† to be chosen from

• MATH 3214 -- Computational Probability and Statistics
• MATH 3603 -- Numerical Analysis
• MATH 4063 -- Advanced Differential Equations
• MATH 4093 -- Advanced Analysis

• MATH 4204 -- Mathematical Modeling

5. Mathematics as a Second Teaching Field

All students choosing a second teaching field in Mathematics (Option II) must successfully complete the following courses (29 semester hours):

* or approval of department head

6. Mathematics Specialization

All Elementary Education students choosing a specialization in Mathematics must successfully complete the following courses (18^* semester hours):

* at least 9 of these semester hours must be advanced

** MATH 3033 does not count toward the 18 semester hours needed for this specialization

7. Mathematics Specialization with Middle School Emphasis

All students choosing a Mathematics Specialization with Middle School Emphasis must successfully complete the following courses (25^* semester hours):

* at least 12 of these semester hours must be advanced

** MATH 3033 does not count toward the 25 semester hours needed for this specialization

† It is strongly recommended that these 9 hours include a statistics course and MATH 3023.

Students seeking a minor in mathematics must successfully complete 18 semester hours (6 of which must be advanced) of college-level mathematics courses.

Students should see their academic advisor about completing a degree plan sometime during the junior year. A degree plan must be on file by the beginning of the senior year.

1. MAJOR

1. The major must be declared by the beginning of the junior year for counseling

purposes.

2. A double major involving different departments requires that a degree plan be

filed with each department.

2. MINOR

Declaration of a minor by the student is optional in most degree programs but strongly

recommended. If a minor is desired, it must be declared on a degree plan.

3. DEVELOPMENTAL COURSES (EDU 1003, ENGL 1003, MATH 1003, and MATH 1013) needed as preparation for regular University requirements cannot be applied as degree plan contents.
4. WRITING PROFICIENCY

Courses taught every long semester:

1003*, 1013*, 1073*, 1083*, 1093*, 1113*, 1204*, 1313, 2094, 3003, 3033, 3053, 3063, 3504, 4863

Courses taught only once per academic year:

Fall: 2203, 3043, CIS 3443

Spring: 2103, 2113, 3023, 4053

Summer Only: 3214

Courses taught on a two-year rotation:

Graduate Courses:

Course taught in Summer School:

Purpose: The Department of Mathematics and Physics at TSU offers a program leading to a Master of Science degree. The goal of this program is to provide students with a depth and breadth of mathematical knowledge suitable for attaining employment in private industry. Students are required to complete 36 hours of graduate level courses and may choose to focus their study on applied mathematics or on mathematics education. In their courses, students learn to enhance their problem solving abilities, students are introduced to various software packages to assist in solving real-world problems, and students gain experience in the preparation of individual and collaborative technical reports and presentations. The department attempts to provide an informal and pleasant atmosphere with small classes and individual attention. To this end, the department maintains a relatively small number of graduate students and encourages students to work very closely with faculty.

Admission Requirements: Students seeking admission to a graduate degree program must submit scores on the Aptitude Test of the Graduate Record Exam (GRE). These scores should be sent directly to the graduate office by the Educational Testing Service. Students must have a 3.0 or better overall grade point average for admittance into the graduate program, but students may be able to obtain conditional admittance with a grade point average less than 3.0. Students should have an undergraduate major in mathematics or related field. Those lacking the appropriate background will be required to complete leveling work. The departmental graduate advisor in consultation with the mathematics faculty will review the student's transcript and determine if leveling work is needed. The departmental graduate advisor will assist the student in selecting a graduate committee. The committee should consist of a minimum of three members, two of whom are from the graduate faculty of the Department of Mathematics and Physics. The third can be from the graduate faculty of a department in which the student takes support work.

Degree Requirements: The MS in Mathematics requires 36 hours of approved work in Mathematics and supporting areas. At least 24 hours need to be in graduate level mathematics courses excluding a thesis. Occasionally, upper level undergraduate courses may be taken for graduate credit. A student may elect to do a master's thesis. The chair of the student's graduate committee will direct the master's thesis if this option is chosen.

Comprehensive Examination: The department requires an oral comprehensive examination for the MS degree. The comprehensive examination will be administered by the student's graduate committee during the last semester of the program. The Dean of the College of Graduate Studies or a representative from the Graduate Office will be invited to participate in the oral examination. If the result of the oral comprehensive examination is less than satisfactory, additional course work in areas of weakness may be recommended before rescheduling the examination.

Job Opportunities: The department employs several graduate assistants each semester. These positions pay a salary of $1000 per month plus benefits. Duties usually include teaching developmental mathematics courses or coordinating the Mathematics Clinic.

For applications and information about graduate study please contact:

Jim McCoy Peter White

Mathematics Box T-0470 Mathematics Box T-0470

Stephenville, TX 76402 Stephenville, TX 76402

Phone: (254) 968-9168 Phone: (254) 968-9304

e-mail: McCoy@tarleton.edu email: White@tarleton.edu

1003. Basic Mathematics. (3-2) This course features an intensive study of basic arithmetic concepts and skills, and the introduction to basic algebra as a preparatory course for MATH 1013, Fundamentals of College Algebra. It does not count for degree credit. A student must earn a grade of at least C in order to progress to MATH 1013.

1013. Fundamentals of College Algebra. (3-2) This course is a study of the real number system, algebraic expressions, polynomials, exponents, equations, and systems of equations. Primarily for non-science and non-mathematics majors; not for degree credit. A student must earn a grade of at least C in order to progress to MATH 1073 or 1083.

1073. College Algebra. (3-0) Topics for this course include radicals, quadratic equations, systems of equations, ratio, proportion and variation, progressions, mathematical induction, binomial theorem, inequalities, complex numbers, theory of equations, determinants and matrices, and partial fractions. Prerequisite: Three credits of high school mathematics, including two credits in algebra or a grade of C or better in MATH 1013.

1083. Elementary Applied Mathematics. (3-0) This course focuses on elementary mathematical applications to problems of finance, probability, statistics, and geometry, and the development of reasoning skills. This course cannot be counted on a degree program for a mathematics major. Prerequisite: High school Algebra I and II or a grade of C or better in MATH 1013.

