eigenvalues and eigenvectors;

* use a variety methods to approximate functions including approximations by least squares, Chebyshev polynomials, rational functions, and trigonometric polynomials.

denotes optional topic

MTH 424, Complex Variables:At the end of the course, students should be able to:

Perform arithmetic and algebra with complex numbers. Identify Analytic Functions. Work with complex functions including: polynomials, trigonometric functions,

exponentials and logarithms. Evaluate Complex and Real Integrals using Cauchy’s Residue Theorems. Understand how one subset of the complex plane can be mapped to another.

MTH 430, Topology:At the end of the course, students should be able to:

to gain experience in expressing mathematical ideas clearly through the writing of mathematical proofs

to understand the difficulties involved in making precise the fundamental notions in the calculus of functions on the real line: specifically, the notions of limits and continuity of functions

to understand the importance of compact sets with regard to continuous functions to generalize the results on the real line to any Euclidean space to generalize the above results to any metric space to generalize the results to any topological space to be able to deal with the definitions derived above in any abstract (non-mathematical

setting). [from the instructor’s research] to understand the space of compact subsets of the complex

plane, and the behavior of a contractive function on this space (specifically the fixed point theorem and the connections to fractals).

to appreciate that in higher mathematics the material of this course is crucial, as is the ability to read and write mathematical proofs.

to be exposed to some of the historically important figures in the development of the fields of topology; to see 20th and 21st century mathematics


Appendix B: Model Rosters


Bachelor of Science in Information Technology

FALL FRESHMAN YEAR SPRING FRESHMAN YEARCSIT 154: Intro to IT CSC 240: Database Management

CSIT 220: Data Communication CSC 230: Programming ConceptsENG 107 Frameworks 1

Patterns of Meaning 1 ENG 108Patterns of Meaning 2 COM 150

FYO16 credits 15 credits

FALL SOPHOMORE YEAR SPRING SOPHOMORE YEARMTH 160: Discrete Structures I CSC 280: Object Prog.

CSIT 320: LANs & Nets MTH 161: Discrete Structures IIPatterns of Meaning 3 Patterns of Meaning 5Patterns of Meaning 4 Patterns of Meaning 6

Frameworks 2 Patterns of Meaning 7

16 credits 16 credits

FALL JUNIOR YEAR SPRING JUNIOR YEARCSIT 321: Client Support CSIT 421: App. Op. Sys.PHY 201: Comp Elec. 1 PHY 202: Comp Elec. 2CSC 310: Legal Issues CSIT 301: Comp. ArchitecturePatterns of Meaning 8 Patterns of Meaning 10Patterns of Meaning 9 Patterns of Meaning 11


FALL SENIOR YEAR SPRING SENIOR YEARCSIT 422: Security CSIT Elective

CSIT Internship CSIT ElectiveElective ElectiveElective ElectiveElective Elective



Bachelor of Arts in Computer Science

FALL FRESHMAN YEAR SPRING FRESHMAN YEARCSIT 220: Data Communication CSC 230: Programming ConceptsCSC 240: Database Management Business Concentration 1

ENG 107 COM 150Patterns of Meaning 1 ENG 108Patterns of Meaning 2 Patterns of Meaning 3


FALL SOPHOMORE YEAR SPRING SOPHOMORE YEARCSC 280: Object Programming CSC 290: Data Structures & AlgorithmsMTH 160: Discrete Structures I MTH 161: Discrete Structures II

Patterns of Meaning 4 Business Concentration 2Patterns of Meaning 5 Frameworks 2

Frameworks 1 Patterns of Meaning 616 credits 16 credits

FALL JUNIOR YEAR SPRING JUNIOR YEARPHY 201: Computer Electronics I CSIT 301: Computer Architecture

CSC Elective Business Concentration 3CSC Elective Patterns of Meaning 9

Patterns of Meaning 7 Patterns of Meaning 10Patterns of Meaning 8 Patterns of Meaning 11


FALL SENIOR YEAR SPRING SENIOR YEARCSC 480: Project Design CSC 481: Project Implementation

CSC Elective CSC ElectiveElective ElectiveElective ElectiveElective Elective



Bachelor of Science in Computer Science

FALL FRESHMAN YEAR SPRING FRESHMAN YEARCSC 230: Programming. Concepts CSC 240: Database Management

MTH 120: Calculus I MTH 221: Calculus IIENG 108 Patterns of Meaning 3



FALL SOPHOMORE YEAR SPRING SOPHOMORE YEARCSIT 220: Data Communication CSC 290: Algorithms & Data StructuresCSC 280: Object Programming MTH 161: Discrete Structures II

MTH 160: Discrete Structures I Frameworks 2COM 150 Patterns of Meaning 6

Frameworks 1 Patterns of Meaning 717 credits 17 credits

FALL JUNIOR YEAR SPRING JUNIOR YEARPHY 201: Computer Electronics I PHY 202: Computer Electronics II

PHY 105: General Physics I PHY 106: General Physics IICSC 354: Advanced Data Str CSIT 301: Comp. Architecture



FALL SENIOR YEAR SPRING SENIOR YEARCSC 457: Operating Systems CSC 366: Language/Automata Theory

CSC 480: Project Design CSC 464: Theory of AlgorithmsCSC Elective CSC 481: Project Implementation

Elective ElectiveElective Elective



Bachelor of Science in Mathematics

FALL FRESHMAN YEAR SPRING FRESHMAN YEARMTH 120: Calculus I MTH 221: Calculus III

ENG 107 CSM 154: Mathematical TechnologyPatterns of Meaning 1 ENG 108Patterns of Meaning 2 Patterns of Meaning 4Patterns of Meaning 3 Patterns of Meaning 5


FALL SOPHOMORE YEAR SPRING SOPHOMORE YEARMTH 222: Calculus III MTH 302: Foundations of Mathematics

MTH 240: Linear Algebra MTH 322: Differential EquationsCSC 230 or CSC 280 Frameworks 1

COM 150 Patterns of Meaning 6Patterns of Meaning 7


FALL JUNIOR YEAR SPRING JUNIOR YEARMTH 341: Abstract Algebra MTH Elective 1

MTH 410: Probability & Statistics I MTH Elective 2PHY 105 PHY 106

Frameworks 2 Patterns of Meaning 9Patterns of Meaning 8 Patterns of Meaning 10


FALL SENIOR YEAR SPRING SENIOR YEAR

MTH 321: Real Analysis MTH 424: Complex Variables or MTH 430: Topology

MTH Elective 3 MTH Elective 4Patterns of Meaning 11 Elective

Elective ElectiveElective Elective



Bachelor of Arts in Mathematics

FALL FRESHMAN YEAR SPRING FRESHMAN YEARMTH 120: Calculus I MTH 221: Calculus III

ENG 107 CSM 154: Mathematical TechnologyPatterns of Meaning 1 ENG 108Patterns of Meaning 2 COM 150Patterns of Meaning 3 Patterns of Meaning 5