1093. Plane Trigonometry. (3-0) This course is a study of angles and coordinates, trigonometric functions, solutions of triangles and applications, reduction theorems and formulas, identities and conditional equations, addition formulas and derived relations, angular and linear speed, logarithms, and radian measure. Prerequisite: MATH 1073 or concurrent registration or approval of the department head.

1204. Calculus I. (3-2) Calculus is among the most important developments in human history. It is not only the language of physical science but is also used increasingly to model phenomena in the biological and social sciences. The calculus sequence is fundamental to a large number upper-level mathematics courses. This course introduces differential and integral calculus of functions of a single variable. Topics include limits, continuity, the derivative, differentiation techniques, applications of the derivative, the definite integral, and applications of the definite integral. Use of computer technology and laboratory assignments is required in this course. Prerequisites: Math 1073, 1093 or concurrent registration.

1313. Introduction to Probability and Statistics. (3-0) ) The material addressed by this course has rapidly become a cornerstone of a wide range of disciplines. The topics include sets, counting techniques, probability, random variables, mean and variance, distributions (binomial, normal, etc.), and statistical inference. Corequisite: MATH 1204.

2094. Calculus II. (3-2) This course is a continuation of Math 1204 and includes a further study of differentiation and integration. Students learn calculus techniques related to logarithmic functions, exponential functions, inverse trigonometric functions, hyperbolic functions, and inverse hyperbolic functions. Other topics include techniques of integration, limits involving indeterminate forms, improper integration, further applications of integration, sequences, series, power series and Taylor series. Use of computer technology and laboratory assignments is required in this course. Prerequisite: MATH 1204.

2103. Calculus III. (3-0) This course begins the study of mathematics for the real world, that is, a world of more than one dimension. In this course, students study the calculus of several variables through such topics as two dimensional vectors, parametric equations, cylindrical and spherical coordinates, multivariable differential calculus, directional derivatives and their applications, multiple integration, vector analysis, line and surface integrals, Green's Theorem, and Stoke's Theorem. Use of computer technology and laboratory assignments is required in this course. Prerequisite: MATH 2094.

2113. Elementary Linear Algebra. (3-0) This course beautifully illustrates the nature of mathematics as a blend of technique, theory, abstraction, and application. The important problem of solving systems of linear equations leads to the algebra of matrices, vector spaces, linear dependence, bases and dimension, inner product, determinants, linear transformations, eigenvalues, and permutations. Prerequisite: MATH 2094 or approval of department head.

2203. Introduction to Mathematical Modeling. (3-0) Understanding relationships or making predictions about phenomena in our universe is a goal of all of science. This is also the goal of mathematical modeling where students construct mathematical relationships to study the world both qualitatively and quantitatively. This course serves as an introduction to the development and analysis of mathematical models. Modeling techniques include graphical analysis, curve fitting methods, interpolation, linear programming, dimensional analysis, and probabilistic models. Prerequisite: MATH 1204.

3023. Survey of Geometry. (3-0) Students will investigate properties of axiomatic systems by exploring axiomatic geometries including concepts such as point, line, plane, separation, similarity, and congruence. Topics also include Non-Euclidean geometry and coordinate geometry. Prerequisite: MATH 1204 or approval of department head.

3043. Topics in Secondary Mathematics. (3-0) This course examines the secondary mathematics curriculum in light of the National Council of Teachers of Mathematics Standards. Students explore techniques to implement the standards through the use of manipulatives, graphing calculators, and computer technology. Prerequisites: MATH 1204 and MATH 3023 or concurrent enrollment.

3063. Differential Equations. (3-0) In the 17th century, Isaac Newton formulated the laws that govern motion and invented a new mathematical language with which to express these laws, namely differential equations. Differential equations are now essential tools for describing a wide variety of phenomena. This course introduces students to solutions of first order differential equations by exact methods, solution of higher order linear differential equations by undetermined coefficients, operators, transformations, and the variation of parameter methods. Also considered are applications of differential equations, first order differential equations of degree higher than first degree, and special second order differential equations. Prerequisite: MATH 2094.

3214. Computational Probability and Statistics. (3-2) This course involves the investigation of data and the study of randomness, probability, estimation and prediction. Probability and statistics has become a more important field of study because greater and greater amounts of data are produced each year, as society becomes more complex and computers make it easier to store and analyze data. This course will examine probability theory and statistics from a computational point of view. Topics include both discrete and continuous distributions, random number generators, Monte Carlo methods and simulation. Prerequisite: MATH 2094.

3603. Numerical Analysis. (3-0) Numerical analysis is a topic of mathematics that finds its use in almost all applied areas. The focus in numerical analysis is to use approximation techniques to solve problems and to ensure that the accuracy of such techniques is sufficient for the situation under consideration. This course is an introduction to numerical analysis which is dedicated to the study of error analysis, solving algebraic equations, interpolation, numerical differentiation and integration, methods for solving systems of equations, approximation theory, and initial value problems of ordinary differential equations. Prerequisite: MATH 2094.

4063. Advanced Differential Equations. (3-0) The world is not simply linear. It is nonlinear, multidimensional, and consists of many interacting systems. It is therefore natural to study the world using techniques for nonlinear equations, equations of several variables, and systems of equations. This course provides an experience in solving equations from among these types through the study of nonlinear differential equations, partial differential equations, and/or systems of ordinary differential equations. Prerequisites: MATH 2113 or concurrent enrollment and MATH 3063.

4093. Advanced Analysis. (3-0) This course introduces students to the theory of calculus and to tools for communicating these ideas with technical accuracy and sophistication. The goal is mastery of the concepts necessary to verify the fundamental results for functions of a single variable. Topics include the topology of the real line, functions, sequences and their limits, continuity, differentiation, and integration. Prerequisite: MATH 2094.