FALL SOPHOMORE YEAR SPRING SOPHOMORE YEARMTH 222: Calculus III MTH 302: Foundations of Mathematics

MTH 240: Linear Algebra MTH 322: Differential EquationsFrameworks 1 Frameworks 2

Patterns of Meaning 5 Patterns of Meaning 6Patterns of Meaning 7


FALL JUNIOR YEAR SPRING JUNIOR YEARMTH 341: Abstract Algebra MTH Elective 1

PHY 105 MTH Elective 2Patterns of Meaning 8 Patterns of Meaning 10Patterns of Meaning 9 Patterns of Meaning 11

Elective Elective16 credits 15 credits

FALL SENIOR YEAR SPRING SENIOR YEARMTH 410: Probability & Statistics I MTH Elective 4

MTH Elective 3 MTH Elective 5Elective ElectiveElective ElectiveElective Elective



Appendix C: Experiential LearningSpring, 2006 Name Location

Patrick Doane The Flood Brook Union SchoolDustin Overturf Fox Chase Medical CenterBoreseth Tum Mayor’s Office of Info. ServicesMatthew Venanzi Protivity Inc.

Fall, 2005 Theodor Beric ASAP NetSourceJean Castillo Nueva Esperanza, Inc.Steven Humiston Federal Reserve BankAli Hyman ABO Haven, Inc.Kristyn Oliveti Disney WorldPeter Thompson IDC PartnersPeter Willis The Vanguard Group

Spring, 2005 Daniel Brooks MidAtlantic AAAMichael Domzalski New Jersey State PoliceNguyen Ngo La Salle ResNetShi Poon V-Tech ComputingMatthew Starr McNeil PharmaceuticalsJoseph Wallace J&N Automobiles

Fall, 2004 Christopher Brower North Catholic High SchoolJohn Bygott Welding ProHenry Heincer La Salle ResNetRyan Hull Philadelphia Insurance, Inc.Jeffrey Nagle Sungard Availability ServicesRyan Tarrant Lockheed-MartinMatthew Venanzi JP Morgan Chase

Spring, 2004 Matthew Donnelly Philadelphia Office of ComptrollerJames Egan Flex Force Joseph Harrison Mothers Home*James Tangradi IBXDanielle Vermitski La Salle ResNet

Fall, 2003 Joseph Bowen DesignWrite, Inc.Christopher Brower North Catholic High School

Mathematics and Computer Science Self-Study 43Lauren Devlin Northrop-GrummanDennis Dilks Synchronous Knowledge, Inc.Gregory Fala La Salle UniversityMichael Gallagher Estenda SolutionsMatthew Feehery IDC, Inc.Joseph Harrison Compaction Grouting Services, Inc.Ivan Hukaluk Bristol Township School DistrictMatthew Isbretch US Dept of JusticeAnthony Koehl Atlantic Pacific Mortgage Corp.David Luckinbill Penn DOTEric Moffet Bristol-Myers SquibbSopheap Prak IBXRichard Tedrow Alloy Silberstein, CPA

Spring, 2003 Matthew Canning County House Research, Inc.Lauren Devlin Northop-GrummanMatthew Fuhs Fidelity Claim ServicesJames Keller GE BetzWilliam Koneski Pindar TechnologiesJessica McHale Defense Supply CenterShi Poon V-Tech ComputingDorian Regester Lockheed Martin, Inc.Richard Tedrow Greater Phila. Chamber of Commerce

Fall, 2002 Andrew Ballinger Rosenbluth InternationalJason Burwell Saint Rose Grade School*Emir Dedic La Salle Connelly LibraryMatthew Fuhs Fidelity Claim ServicesMatthew Isbretch National Advocacy CenterMonica Konicki Fox Chase BankJames McCafferty Reslynx, Inc.Jason Rivera North Philadelphia Health System*Dorian Regester Lockheed Martin, Inc.Jill Southron Life Insurance / Employee Benefits

Spring, 2002 Marc Benante ePraTechAndrew Dombroski Home Health Corp of AmericaVincent Luu US Attorney’s OfficeLaura McAlexander Stephen H. Rosen & AssociatesJessica McHale Defense Supply CenterMichael Mocarski eParTechRobert Urban Motorola CorporationJoseph Ward GMAC Consumer Mortgage

Fall, 2001 Shawn Hopkins IBXJoseph Ward GMAC MortgageMichael Wiacek US National Security AgencyMichelle Yaeger Kuhn’s Florals

Spring, 2001 James Arleth La Salle University ResNetKelly Ernst McNeil Consumer Health CareDana Gavaghan McNeil Consumer Health CareScott Gimpel GMAC Consumer Mortgage

Mathematics and Computer Science Self-Study 44Devin Hudgens Institute for Civic Values

Fall, 2000 Maureen Armstrong The Vanguard GroupLoren McClosky Towers – Perrin Inc.

Spring, 2000 Christine Benincasa Philadelphia Water DepartmentDarrel Hermasson Mayor’s Office of Community Services*Vincent Luu US Attorney’s OfficeMichelle Palaganas Towers – Perrin Inc.Teresa Vitelli Mayor’s Office of Community Services*Thomas Zdandowski Merion Publications

Fall, 1999 Giuliana Ficchi Defense Supply CenterLoren McClosky Towers – Perrin Inc.Christine Moroney Barsa Consulting LLCEdward O’Neill McNeil Consumer Health CareAlisa Ryan Towers – Perrin Inc.

* Volunteer services.