4204. Mathematical Modeling. (3-2) This is an advanced course in mathematical modeling that requires students to build and validate both deterministic and probabilistic models of complex phenomena. Students will also be required to write technical reports describing the models and their analysis. The course emphasizes qualitative and theoretical techniques of applied mathematics as well as numerical and computational techniques. Some of the modeling projects will be drawn from the support fields of the participating students. Prerequisites: MATH 2203 and MATH 3063.

4861. Mathematics Problems. (Credit variable) This is a course on special problems in mathematics which are not covered by any course in the curriculum. Work may be either theory or laboratory, and the course may be repeated with approval of the department head for additional credit when fewer than four credits have been earned. Prerequisite: Approval of department head.

5003. History of Mathematics. (3-0) This course offers a historical and philosophical development of mathematics from earliest times down to the present. Mathematical topics are presented in a historical and philosophical setting not only to provide a unifying theme, but also to illustrate how the evolution of mathematical ideas finally led to modern concepts in the field. Prerequisite: approval of department head.

5023. Topics in Modern Algebra. (3-0) The topics treated in this course are chosen from those felt to be most fundamental and at the same time most closely related to topics appearing in the present public school texts. The course consists of the study of sets, groups, rings, integral domains, and fields. Special emphasis is placed on helping the student relate this material to his or her teaching situation. Prerequisite: MATH 3073.

5033. The Structure of the Real Number System. (3-0) This course studies logic, set theory, functions, cardinality, the real numbers, Dedekind cuts, and Cauchy sequences. Prerequisite: approval of department head.

5053. Nonparametric Statistics. (3-0) This course presents an introduction to the entire scope of nonparametric statistics. Topics to be emphasized are hypothesis testing, contingency tables, rank tests and goodness-of-fit tests. Prerequisite: MATH 3003 or 3503 or G B 3113 or 12 hours of MATH.

5063. Dynamical Systems. (3-0) This course will involve an advanced study of dynamical systems. Topics will be selected from discrete and continuous dynamical systems, sensitivity analysis, models of the physical, life, and social sciences, and bifurcation analysis. Prerequisite: MATH 4063 or approval of department head.

5073. Topics in Secondary Mathematics. (3-0) This course applies the standards of the National Council of Teachers of Mathematics to the curriculum of secondary mathematics. It explores techniques to implement the Standards through the use of manipulatives, graphing calculators, and computer technology. Prerequisite: 12 semester hours of mathematics or approval of department head.

5093. Complex Variables. (3-0) This course will serve as an introduction to complex analysis. Topics will be selected from elementary operations and analytic functions, curves and integrals, power series, Cauchy's theorem, zeroes and singularities of analytic functions, Laurent series, maximum principle, analytic continuation, harmonic functions, conformal mapping and transformations. Prerequisite: MATH 2094 or approval of department head.

5103. Mathematical Analysis. (3-0) This course covers the following topics: sequences and series, differentiation and integration, and functions of several variables. Prerequisite: MATH 4093 or approval of department head.

5113. Operations Research. (3-0) This course examines the theoretical support and applications of the simplex algorithm for linear programming and for dynamic programming. Transportation and scheduling problems are among the applications to be emphasized. Prerequisite: MATH 2113.

5153. Total Quality Management-Statistical Foundations. (3-0) This course examines the statistical foundations of Total Quality Management (TQM) techniques of Deming, Juran, et al. Topics will include graphical techniques, variability, probability, control charts, and experiment design. Prerequisite: 3 hours of undergraduate statistics. Previous training in TQM is desirable.

5303. Mathematical Modeling. (3-0) This is an advanced course in mathematical modeling. Topics will be selected from scaling, dimensional analysis, regular and singular perturbation theory, stability theory, and asymptotic analysis. Prerequisite: MATH 4063 or approval of the department head.

5503. Applied Linear Algebra. This is an advanced course in linear algebra. Topics will be selected from linear spaces and operators, canonical forms, quadratic forms and optimization, computation and condition, and compatible systems. Prerequisite: MATH 2113.

5603. Numerical Methods of Differential Equations. (3-0) Numerical techniques for solving systems of ordinary and partial differential equations. Methods include explicit and implicit Runge-Kutta methods, stiff problem solvers and variable step methods, finite-difference and finite-element methods, multi-step methods, Fourier methods, and integral equations. Prerequisite: MATH 3063 or approval of department head.

5803. Selected Topics in Mathematical Theory. (3-0) An examination of topics in mathematical theory appropriate for secondary mathematics educators. Topics will be selected from geometry and topology, number theory, and modern algebra. This course may be repeated for credit as the topic changes. Prerequisites: Approval of the department head.

5843. Instructional Technology. (3-0) The technological resources available to mathematics educators and the implementation of these resources will be studied. The technological resources to be discussed may include graphing calculators, data collection devices, computer software packages, and internet resources. This course may be repeated for credit as the topic changes. Prerequisites: Approval of department head.

5861. Advanced Special Problems in Mathematics. (Credit variable) This course is dedicated to special problems in mathematics. Work may be either theory or laboratory, and the course may be repeated with approval of the department head for additional credit when fewer than four credits have been earned. Prerequisite: Approval of department head.

5903. Selected Topics in Applied Mathematics. (3-0) This course provides an examination of topics in applied mathematics. Topics for study will be selected from advanced mathematical modeling, advanced numerical techniques, practical optimizations, calculus of variations, dynamic programming, integral equations, optimal control, and perturbation methods. This course may be repeated for credit as the topic changes. Prerequisite: Approval of department head.

The Department of Mathematics and Physics supports the Mathematics Club and the Student Chapter of the Mathematical Association of America (MAA). These groups meet in conjunction with one another, and a student may choose to be a member of either one or both of the groups. The Mathematical Association of America (MAA) is the world's largest organization devoted to the interests of collegiate mathematics. The Student Chapter of the MAA and the Mathematics Club are open to any undergraduate student - the only requirement for membership is interest in mathematics. Meetings are usually held over lunch on Wednesdays about once each month. The cost of membership is reasonable and includes a subscription to one of the MAA journals: The American Mathematical Monthly, The College Mathematics Journal, or Mathematics Magazine. Benefits of membership include opportunities to meet other students with similar interests, interaction with faculty members, contact with the mathematics community, discussions about mathematics and its applications, career information, and the opportunity to fill a leadership role.