Appendix D: Departmental Mean Grades


Fall, 2003DEPARTMENT - DAY SECTIONS

CSC - Day - Full-Time Instructors

A A- B+ B B- C+ C C- D+ D F W Sum77 20 19 33 17 12 24 9 4 7 6 13 241

32.0 8.3 7.9 13.7 7.1 5.0 10.0 3.7 1.7 2.9 2.5 5.4

CSC - Day - Adjuncts43 40 52 61 30 24 19 12 1 11 8 20 321

13.4 12.5 16.2 19.0 9.3 7.5 5.9 3.7 0.3 3.4 2.5 6.2

MTH - Day - Full-Time Instructors57 32 29 39 30 24 21 31 4 27 16 28 338

16.9 9.5 8.6 11.5 8.9 7.1 6.2 9.2 1.2 8.0 4.7 8.3

MTH - Day - Adjuncts9 4 9 23 6 10 32 3 3 12 12 17 140

6.4 2.9 6.4 16.4 4.3 7.1 22.9 2.1 2.1 8.6 8.6 12.1

DArt - Day - Full-Time Instructors15 13 13 11 12 6 6 3 2 7 3 3 94

16.0 13.8 13.8 11.7 12.8 6.4 6.4 3.2 2.1 7.4 3.2 3.2

UNIVERSITY PERCENTAGES - DAY SECTIONS22.9 12.5 12.8 17.1 8.8 6.1 6.9 2.9 0.9 2.1 3.1 3.8

DEPARTMENT - EVENING SECTIONSCSC - Evening - Full-Time Instructors25 3 2 6 3 5 11 0 0 0 1 3 59

42.4 5.1 3.4 10.2 5.1 8.5 18.6 0.0 0.0 0.0 1.7 5.1

CSC - Evening - Adjuncts5 1 2 2 1 1 2 2 0 0 2 0 18

27.8 5.6 11.1 11.1 5.6 5.6 11.1 11.1 0.0 0.0 11.1 0.0

DArt - Evening - Adjuncts16 1 2 2 1 0 3 0 0 3 0 1 29

55.2 3.4 6.9 6.9 3.4 0.0 10.3 0.0 0.0 10.3 0.0 3.4

UNIVERSITY PERCENTAGES - EVENING SECTIONS24.6 13.8 12.3 17.4 6.2 3.9 6.0 1.6 0.5 1.9 5.4 5.5


Spring, 2004DEPARTMENT - DAY SECTIONS

CSC - Day - Full-Time InstructorsA A- B+ B B- C+ C C- D+ D F W Sum48 21 10 23 13 13 15 7 5 7 4 14 180

26.7 11.7 5.6 12.8 7.2 7.2 8.3 3.9 2.8 3.9 2.2 7.8

CSC - Day - Adjuncts31 50 20 57 30 17 26 34 2 6 9 10 292

10.6 17.1 6.8 19.5 10.3 5.8 8.9 11.6 0.7 2.1 3.1 3.4


15.5 7.1 8.7 12.9 8.1 6.8 11.0 5.2 1.6 7.7 4.2 11.3

MTH - Day - Adjuncts8 3 5 13 1 10 6 1 3 4 7 6 67

11.9 4.5 7.5 19.4 1.5 14.9 9.0 1.5 4.5 6.0 10.4 9.0


17.8 17.8 17.1 7.0 7.8 10.1 2.3 4.7 1.6 2.3 2.3 9.3


DEPARTMENT - EVENING SECTIONSCSC - Evening - Full-Time Instructors28 13 2 1 0 0 0 0 0 0 0 2 46

60.9 28.3 4.3 2.2 0.0 0.0 0.0 0.0 0.0 0.0 0.0 4.3


40.0 0.0 15.0 15.0 2.5 5.0 10.0 2.5 0.0 0.0 0.0 10.0

DArt - Evening - Full-Time Instructors1 3 2 3 0 2 1 0 0 1 0 3 16

8.3 25.0 16.7 25.0 0.0 16.7 8.3 0.0 0.0 8.3 0.0 25.0


66.7 0.0 0.0 8.3 0.0 0.0 8.3 0.0 0.0 0.0 0.0 16.7





21.0 17.7 12.2 13.3 6.6 5.2 6.6 3.3 1.1 3.7 3.3 5.9

CSC - Day - Adjuncts61 36 31 36 19 13 19 10 0 7 12 9 253

24.1 14.2 12.3 14.2 7.5 5.1 7.5 4.0 0.0 2.8 4.7 3.6


14.8 5.2 7.3 12.0 7.5 6.6 11.7 8.2 2.8 7.3 4.5 12.2

MTH - Day - Adjuncts6 5 7 33 2 15 20 1 10 7 10 6 122

4.9 4.1 5.7 27.0 1.6 12.3 16.4 0.8 8.2 5.7 8.2 4.9


19.8 16.4 12.1 12.1 13.8 7.8 7.8 1.7 0.0 3.4 0.9 4.3


DEPARTMENT - EVENING SECTIONSCSC - Evening - Full-Time Instructors

9 6 2 3 2 0 3 2 4 4 0 1 3625.0 16.7 5.6 8.3 5.6 0.0 8.3 5.6 11.1 11.1 0.0 2.8

CSC - Evening - Adjuncts

6 4 2 12 0 3 11 1 1 0 2 5 4712.8 8.5 4.3 25.5 0.0 6.4 23.4 2.1 2.1 0.0 4.3 10.6


17.6 5.9 5.9 17.6 11.8 0.0 11.8 5.9 5.9 0.0 5.9 11.8



Spring, 2005DEPARTMENT - DAY SECTIONS

CSC - Day - Full-Time Instructors


28.4 10.2 10.8 15.3 5.1 7.4 5.1 2.8 0.6 8.0 1.1 5.1

CSC - Day - Adjuncts66 44 29 35 21 16 12 10 2 4 17 12 268

24.6 16.4 10.8 13.1 7.8 6.0 4.5 3.7 0.7 1.5 6.3 4.5


14.6 8.7 7.3 7.3 9.5 7.3 10.4 8.1 4.5 7.3 3.9 11.2

MTH - Day - Adjuncts9 5 3 16 8 8 13 13 2 6 6 6 95

9.5 5.3 3.2 16.8 8.4 8.4 13.7 13.7 2.1 6.3 6.3 6.3


11.1 19.4 20.1 16.0 6.3 4.2 8.3 5.6 2.1 1.4 0.7 4.9





23.5 10.4 13.5 11.2 2.0 5.6 6.8 6.8 2.4 6.4 5.2 6.4

CSC - Day - Adjuncts68 41 18 37 18 10 20 6 5 5 6 6 240

28.33 17.08 7.50 15.42 7.50 4.17 8.33 2.50 2.08 2.08 2.50 2.50


10.2 6.1 8.9 11.7 11.5 7.6 9.9 7.1 1.8 9.4 7.9 7.9

MTH - Day - Adjuncts2 1 1 15 5 5 10 4 3 2 3 3 54

3.7 1.9 1.9 27.8 9.3 9.3 18.5 7.4 5.6 3.7 5.6 5.6


20.0 8.8 7.5 12.5 12.5 12.5 2.5 6.3 2.5 3.8 11.3 0.0


DEPARTMENT - EVENING SECTIONSCSC - Evening - Full-Time Instructors


27.3 4.5 9.1 4.5 13.6 9.1 0.0 4.5 0.0 4.5 9.1 13.6


22.4 3.4 12.1 29.3 3.4 6.9 6.9 3.4 0.0 1.7 8.6 1.7


18.8 6.3 25.0 25.0 6.3 6.3 0.0 0.0 0.0 0.0 0.0 12.5



Appendix E: Course Evaluation Form

La Salle UniversityCourse & Faculty Evaluation Form

These forms will be reviewed by University administrators and returned to the instructor after grades have been submitted. These forms are used by faculty for course and professional development and by the University in decisions regarding reappointment and promotion. The instructor should not be in the room when they are distributed and the instructor should not collect the forms. Give your form to the designated proctor. If you have concerns about the way the survey was administered, please contact the instructor’s department chair or school dean.

Course Number

CRN Number

INSTRUCTOR SEMESTER

1. What is your class level? FR SO JR SR Grad Other

2. On what basis do you attend La Salle? Full-time Part-time3. What is your major? _____________________________________

4. What is your expected grade for this course? A B C D F

5. Which best describes why you are taking this course?

Required University course

Required for major/minor

General Elective

6. In a typical week, how many hours outside of class did you spend doing work for this course?

Less than 1 hour

1 – 2 hours

3 – 4 hours

5 – 6 hours

7 or more hours

7. To your knowledge, was there cheating in this course? If yes, please explain.

Yes

No

Mathematics and Computer Science Self-Study 53Not Sure

Please indicate your level of agreement.In this course…

Strongly Agree Strongly Disagree

8. hard work was required to get good grades. 5 4 3 2 1

9. I was intellectually stimulated. 5 4 3 2 1

10. I kept up with assigned reading/course work. 5 4 3 2 1

11. I increased my knowledge of the subject. 5 4 3 2 1

Please indicate your level of agreement. The instructor for this course… Strongly Agree Strongly Disagree

12. organized and planned the course effectively. 5 4 3 2 1

13. made the goals/objectives clear. 5 4 3 2 1

14. communicated course material clearly. 5 4 3 2 1

15. treated students with respect. 5 4 3 2 1

16. encouraged questions and participation. 5 4 3 2 1

17. responded effectively to student questions. 5 4 3 2 1

18. employed relevant tests and/or graded materials. 5 4 3 2 1

19. provided helpful feedback on student work. 5 4 3 2 1

20. provided timely feedback on student work. 5 4 3 2 1

21. was available for help outside of class. 5 4 3 2 1

To provide an overall evaluation of this course, PLEASE RATE the following.

22. Rate the EFFECTIVENESS OF THE INSTRUCTOR in this course as he/she contributed to your learning. (Try to set aside your feelings about the course itself.)

Very Effective 5 4 3 2 1 Very Ineffective

23. Rate the OVERALL VALUE OF THIS COURSE as it contributed to your learning. (Try to set aside your feelings about the instructor.)

Very Valuable 5 4 3 2 1 Not At All Valuable


24. Please discuss the strengths of the course.

25. Please discuss course features that could be improved.

26. Please discuss the strengths of the instructor.

27. Please discuss areas that the instructor could improve.

Appendix F: Semester Credit Hours by Faculty

Mathematics and Computer Science Self-Study 57 Dr. Stephen Andrilli

Course Number Course Name Credits SCHFall, 2003

MTH 150 – 01 Math: Myths and Realities 3 78MTH 150 – 02 Math: Myths and Realities 3 75MTH 240 – 01 Linear Algebra 3 54MTH 405 – 01 History of Mathematics 3 24

231Spring, 2004

MTH 150 – 01 Math: Myths and Realities 3 69MTH 150 – 02 Math: Myths and Realities 3 66EDC 679 – E Special Methods 12 24EDC 689 – C Student Teaching 12 24

183Fall, 2004

MTH 120 – 01 Calculus and Analytic Geometry I 4 108MTH 120 – 02 Calculus and Analytic Geometry I 4 104MTH 150 – 01 Math: Myths and Realities 3 90MTH 330 – 01 Modern Geometries 3 33

335Spring, 2005

MTH 114 – 03 Applied Business Calculus 4 108MTH 114 – 04 Applied Business Calculus 4 108EDC 470 – 56 Prac. and Prof. of Teaching 12 24

240Fall, 2005

MTH 113 – 01 Algebra and Trigonometry 4 116MTH 114 – 01 Applied Business Calculus 4 96MTH 114 – 02 Applied Business Calculus 4 96MTH 405 – 01 History of Mathematics 3 30

338Spring, 2006

MTH 150 – 01 Math: Myths and Realities 3 72HON 482 – 01 The Golden Braid 3 21EDC 475 – 21 Prac. And Prof. of Teaching 3 9

102

Mathematics and Computer Science Self-Study 58Dr. Thomas Blum


CSC 157 – 01 Object Programming 4 56CSC 362 – 01 Data Communication 3 42PHY 201 – 41 Computer Electronics I 3 69

167Spring, 2004

CSIT 370 – 01 Computer Architecture 3 30PHY 202 – 41 Computer Electronics II 3 42

72Fall, 2004

CSIT 220 – 01 Data Communication 3 66CSC 240 – 01 Database Management Systems 3 48PHY 201 – 41 Computer Electronics I 3 57CIS 685 – X Independent Research 3 3

174Spring, 2005

CSIT 301 – 01 Computer Architecture 3 81CSD 340 – 01 Web Scripting 3 57CSC 4XX – 01 Special Topics / Research 3 9

147Fall, 2005

CSC 230 – A Computer Concepts and GUIs 4 84CSIT 321 – 21 Client Support Systems 3 54PHY 201 – 41 Computer Electronics I 3 72CIS 610 – X Legal / Ethical Issues in Computing 3 6

216Spring, 2006

CSIT 301 – 21 Computer Architecture 3 81CSD 340 – 21 Web Scripting 3 75PHY 202 – 41 Computer Electronics II 3 47PHY 202 – A Computer Electronics II 3 24

227

Mathematics and Computer Science Self-Study 59Sandra Camomile


ART 102 – 31 Digital Art Studio 3 33ART 220 – 01 Electronic Visual Communication 3 60DArt 101 – 31 Intro. To Digital Art 3 39DArt 101 – 01 Intro. To Digital Art 3 51