In the past year, the Mathematics Club and the Student Chapter of the MAA were very active. Activities included a departmental Christmas party, an end of the spring semester social gathering, several fund-raisers, travel to the National Joint Meetings of the MAA and AMS, guest faculty speakers, several faculty-student contests (volleyball and ping pong), and awarding a $500 Math Club scholarship to a mathematics majors. For information about becoming a member of the MAA and/or the Math Club, contact Dr. Havlak (Rm. 202) or Dr. White (Rm. 110) in the Mathematics Building.

A. Technological Resources

All students have access to departmental and university network resources, including email, internet, and worldwide web access.

• Microsoft Office 97 (Word, Excel, PowerPoint, Binder, Access)
• Maple V Release 5 (computer algebra system)
• Geometer's Sketchpad
• Fortran (Microsoft PowerStation and Language Systems)
• C++ (Microsoft Visual C++)

• The Mathematics clinic offers to all students enrolled in remedial and freshman-level mathematics courses an opportunity to obtain free tutoring 5 days each week. The clinic is staffed primarily with mathematics majors.
• The university offers several programs through which students may obtain free or reduced-fee private tutoring. Interested students should visit the Teaching and Learning Center and the Office of Student Services for more details.
• The mathematics department maintains a list of students that are interested in tutoring privately. Students that are interested in obtaining private tutoring or serving as private tutors should visit the departmental secretary for more information.
• The Supplemental Instruction (SI) program is supported in Calculus I and II. Exceptionally qualified mathematics majors provide supplemental instruction (in the form of problem sessions held 2 to 3 days each week) to those students enrolled in these courses.
• Students needing additional help may use tutorial software or view video lectures to enhance their mathematical understanding.
• Students have access to 2 study rooms (Rm 113 and Rm 214), each of which is equipped with 2 computers for use in case the computer lab is reserved for a class.

Mathematics majors are very employable with starting salaries well above those of liberal arts majors and approaching the level of engineering and computer science majors. But who hires mathematics majors, and what do they do? Some answers are obvious, such as high school and college teaching. The college graduate with a bachelor's degree in mathematics can qualify for a broad range of highly paid positions in business, industry, and government. Companies in the computer and communications industries employ many mathematicians, as do oil companies, banks, insurance companies, and consulting firms. Almost every bureau and branch of the federal government employs mathematicians in some capacity. Mathematicians, statisticians, operations researchers, and actuaries work in the Department of Health and Human Services, the General

Accounting Office, the Office of Management and Budget, and the National Institute of Standards. The Department of Energy, the Department of Defense, the National Aeronautics and Space Administration, and the National Security Agency also employ many mathematicians. An undergraduate degree in mathematics is good preparation for a variety of careers, many of which make no special use of mathematics itself but do require the ability to reason carefully and express oneself clearly. Listed below are careers which do make explicit use of undergraduate training in mathematics.

The outlook for mathematics majors in business, industry, and government has been strong for many years, with fluctuations from year to year depending upon the general economic outlook. Mathematics majors who plan to enter business or government positions immediately after their bachelors degrees would do well to link their mathematics studies with related course work in science, computer science, economics, or business [WM].

There is a perennial shortage of high school mathematics teachers with strong mathematics backgrounds, and high school teaching is an employment option for mathematics students. State certification normally requires a fixed set of education courses as well as a mathematics concentration. However, there are other routes to teaching for mathematics majors, e.g., through the national ``Teach for America'' program [MA], or through the Peace Corps. Furthermore, teaching in private high schools often does not require state certification.

Post-baccalaureate study in professional schools has always been an option for mathematics majors. For further information about Medicine and Law, students should consult the College's pre-professional advisors. MBA programs welcome students with

strong quantitative backgrounds, and some draw a majority of their students from undergraduate programs in science, engineering, and mathematics.

Recent years have seen a marked increase in the number of mathematics majors who pursue graduate study in disciplines such as engineering, economics, or other sciences. In some universities, twenty-five percent of graduating mathematics majors pursue graduate study in other Arts and Sciences disciplines. Students contemplating these options must carefully plan their undergraduate programs to make sure that they have the required basic courses in the other field to make it clear to graduate admissions officers that they have a reasonable chance of success in that other field.

Continued study of the mathematical sciences in graduate school is an excellent option for some students. A masters degree in operations research, statistics, applied mathematics, or computer science is a strong employment credential, as a recent SIAM study shows [SI]. In many cases, students can obtain financial aid during such study through tuition waivers, graduate assistantships, and fellowships. A listing of such fellowship possibilities is published annually by the American Mathematical Society [A1]. In other cases, a student decides on graduate study after a year or two of employment, and in such cases, the student's employer may have programs to offset the cost of graduate study considered relevant to the employer's needs.

Finally, some mathematics majors pursue doctoral study in mathematics. It is hard to know how to advise undergraduates about doctoral study in mathematics. A doctoral program usually takes five or six years of additional study. Right now, the job market for Ph.D’s is discouraging, and prospective students must be aware of the fact that earning a Ph.D. in today's market does not guarantee employment. However, six years from now, who knows? In addition, there are major changes afoot regarding the kinds of employment available to new mathematics doctoral recipients. In the past, the goal of mathematics doctoral study was to produce academic mathematicians, but that is changing as industry and government discover that they have problems that such people can help solve. As a result, a number of students decide to pursue doctoral study after a year or two of employment.

According to The SIAM Report on Mathematics Industry in 1996 [SR], there are a number of ways mathematicians participate in the overall enterprise of industrial and government organizations. This information is summarized in the following table:

Algebra and number theory Cryptography

Computational fluid dynamics Aircraft and automobile design

Differential equations Aerodynamics, porous media, finance

Discrete mathematics Communication and information security

Formal systems and logic Computer security, verification

Geometry Computer-aided engineering and design

Nonlinear control Operation of mechanical/electrical system

Numerical Analysis Essentially all applications

Optimization Asset allocation, shape and system design

Parallel algorithms Weather modeling, crash simulation

Statistics Design of experiments, analysis of data sets

Stochastic processes Signal analysis

The SIAM report also detailed some new applications of mathematics as follows:

Manufacturing:

Dimensional tolerancing, digital preassembly, and nominal components

Modeling of manufacturing systems, reactive ion etching, and thermal process

Pattern placement and throughput in electron beam technology

Product design:

Shape optimization

Simulation of functionality

Materials:

Predicting damage and degradation of polymers

Nondestructive testing

Simulation of material properties

Environmental management:

Modeling to guide decisions about hazardous products or processes

Information science:

Bio-informatics (optimization, neural networks, dynamical systems)

Here, even more details will be given about professional opportunities for mathematics majors nationally. Most of the following material consists of updated and abbreviated excerpts from a booklet ``Professional Opportunities in the Mathematical Sciences'' [MI] published by the Mathematical Association of America. Another recent publication of the Mathematical Association of America is 101 Careers in Mathematics [ST] which describes the careers of 101 young mathematical scientists and contains reprints of many career-related articles from Math Horizons.

Private industry, business, and government are major employers of bachelors and masters level mathematicians, but sometimes it is hard to recognize mathematicians by their job titles. We will provide a sample of the job titles that one might expect a mathematician in business, industry, or government, to have and give brief descriptions of what such a person might do. This is by no means intended to be an exhaustive list of career opportunities and does not include some of the more obvious job titles that mathematicians might have [WM].

1. Operations Researcher, Operations Analyst, Systems Analyst.

This type of mathematician constructs mathematical models of complex structures -- social, economic and technical, civil and military, government, business, and industrial. The models must be complex enough to approximate the real world with some predictive value, and simple enough to be analyzed. Essentially, operations research is the ``mathematics of the decision sciences'' and uses mathematics, statistics, and computer science to provide the quantitative foundation for business or governmental decisions.

2. Programmer.

Particularly in companies and government agencies with large computers, there is a demand for people who can communicate with a computer correctly and efficiently. Large computers are expensive to operate and companies place a premium on efficient usage. The same is true for software design companies that create applications programs for millions of small computer users. In such situations, someone who can understand poorly worded problems and translate them into efficient algorithms becomes very valuable. The advent of parallel computing has exacerbated the need for qualified mathematical programmers. Mathematical problems abound in programming, even though most users of computers do not understand such things as the non-commutativity of finite arithmetic, or the logic of serial and parallel algorithms, or how to estimate errors accurately in approximations. To understand such problems requires a sound knowledge of mathematics, and anyone who expects to work as a programmer in government, business, or industry should have considerable computer experience.

3. Statistician.

This job title can easily overlap with the Operations Research category above and includes mathematicians who can utilize data and say what data are appropriate. Data abound in government, business and industry, and those who know how to extract usable, reliable information from data are very useful. Statistically sound design of experiments, together with planned analysis of data in accord with the experimental design, can be used to great advantage in improving products and processes, and so are of great importance to a variety of firms and agencies.

4. Applied Mathematician.

Traditionally the term ``applied mathematician'' has meant someone with a differential equations, physics, and engineering orientation. This remains a fundamental field in government, industry, and military applications. There is still a tremendous interest in solving equations of motion and those of steady state fields, and recent computer advances have made formerly impractical problems routinely solvable. As computers become more powerful, mathematical modeling has emerged as a new way of conducting experiments. For example, today mathematical models are routinely used to simulate fluid flow problems associated with aircraft wing design, thereby saving the immense costs of wind tunnel testing of many prototypes.

5. Actuary, and Financial Analyst.

An actuary is a mathematician who specializes in the design, financing, and operation of

insurance plans of all kinds, and of annuity and welfare plans [MI]. In the past, actuaries were employed primarily by life and property insurance companies, but more recently actuaries can be found in other large financial institutions and government agencies that have a need to understand the consequences of proposed changes in pension systems or government regulation.

Recent years have seen the rise of a new mathematical applications area, called ``mathematics of finance,'' and its practitioners in business and industry who are sometimes called Financial Analysts, although that term has many other meanings too. New financial investment instruments called ``derivative securities'' are used by companies to protect themselves against currency fluctuations and shifts in interest rates, for example, and creating mathematical models of such phenomena has become a vigorous part of applied mathematics.

6. Information Scientist.

Information scientists are concerned with problems involving the information-bearing characteristics of signals, patterns, and observations; with information conversion from one form to another; and with storage, retrieval, and transmission and reception of information. They use many of the same tools as statisticians. Perhaps the primary distinction to be made between statistics and information sciences is that the former tends to be concerned with after-the-fact analysis of relatively slow processes such as interpretation of national economic data, whereas the latter are more concerned with the interpretation as they occur of fast events, such as modulated radio waves.

7. Consultant.

A mathematical consultant usually has an established reputation for solving problems and carrying out research, and frequently works for clients on a short-term (even daily) basis. For example, if the client company or agency employs its own mathematicians, they may have formulated the scope and content of a mathematical investigation and identified the particular kind of mathematical talent and experience required to carry it forward. In such a case, the consultant reviews their work, advises them, and suggests methods of approach to be worked out in detail by the client's resident staff. In other cases, it may be necessary that the consultant master the fundamentals of one or more fields of science, engineering, business or government operations or management in which complex quantitative issues susceptible to mathematical treatment can become urgent and economically important. Most mathematical consultants have full time positions elsewhere and consult ``on the side.'' For example, university professors are often consultants. Some consultants have private consulting practices while others are members of consulting firms, sharing a practice with other mathematicians or with a more diversified professional staff capable of under taking total responsibility for interdisciplinary assignments.

B. Occupational Outlook

According to the Bureau of Labor Statistics [BL], it is expected that graduates with mathematical training will be very employable in the coming years. At almost every level of training beyond an Associates Degree, job titles that incorporate mathematics are found. Following is a summary of the Bureau of Labor Statistics report on the fastest growing occupations and occupations having the largest numerical increase in employment for the years 1994-2005 for Bachelor’s to Doctoral degrees.