183Spring, 2004

ART 102 – A Digital Art Studio 3 48ART 102 – 21 Digital Art Studio 3 69ART 220 – 21 Electronic Visual Communication 3 33ART 374 – 41 Digital Photography 3 51

201Fall, 2004

ART 102 – 21 Digital Art Studio 3 48ART 102 – 31 Digital Art Studio 3 48ART 374 – 21 Digital Photography 3 51DArt 270 – 31 Color Theory 3 57

204Spring, 2005

ART 220 – A Electronic Visual Communication 3 39ART 220 – 31 Electronic Visual Communication 3 60DArt 374 – 31 Digital Photography 3 69

168Fall, 2005

ART 102 – 31 Digital Art Studio 3 63ART 215 – 01 Color Theory 3 45COM 210 – 01 Creating Multimedia 3 33

141Spring, 2006

ART 220 – 31 Electronic Visual Communication 3 36DArt 374 – 31 Digital Photography 3 30DArt 374 – A Digital Phogography 3 30

96

Mathematics and Computer Science Self-Study 60Dr. Joseph Catanio


CSC 481 – 31 Project Implementation 3 21CSC 481 – A Project Implementation 3 54

75

Spring, 2005CSC 481 – 41 Project Implementation 3 21CSC 481 – A Project Implementation 3 18CIS 523 – A Database Management 3 27

66Fall, 2005

CSIT 154 – 31 Intro. To Information Technology 3 66CSIT 154 – 32 Intro. To Information Technology 3 42CSC 480 – 21 Project Design 3 39CIS 523 – A Database Management 3 18

165

CSC 151 – 21 Computer Literacy 3 66CSC 151 – 23 Computer Literacy 3 66CSC 481 – 41 Project Implementation 3 39INL 662 – A Mgt of IS / IT Sys. Resources 3 30

201

Mathematics and Computer Science Self-Study 61Dr. Richard DiDio


CSC 152-01 Intro CSC: Science Packages 3 39CSC 170-01 Mathematical Technology 4 28MTH 150-05 Math: Myths & Realities 3 89PHY 105-02 General Physics I 6 138

294Spring, 2004

SabbaticalFall, 2004

CSC 151-02 Intro CSC: Packages 3 69CSC 151-09 Intro CSC: Packages 3 66PHY 105-02 General Physics II 6 144

279Spring, 2005

CSM 154-01 Mathematics Technology 4 72MTH 322-01 Differential Equations 4 44PHY 106-02 General Physics II 6 132

248Fall, 2005

CSC 152-01 Intro CSC: Science Apps. 3 60PHY 105-02 General Physics I 6 60HON 462-31 Chaos & Fractals 3 27

147Spring, 2006

CSM 154 – 01 Mathematical Technologies 3 48MTH 322 – 01 Differential Equations 3 42PHY 106 – 02 General Physics II 6 54

144

Mathematics and Computer Science Self-Study 62Dr. Anne Edlin


MTH 120-01 Calculus & Anal. Geom. I 4 92MTH 150-06 Math: Myths & Realities 3 69MTH 150-07 Math: Myths & Realities 3 78MTH 221-01 Calculus & Anal. Geom. II 4 72

311Spring, 2004

MTH 114-07 Applied Business Calculus 4 96MTH 114-04 Applied Business Calculus 4 92MTH 302-01 Foundations of Math 3 33

221Fall, 2004

MTH 150-03 Math: Myths & Realities 3 90MTH 150-02 Math: Myths & Realities 3 78MTH 221-01 Calculus & Anal. Geom. II 4 104MTH 240-01 Linear Algebra Apps. 4 88

360Spring, 2005

MTH 150-01 Math: Myths & Realities 3 75MTH 150-02 Math: Myths & Realities 3 69MTH 302-01 Foundations of Math 3 63

207Fall, 2005

MTH 150-01 Math: Myths & Realities 3 81MTH 150-02 Math: Myths & Realities 3 84MTH 240-01 Linear Algebra Apps. 4 80MTH 345-01 Combinatorics 3 33

278Spring, 2006

MTH 114 – 03 Applied Business Calculus 4 108MTH 114 – 04 Applied Business Calculus 4 108MTH 302 – 01 Foundations of Mathematics 3 81

297

Mathematics and Computer Science Self-Study 63Linda Elliott


CSC 447 A Applied Operating Systems 3 66CSC 447-21 Applied Operating Systems 3 45CSC 4XX Internships 3 48

159Spring, 2004

CSC 366-21 Language Theory and Design 3 63CSIT 4XX Internships 3 21

84Fall, 2004

CSC 157-X Computing & Problem Solving 4 4CSC 4XX Internships 3 21

25Spring, 2005

CSC 457-21 Operating Systems 3 45CSIT 420-21 Applied Operating Systems 3 39CSIT 4XX Internships/Coop 3 18

102Fall, 2005

CSC/IT 4XX Internships 3 2424

Spring, 2006CSC/IT 4XX Internships 3 12CSC 366 – 21 Language Theory and Design 3 42

54

Mathematics and Computer Science Self-Study 64Dr. Timothy Highley


CSC 230-01 Programming Concepts & GUIs 4 28MTH 160-01 Discrete Structures I 3 33

61Spring, 2006

CSC 230 – 01 Programming Concepts and GUIs 4 56MTH 161 – 01 Discrete Structures II 3 18

74

Mathematics and Computer Science Self-Study 65Dr. Thomas Keagy

Course Number Course Name Credits SCHSpring, 2004

MTH 140-21 Discrete Math 3 4545

Fall, 2004MTH 321-01 Real Analysis 3 30

30Fall, 2005

MTH 150 – 01 Math: Myths and Realities 3 8787

Mathematics and Computer Science Self-Study 66Dr. Raymond Kirsch

Course Number Course Name Credits SCHFall, 2003Sabbatical

Spring, 2004CIS 613-A Software Engineering 3 21COM 210-01 Creating Multimedia 3 63CSC 470-X Gaming with DirectX 3 6CSD 210-01 Creating Multimedia 3 48DArt 475-01 Flash MX Gaming 3 48

186Fall, 2004

CIS 607-A Computer Graphics 3 18COM 210-01 Creating Multimedia 3 48CSD 210-01 Creating Multimedia 3 66CSIT 220-01 Data Communication 3 51

183Spring, 2005

CIS 613-BA Software Engineering 3 33CIS 685-X Independent Research 3 3CSC 470-31 Computer Graphics 3 21CSD 210-01 Creating Multimedia 3 48DArt 444-Y LightWave 3D Program 3 6DArt 475-01 Flash MX Gaming 3 30