Medical scientists College and university faculty

Biological scientists Biological scientists

College and university faculty Medical scientists

Mathematicians and all other Mathematicians and all other

mathematical scientists mathematical scientists

Operations research analysts Management analysts

Speech-language pathologists Counselors

Counselors Speech-language pathologists

Urban and regional planners Operations research analysts

Engineering, mathematics, and natural General managers and top executives

science managers Financial managers

Marketing, advertising, and public Marketing, advertising, and public

relations managers relations managers

Artists and commercial artists Engineering, mathematics, and

Financial managers natural science managers

Education administrators Education administrators

Occupational therapists Teachers, elementary school

Physical therapists Teachers, special education

Special education teachers Social workers

According to figures compiled by the College Placement Council, Inc. for September 1995, bachelor degree candidates received annual salary offers that averaged:

Salary Occupation/Major

$33,712 computer scientists

$31,996 physicists

$30,271 mathematicians

$29,340 chemists

$28,016 economics/finance

$27,948 accounting

$27,865 geologists

$25,592 business administration

$25,450 marketing

$25,175 history

$25,156 political science/government

$23,689 environmental scientists

$23,140 communications

$22,875 biological scientists

$22,625 education

$22,403 sociology

$21,379 psychology

$19,705 journalism

According to a 1997 survey by the National Association of Colleges and Employers, starting salary offers for mathematics graduates with a bachelor's degree averaged about $31,800 a year and for those with a master's degree, $38,300. In the Federal Government in 1997, the average annual salary for mathematicians in supervisory, nonsupervisory, and managerial positions was $62,000; for mathematical statisticians, $65,660; and for cryptanalysts, $56,160.For more recent data on salaries and job outlook, visit the Bureau of Labor Statistics (mathematics section) website at http://stats.bls.gov:80/oco/ocos043.htm.

The hope of the Department of Mathematics and Physics is that all students graduating with a degree in mathematics will get the job for which they have been trained. We have provided above a list of the kinds of jobs for which one might apply, but we have not discussed where to look for these jobs.

• The library has a wealth of job search resources including directories, data banks, and internet access (see section IX-I).
• Career Services is dedicated to serving the student in all aspects of the process of choosing a career. Services include mock interviews, resume advising, job resources and much more (see section IX-B).
• There are a number of job search resources on the internet. One of the best, which is dedicated to mathematical occupations and which provides links to a large number of other resources, is provided by the American Mathematical Society at http://www.ams.org/careers/

VII. FINANCIAL ASSISTANCE

Tarleton State University offers students financial aid in the form of loans, grants, work opportunities, and scholarships.

Eligibility for need-based aid is determined by the Free Application for Federal Student Aid (Free Form). Students should apply for financial aid as early as possible before the academic period for which they are requesting assistance. Student aid funds are limited, and the demand usually is greater than funds available.

Financial aid awards are made by academic year and summer sessions. Free Forms must be completed each year and will be used to determine financial aid for the academic year (fall and spring) and summer session(s) following the academic year. It is necessary to reapply each year. The specific application forms must be completed separately for summer and the academic year. Contact the Financial Aid office for more details on student loans and grants.

Scholarships are awarded for academic achievement, leadership skills, extracurricular activities, ACT or SAT scores, and other criteria as defined by specific scholarship programs. Scholarship information and application forms may be obtained from the Office of Scholarships in Room 105 of the Tarleton Center. The office can also be contacted by phoning (254) 968-9922. APPLICATIONS FOR SCHOLARSHIPS MUST BE FILED ON OR BEFORE FEBRUARY 15 FOR THE FOLLOWING FALL. Any student receiving institutional scholarships valued at $2,000 is generally not eligible for other institutional scholarships.

1. Departmental Scholarships

a. Mathematics Club Scholarship: Undergraduate mathematics majors may apply for a scholarship offered by the Math Club. The amount and number of scholarships vary. Award will be for two semesters provided the criteria are met at the beginning of each semester. The criteria for the scholarship are as follows:

1. mathematics major,

2. full-time student

3. completed MATH 2094,

4. minimum of 3.0 GPA in mathematics,

5. minimum of 2.5 GPA overall.

b. Judge and Mrs. Almon Maus Scholarship: Undergraduate mathematics majors who are student athletes may apply for a scholarship offered by Judge and Mrs. Almon Maus. The criteria for the scholarship are as follows:

1. mathematics major,

2. student athlete,

3. full-time student.

C. Part-time Jobs

Many students are part-time employees of Tarleton State University. Student assistants are employed in faculty and administrative offices, laboratories, the library, Student Development Center Complex, University farm, and campus maintenance. Because all wages are on an hourly basis, work schedules are arranged around class schedules.

Tarleton participates in the College Work-Study Program, sponsored jointly by the federal government and the University, and in the State Work-Study Program, sponsored jointly by the State of Texas and the University. Students must show financial need to be eligible for work-study. Approximately 130 students are employed in various departments and facilities on campus. Funds are awarded on a first-come, first-serve basis; current work-study employment does not guarantee a student work-study for the following year.

The Department of Mathematics and Physics also provides opportunities for undergraduate majors in mathematics and physics to earn money by working part time for the department. Specifically, the department needs to fill the following positions with qualified students during the academic year:

1. Graders of homework
2. Supplemental Instruction (SI)
3. Staff for the mathematics clinic
4. Staff for the computer laboratory
5. Assistant in freshman physics laboratory
6. Assistant in developmental mathematics courses

More information is available at the departmental office in Room 121 of the Mathematics Building.

A knowledge of mathematics is a very marketable skill on a college campus and can lead to a number of money-making opportunities. Many students work independently tutoring other students taking mathematics classes and charging $10 or more per one hour session is not unusual. The Department of Mathematics and Physics maintains a list of prospective tutors for students, and anyone interested in being included on the list simply needs to see the departmental secretary in the Mathematics Office. There is also a federally supported tutoring program offered through Student Support Services. Student Support Services employs mathematics majors to carry out these services. Their office is located on the second floor of Davis Hall (968-9308).

Alice Gordon, Director

The Career Services Center assists Tarleton students in establishing long-range goals for career development at all levels of their college experience. Students may use the office at any time during their academic experience or after graduation. Services and programs for students include:

• career exploration and career and job counseling;
• workshops, ranging from career planning to interviewing skills and special topics;
• video-taped mock job interviews;
• special career fairs (Teacher Job Fair, Nursing Job Fair, Summer Camp Job Fair, etc...);
• a career information library, which includes materials related to various occupations and professions;
• SIGI PLUS, a computer-based interactive career guidance system;
• graduate school information;
• salary data;
• part-time job listings, both on and off campus;
• assistance in securing entry level positions after graduation through referrals and on-campus interviewing with corporate recruiters;
• weekly job listings, CS JobMail and Teacher Vacancy;
• bi-monthly newsletter, Career InfoTrack and Coop Highlights;
• credentials files;
• computers and laser printers to create resumes;
• job search through the Internet;
• a networking system with alumni called ASK.

The Career Services Center is located in the Student Development Center (room 218) and is open 8:00 am - 5:00 pm, Monday - Friday. Hours are extended to 7:00 pm most Thursday evenings during the fall and spring semesters. Students can schedule an appointment by calling 968-9078.

Tarleton State University provides various forms of information technology for use by its students, faculty, and staff to support its educational mission. Providers of computing services:

• Business Building
• Education Building
• Industrial Technology Building
• Library
• Math Building
• Residence Halls
• Student Activities Office
• Teaching and Learning Center

Computers and networks can provide access to resources on and off campus, as well as the ability to communicate with other users worldwide.

Larry Long, Director

The Counseling Center provides a variety of services and programs for students and the campus community. The counseling center staff consists of psychologists and counselors experienced in working with college students who use a multi-disciplined approach in individual and group counseling. Student issues brought to the Counseling Center cover a wide range of concerns and each individual situation is unique. Problems include adjusting to college life, managing stress and anxiety, improving communication in family and other relationships, overcoming low self-esteem and depression, eating disorders, and many others. All counseling is held in strictest confidence. The Counseling Center supports and maintains confidentiality within all legal limits. No record of counseling is made in academic transcripts or in job placement files. Making an appointment is a simple process. Students can telephone the office at 968-9044 or schedule an appointment in person in the Counseling Center, located in the Student Development Center (room 212).

Financial aid is intended to help students finance their education when family and personal resources are not adequate to meet the total educational costs. Financial aid consists of scholarships and grants (non-repayable gift assistance), loans (which must be repaid), and part-time employment. The University makes every effort within its means to help students with limited financial resources secure needed funds. For more information on specific programs and scholarships available to students at Tarleton, see section VII in this handbook or contact the Financial Aid office in the Tarleton Center (room 118), 968-9070.

The library supplements classroom learning by providing facilities for study and research. Several types of study spaces, including a typing room, study carrels, and conference rooms are provided for students, faculty, and staff. The growing collection of materials includes more than 900,000 books, documents, microfilms, recordings, and other non-book materials. More than 2,000 periodicals, including many popular and some foreign titles, are available. Copy machines are located throughout the building. The library has a local area network which offers CD-ROM databases, plus access to Internet resources and to the TALISMAN automated catalog. With these resources, locating desired materials is quick and efficient. The library also has a satellite TV system to provide access to educational programs and conferences.

The Dick Smith Library offers a wide array of resources to TSU students:

The Student Support Services Project at Tarleton is part of the TRIO Federal Programs Department that provides special tutorial and counseling assistance for low-income, first generation college students. Eligibility under the low-income criterion is likely if the student qualifies for need-based financial aid (Pell Grant). First generation college students are from households where neither parent finished a four-year degree. Students identified as disabled are also eligible for services regardless of parental education or income. Services are provided each fall and spring semester subject to continued federal funding. Student Support Services is located on the second floor of Davis Hall, 968-9308.

The TLC provides assistance to all Tarleton students in their quests for high academic performance. Workshops and individual sessions are offered throughout the year on topics such as note-taking techniques, test-taking strategies, stress management, learning styles, and memory techniques. Supplemental instruction sessions, planned and implemented by student leaders, are available for students enrolled in certain courses. Students may seek help through the TLC as they prepare to take the Texas Academic Skills Program (TASP) test. In addition, the Center's audiovisual library of videotapes and audiotapes is a rich resource which many students use to explore a variety of topics leading to personal, as well as academic, success. Students also benefit from the interactive computer-assisted instruction programs available in the TLC's Computer Lab. Tarleton's Writing Center is housed in the TLC's Learning Lab and students may receive individual help in preparing papers and enhancing their writing skills. The Teaching and Learning Center is located in the Student Development Center (room 015), 968-9480.

Joe E. Cude, Professor

Education: BS, Southwest Texas State University, 1960; MA, University of Texas at Austin, 1962; Ph.D., 1966.

Office: 213 Davis Hall

Phone: (254) 968-9167

e-mail: cudej@tarleton.edu

Year Hired: 1972

Research Interests: Topology - Topological Groups & Rings

Family Members: Wife - Pat; 3 grown children

Birthplace/Hometown: Austin/San Marcos

Other Interests/Hobbies: Ranch, 4-wheeling, camping

Education: AB, San Diego State College, 1965; MS, 1966; Ph.D.,Texas A&M University, 1976.

Office: 216 Davis Hall

Phone: (254) 968-9067

e-mail: flinn@tarleton.edu

Year Hired: 1967

Education: BS, University of Texas at Austin, 1961; MBA, Southern Methodist University, 1976; Ph.D., University of Texas at Dallas, 1993.

Office: 203 Math

Phone: (254) 968-9301

e-mail: forrest@tarleton.edu

Year Hired: 1997

Education: Ph.D., University of North Texas, 1994 ; MS, Southwest Texas State University, 1989; BS, Southwest Texas State University, 1987; A.A., Del Mar College, 1986.