141Fall, 2005

CIS 613-A Software Engineering 3 39CSIT 220-01 Data Communication 3 48CSIT 220-02 Data Communication 3 51

137Spring, 2006

Dart 376 – 01 Animation 3 51CSD 210 – 01 Creating Multimedia 3 66CIS 678 – A Gaming for Advertising 3 24

141

Mathematics and Computer Science Self-Study 67Dr. Jon Knappenberger


MTH 150-03 Math: Myths & Realities 3 78MTH 150-04 Math: Myths & Realities 3 33MTH 150-08 Math: Myths & Realities 3 60MTH 410-01 Prob. and Stat. I 3 57MTH 4XX Num. Methods / Number Theory 3 3

231Spring, 2004

MTH 114-08 Applied Business Calculus 4 88MTH 114-06 Applied Business Calculus 4 88MTH 140-A Discrete Math 3 33MTH 322-01 Differential Equations 3 45

254Fall, 2004

MTH 114-02 Applied Business Calculus 4 120MTH 114-01 Applied Business Calculus 4 120MTH 160-01 Discrete Structures 3 69

309Spring, 2005

MTH 114-05 Applied Business Calculus 4 112MTH 114-07 Applied Business Calculus 4 104MTH 160-01 Discrete Structures II 3 33

249Fall, 2005

MTH 114-03 Applied Business Calculus 4 100MTH 114-04 Applied Business Calculus 4 88CSC 151-31 Intro. CSC: Packages 3 69

257Spring, 2006

MTH 114 – 05 Applied Business Calculus 4 108MTH 114 – 06 Applied Business Calculus 4 108

216

Mathematics and Computer Science Self-Study 68Dr. Stephen Longo


CIS 625-BA Internet Programming 3 48CSC 362-01 Network & Coop Process 3 63CSC 373-31 Object Programming-Java 3 42PHY 105-01 General Physics I 6 126

279Spring, 2004

CSC 362-01 Network & Coop Process 3 72CSIT 371-31 Information Security 3 51INL 644-BA Data Security Technologies 3 54INL 880-A Integrative Capstone 3 6PHY 106-01 General Physics II 6 150

333Fall, 2004

CIS 540-A Data Com: Internetworking 3 30CSIT 320-31 LANs & Network Admin. 3 48PHY 105-01 General Physics I 6 132

210Spring, 2005

CSIT 422-41 Introduction to Linux 3 60INL 644-A Data Securities Technologies 3 45PHY 106-01 General Physics II 6 150

260Fall, 2005

PHY 105-01 General Physics I 6 138CSIT 320-41 LANs and Network Admin. 3 54CIS 625-BA Internet Programming 3 36

228Spring, 2006

PHY 106 – 01 General Physics II 6 120PHY 106 – 21 General Physics II 6 84CSIT 370 – A Routers and Switchers 3 57INL 644 – A Data Security Technologies 3 33

294

Mathematics and Computer Science Self-Study 69Dr. Carl McCarty


MTH 120-02 Calculus & Anal. Geom. I 4 64MTH 120-03 Calculus & Anal. Geom. I 4 80MTH 221-01 Calculus & Anal. Geom. II 4 52MTH 345-01 Combinatorics 3 24

220Spring, 2004

MTH 120-01 Calculus & Anal. Geom. I 4 112MTH 221-01 Calculus & Anal. Geom. II 4 112MTH 424-01 Complex Variables 3 21MTH 444-X Advanced Combinatorics Maple 3 3

248Fall, 2004

MTH 120-03 Calculus & Anal. Geom. I 4 76MTH 221-01 Calculus & Anal. Geom. II 4 36MTH 425-01 Math Modeling 3 18

130Spring, 2005

MTH 120-01 Calculus & Anal. Geom. I 4 140MTH 221-01 Calculus & Anal. Geom. II 4 88MTH 421-01 Numerical Analysis 3 30MTH 444-X Graphical Prob. Slvd. In Maple 3 3

261Fall, 2005

MTH 120-01 Calculus & Anal. Geom. I 4 92MTH 221-01 Calculus & Anal. Geom. II 4 20MTH 222-01 Calculus & Anal. Geom. II 4 88

200Spring, 2006

MTH 120 – 01 Calculus and Analytic Geometry I 4 124MTH 221 – 01 Calculus and Analytic Geometry II 4 104MTH 424 – 01 Complex Variables 3 51

279

Mathematics and Computer Science Self-Study 70Margaret McCoey


COM 210-01 Creating Multimedia 3 60DArt 430-21 Advanced Authoring 3 72DArt 461-51 DArt Internship 3 30INL 642-A Data Communication Tech 3 27

189Spring, 2004

CSD 340-21 Web Scripting 3 69DArt 4XX DArt Internship 3 18DArt 480-21 DArt Seminar 3 63INL 664-BA Tech Mgt. & Govt. Regulations 3 21

171Fall, 2004

CIS 656-BA E-Com: Comp Advantage 3 42CSC 151-06 Intro CSC: Packages 3 69CSC 240-01 Database Mgt. Systems 3 30DArt 430-01 Advanced Authoring 3 51DArt 461-51 Internship 3 12DArt 481-51 Senior Portfolio 3 6

210Spring, 2005

CIS/D 4XX PD&I/Internship/Capstone 3 12DArt 480-01 DArt Seminar 3 69INL 631-BA Technology Architectures 3 33INL 880-X Integrative Capstone 3 12CIS 681-X Project Design & Implementation 3 3

129Fall, 2005

INL 664-BA Technology Mgt & Gov Regulations 3 30CIS 681-Y Project Design & Implementation I 3 3

33Spring, 2006

Dart 480 – 01 Dart Seminar 3 60CIS 679 – A Middleware Architecture 3 36

96

Mathematics and Computer Science Self-Study 71Dr. Margaret McManus

Course Number Course Name Credits SCHSpring, 2004

CIS 523-A Data Proc & Database Mgt 3 2727

Spring, 2005CSC 240-21 Database Mgt Systems 3 69

69Spring, 2006

CSC 240 – A Database Management Systems 3 4545

Mathematics and Computer Science Self-Study 72Dr. Gary Michalek

Course Number Course Name Credits SCHFall, 2003Sabbatical

Spring, 2004MTH 114-01 Applied Business Calculus 4 88MTH 114-02 Applied Business Calculus 4 92MTH 411-01 Probability & Stat. II 3 45

225Fall, 2004

MTH 113-01 Algebra and Trig. 4 84MTH 150-05 Math: Myths & Realities 4 108MTH 150-04 Math: Myths & Realities 4 120MTH 341-01 Abstract Algebra 3 57

369Spring, 2005

MTH 114-02 Applied Business Calculus 4 108MTH 114-01 Applied Business Calculus 4 104MTH 430-01 Topology 3 33

245Fall, 2005

MTH 101-01 Intermediate Algebra 3 69MTH 120-02 Calculus & Analytic Geometry I 4 68MTH 120-03 Calculus & Analytic Geometry I 4 92MTH 410-01 Probability & Stat. I 3 60

289Spring, 2006

MTH 114 – 01 Applied Business Calculus 4 108MTH 114 – 02 Applied Business Calculus 4 100MTH 411 – 01 Probability and Statistics II 3 36

244

Mathematics and Computer Science Self-Study 73Dr. Michael Redmond


CIS 624-A Data Warehouses 3 36CSC 152-02 Intro. CSC: Science Pkgs. 3 60CSC 264-02 Data Base Mgt. Systems 3 39CSC 480-21 Project Design 3 66

201Spring, 2004

CIS 636-A Adv. Computing with Java 3 24CSC 470-41 Data Warehousing 3 42CSC 481-31 Project Implementation 3 45

111Fall, 2004

CIS 624 BA Data Warehouses 3 60CSC 151-22 Intro CSC: Packages 3 69CSC 230-21 Programming Concepts & GUIs 4 56

185Spring, 2005

CIS 636-BA Adv. Computing with Java 3 24CSC 230-01 Programming Concepts & GUIs 5 72CSC 444-X Data Mining Research 3 3

99Fall, 2005

CIS 624-A Data Warehouses 3 42CSC 470-X 3D Multi-Player Gaming 3 3CSC 470-A Data Mining 3 54CSC 240-21 Database Management Systems 3 63

162Spring, 2006

CSC 152 – 01 Intro. To Computing for Sciences 3 42CSC 240 – 01 Database Management Systems 3 48CIS 636 – A Adv. Computing With Java 3 27

117

Mathematics and Computer Science Self-Study 74Dr. Jane Turk


CIS 630-A Component Programming 3 57CIS 685-X Independent Research 3 3CSC 151-C Intro. CSC Packages 3 45CSC 354-01 Data Structures 3 33

138Spring, 2004

CIS 630-BA Component Programming 3 33CSC 177-31 Programming with Java 4 32CSC 352-41 Computers & Ethics 3 66INL 880-B Integrative Capstone 3 9INL 880-A Integrative Capstone 3 6

146Fall, 2004

CIS 630-BA Component Programming 3 42CSC 310-A Computers & Ethics 3 21CSC 310-41 Computers & Ethics 3 33CSC 354-31 Data Structures 3 48

144Spring, 2005

CIS 630-A Component Programming 3 21CSC 280-21 Object Programming 4 60CSC 464-21 Theory of Algorithms 3 42INL 880-W Integrative Capstone 3 6

129Fall, 2005

CSC 290-21 Intro. Data Structure/Algorithms 4 68CSC 280-21 Object Programming 4 40CIS 630-BA Component Programming 3 30

138Spring, 2006

CSC 280 – 01 Object Programming 4 12CSC 290 – 01 Algorithms and Data Structures 4 32CSC 310 – 41 Computers and Ethics 3 75CIS 610 – A Computers and Ethics 3 51

170

Mathematics and Computer Science Self-Study 75Dr. Samuel Wiley


CIS 623-BA N-Tier Architecture 3 36CSC 264-01 Data Base Management Systems 3 57CSC 372-01 Database Applications 3 45CSIT 136-01 Intro to Info Tech 3 51

189Spring, 2004

CIS 530-BA Graphical User Interfaces 3 30CSC 152-21 Intro CSC: Science Apps. 3 48CSC 265-21 PC Applications 3 39CSC 265-22 PC Applications 3 66

183Fall, 2004

CIS 623-A N-Tier Architecture 3 60CSC 340-21 Database Applications 3 42

102Spring, 2005

Fall, 2005CSC 151-23 Intro CSC: Packages 3 72CSC 340-21 Database Applications 3 27

99Spring, 2006


Appendix G: Advising Progress Report Form


Name: LaSalle ID: Email:

Credits earned: 97 Overall GPA: 2.74Est. Major GPA: 2.42Transfer credits: 3

Linked courses:a. Double: ENG 100 B F 03b. Double: PHL 151 B+ F 03

1. Powersa. Writing I: ENG 107 B Sp 04b. Writing II: ENG 108 C+ F 04c. Numbers: Waivedd. Speech: COM 150 B- Sp 04e. Info. Tech.: Waived

2. Frameworksa. Natural Sci.: Waivedb. Econ/Poli: ECN 150 C+ Sp 05c. Psych/Soc: SOC 150 C+ Sp 05

3. Patterns

a. Religion I: REL 153 * F 06b. Religion II: ________________c. Philosophy I: PHL 151 B+ F 03d. Philosophy II: PHL 212 C+ Su II 05e. Literature I: LIT 150 C+ F 05f. Literature II: LIT 250 B Sp 06g. History I: HIS 151 B F 05h. History II: HIS 251 C+ Su II 05i. Arts/Lang. I: ITL 201 A F 04j. Arts/Lang. II: ITL 102 A- Sp 04k. Concentr.: ________________

Major 1: INFT Major 2: Advisor: Date:

Major RequirementsData Communic: CSIT 220 C+ F 04VB Programming: ________________Database Mgt: CSC 240 B+ F 04OO Programming: CSC 280 C- Sp 05Comp. Architecture: CSIT 301 C Sp 06Computer Ethics: CSC 310 B- Sp 06Client Support: CSIT 321 B+ F 05LANs/Network Adm: CSIT 320 B- F 05Applied Op Sys: CSIT 420 * F 06Information Security: ________________Required Internship: ________________Major Elective 1: CSIT 370 B- Sp 06Major Elective 2: CSC 480 * F 06Discrete Math 1: MTH 160 C- F 04Discrete Math 2: MTH 161 D+ Sp 05Comp Electronics 1: PHY 201 B- F 05Comp Electronics 2: PHY 202 B Sp 06

General Elective CSIT 136 B+ F 03CSC 157 B+ Sp 04BUS 204 * F 06BUS 204 T F 02BUS 101 C+ Sp 05ENG 100 B F 03ITL 101 A F 03SOC 231 * F 06FYO 100 A F 03

Other: ECN 150 W Sp 04

Generated on Wednesday, June 14, 2006


Appendix H: Exit Survey Results, 2006

Mathematics and Computer Science Self-Study 79Exit Survey, Department of Mathematics & Computer Science

Spring, 2006

Major: Computer Science

How satisfied are you with the following aspects of the program?The scale is 1 (very dissatisfied) to 4 (very satisfied).

AverageOverall 3.7Content of courses 3.4Rigor of courses 3.6Practicality of courses 3.2Preparation for workplace 3.2Number of specializations 2.7Number of electives 3.4Availability of courses 3.3Scheduling for courses 3.2Quality of facilities 3.4Quality of equipment 3.5Accessibility of faculty 3.8Quality of teaching 3.8Faculty attitude towards students 3.9Faculty advising 3.8Student to faculty ratio 3.8Quality of fellow students 3.4Responding to student requests 3.4Preparation for job market 3.3Breadth of coverage of topics 3.3Depth of coverage of topics 3.5

Please indicate where you think the program lies in terms of the following characteristics. The end-points of the scale are described verbally, but you can use any point on the continuum between 1 and 5.

Easy admissions Standards 2.9 Tough Admissions StandardsTheoretical 2.8 Applied

Easy 3.5 HardBoring 3.3 Intellectually-stimulating

Outdated 3.5 Cutting-edgeTechnologically backward 3.2 Technologically advanced

Low prestige among my colleagues 3.9 High prestige among my colleaguesVery beneficial to my career 2.9 Not at all beneficial to my career

Very likely to increase my earnings 3.1 Unlikely to increase my earningsWorkload is very light 3.7 Workload is very demanding

Short program 3.6 Long programToo general 2.9 Too specialized

Poor Teaching 4.0 Excellent Teaching

If you had to do it all over again, would you have enrolled in this program?Raw Data: Definitely Not: 0 Probably Not: 1 Probably Yes: 7 Definitely Yes: 5 Would you recommend this program to a friend?Raw Data:

Mathematics and Computer Science Self-Study 80 Definitely Not: 0 Probably Not: 1 Probably Yes: 8 Definitely Yes: 4

What are your plans after graduation?1 no definite plans 6

2 will start graduate studies in September at:

4 Drexel (1), LaSalle (3)

3 may start graduate studies in the future at:

0

4 Have accepted an employment offer with:

3 Lockheed-Martin, Protivity, US Marine Corps


Exit Survey, Department of Mathematics & Computer ScienceSpring, 2006

Major: Information Technology

















The Vanguard GroupProtivity Corp.

Mathematics and Computer Science Self-Study 83Exit Survey, Department of Mathematics & Computer Science

Spring, 2006

Major: Mathematics















1 Temple


0


1 AFLAC


Appendix I: Grade Inflation


August 23, 2004

To: Department FacultyFrom: Linda Elliott, Tom Blum, Peggy McCoeyRe: Grade Inflation

Grade inflation does exist, and it is a problem. It is our responsibility as faculty to address this issue. As such, it is a legitimate criterion to raise when considering hiring, rehiring, tenure, or promotion.

Grade inflation is the increase in the average student GPA when it is unaccompanied by a corresponding increase in average student quality or achievement. There is ample evidence for increasing GPAs1 and none for increasing student quality (indeed it may be the reverse).2

Since grades have a ceiling, the increasing of grades implies a narrowing of the range of grades typically issued. It is a tenet of Information Theory that if fewer states (grades in this case) are available for occupation or even if fewer states are occupied on average, then less information is conveyed. In short, grade inflation implies that grades are becoming less meaningful.

Grades provide data on students’ talents and comprehension of material. Students use this information to make decisions about their futures. Similarly employers and graduate schools are using this data to make decisions about students. We are shirking our duty and abdicating our role in these decisions.

It is unfair to those students who truly excel when excellent grades are given to almost all. It is also unfair to the poor students who may remain in majors for which they are ill suited and who take away the lesson that little is expected of them. It is the nature of La Salle’s mission and admission policies to take a chance on some students, and taking a chance means there is a possibility for failure. Eliminating that will turn the degrees we issue into little more than certificates of attendance. The problem is not unique to the undergraduate programs, however. While La Salle’s mission for our graduate programs is somewhat different, there is still a need to address this issue. In fact, it may be more serious at the graduate level since the range of grades is smaller.

It is time that we recognize and accept the role of student evaluators and rededicate ourselves to it. We need to have grades that are fair, that truly distinguish one student’s performance from the next, and that are open so that students know what is expected of them and whether they have met these expectations. Doing so will help the learning process not hinder it. A step toward reversing the grade inflation trend is for each of us to examine his or her grading policies and practices. The period before the semester begins, while we prepare syllabi and otherwise prepare, is an ideal time for this reflection. We offer the following list of questions as a guide.

Checklist

Am I covering the course material with sufficient breadth and depth?o Am I covering the course content agreed upon by the department as reflected in the

course description and generic syllabus?

1 For example, see the data on the website http://www.gradeinflation.com.2 Henry Rosovky and Matthew Hartley, Evaluation and the SAcademy: Are We Doing the Right Thing? http://www.amacad.org/publications/monographs/Evaluation_and_the_Academy.pdf

Mathematics and Computer Science Self-Study 87o Have the students previously seen the material?o Have students historically received unusually high grades in this course? (That is a

pretty clear indication that one could take it up a notch.) Am I assessing the students enough?

o Do I have a sufficient number of tests, assignments, etc. to evaluate the students? o Have I over-committed myself and resorted to decreasing the number of student

assignments as a measure of self-preservation? Am I assessing the students rigorously?

o Are there assessment elements that even the good students will find challenging? o Am I grading in a manner that produces a distribution of grades?

Am I evaluating the students individually? o If there is a substantial amount of group work, is there individual assessment within

that? And do I have anyway to confirm an individual’s contribution to the group? Am I assessing the students objectively?

o Have I laid out clear and objective criteria so that my grades are less susceptible to argument?

Am I assessing the students in class?o Am I relying too heavily on work done outside of the classroom where I must trust in

the student’s academic honesty? Am I available enough to help the students?

o Am I “tough but fair” or just tough? Am I pandering to students?

o Do I yield to students so that I receive good evaluations in return?3

o Do I yield to students who claim to need a particular grade to maintain a scholarship, have work pay for the course, graduate, etc.?

3 There is a correlation between professor giving students high grades and students giving professor high marks on evaluations. The Department of Physics and Astronomy at the University of Virginia added a question about the rigor of the course on their evaluations in order to deal with this issue.

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