Office: 112 Math

Phone: (254)968-9302

e-mail: garza@tarleton.edu

Year Hired: 1994

Research Interests: Optimization, dynamical systems, numerical analysis, functional analysis

Family Members: Wife - Stephanie

Birthplace/Hometown: Corpus Christi, Texas

Other Interests/Hobbies: tennis, basketball, investments

Education: BS, Angelo State University, 1991; MS, Texas Tech University, 1993; Ph.D., Texas Tech University, 1996.

Office: 202 Math

Phone: (254) 968-9170

e-mail: havlak@tarleton.edu

Year Hired: 1996

Research Interests: Mathematical Biology, Numerical Analysis

Family Members: Wife-Randi; Children: Marcus and Karlin; 11 brothers and sisters

Birthplace/Hometown: Olfen, Texas

Other Interests/Hobbies: golf, baseball, football, playing games

Other: Math Club Advisor

Education: BS University of Missouri Central, 1971; MS, Abilene Christian University, 1975; Ed.D., Baylor University, 1991.

Office: 201 Math

Phone: (254) 968-9429

e-mail: seaster@vms.tarleton.edu

Year Hired: 1983

Birthplace/Hometown: Monett, Missouri

Other Interests/Hobbies: Running, reading, working outside, TSU athletics, and golf

Education: BS, Tarleton State University, 1978; MS, New Mexico State University, 1980; Ph.D., 1983.

Office: 215A Davis Hall

Phone: (254) 968-9529

e-mail: kirby@tarleton.edu

Year Hired: 1983

Research Interests: Mathematical Optimization (Operations Research)

Family Members: Wife - Anita; Children: Josh, Chad, & Amanda

Birthplace/Hometown: Brady, Texas/ Brownwood, Texas

Other Interests/Hobbies: Spending time with family, magic, musical instruments, golf

Education: Tarleton State University

Office: 122 Mathematics

Phone: (254) 968-9168

Year Hired: 1999

Family Members: Daughter - Melissa

Birthplace/Hometown: Maryville, Tennessee

Other Interests/Hobbies: Reading, Collecting books, Watching TSU basketball

Other: 20^th Century Club of Stephenville, member

Education: BS University of Oklahoma, 1971; MS, 1972, Ph.D., 1981.

Office: 301 Science

Phone: (254) 968-9163

e-mail: lawrence@tarleton.edu

Year Hired: 1983

Research Interests: General Relativity

Family Members: Wife - Jan; Son - David

Birthplace/Hometown: Ardmore, Oklahoma

Other Interests/Hobbies: Bicycling, swimming, astronomy

Education: BS, East Texas State University, 1970; MS, 1973, MS, 1986; Ed.D., 1988.

Office: 110 Davis Hall, 111 Davis Hall

Phone: (254) 968-9304 or (254) 968-9141

e-mail: plittle@tarleton.edu

Education: BS, Baylor University, 1965; Ph.D., 1969.

Office: 121 Math, 324A Science

Phone: (254) 968-9068

e-mail: McCoy@tarleton.edu

Year Hired: 1970

Family Members: Wife - Marena; Daughters - Cheyenne and Dakota

Education: BS, University of Houston, 1984; MS, University of North Texas, 1985; Ph.D.,1991.

Office: 324A Science

Phone: (254) 968-9880

e-mail: marble@tarleton.edu

Year Hired: 1998

Research Interests: Physics and Science Education, Materials Science, Accelerator Based Atomic and Nuclear Physics

BirthPlace/ Hometown: Norman, Oklahoma

Family Members: Wife - Kathy; Children - Christopher and Kassie

Other Interests/Hobbies: Baseball, Football, Basketball, History (Civil War, etc), Chess, Physics, Electronics, Computers

Education: BA, University of Florida, 1969; M.Ed., University of Georgia, 1976; Ph.D., University of Wisconsin, 1981.

Office: 218 Davis Hall

Phone: (254) 968-9531

e-mail: mitchell@tarleton.edu

Year Hired: 1993

Research Interests: Gender & Racial Equity; Mathematics Anxiety

Birthplace/Hometown: Miami, Florida

Other Interests/Hobbies: Gardening (Roses)

Education: BS, Tarleton State University, 1992; MS, Tarleton State University, 1995.

Office: 214 Davis Hall

Phone: (254) 968-9171

e-mail: eriggs@tarleton.edu

Year Hired: 1995

Research Interests: Mathematics Education

Family Members: Husband - Stephen; Daughter - Rachel

Birthplace/Hometown: De Leon, Texas

Other Interests/Hobbies: Music (piano and organ)

Education: BS, Baylor University, 1991; MS, Texas A&M University, 1993.

Office: 205 Math

Phone: (254) 968-9533

e-mail: sherwin@tarleton.edu

Year Hired: 1996

Family Members: Husband - Cloyd; Daughter - Michelle

Birthplace/Hometown: Midland, Texas

Other Interests/Hobbies: reading, aerobics

Education: BS, Tarleton State University, 1971; MS, Texas Tech University, 1973; Ph.D., 1977.

Office: 215 Davis

Phone: (254) 968-9303

e-mail: snider@tarleton.edu

Year Hired: 1976

Research Interests: Nonparametric Statistics, Developmental Mathematics

Family Members: Wife - Connie; Daughters - Lisa and Sheri

Birthplace/Hometown: Eastland County, Texas

Other Interests/Hobbies: Books (particularly about plagues)

Other: Member of Stephenville Lions Club, Airport Advisory Board to Stephenville City Council, and Calvary Baptist Church

Education: BS, California State University at Chico,1987; MS, Oregon State University, 1990; Ph.D., 1994.

Office: 110 Math

Phone: (254) 968-9304

e-mail: pwhite@tarleton.edu

Year Hired: 1997

Research Interests: Numerical Analysis / Computational Mathematics, Nonlinear Partial Differential Equations, Population Dynamics and Biological Mathematics

Family Members: Parents and sister in California

Birthplace/Hometown: Sacramento / Chico, California

Other Interests/Hobbies: Hunting, fishing, computer games, Sci-fi novels, watching sports, and listening to classic rock and some pop music

Other: Math Club Advisor

Education: BS, Dallas Baptist University, 1974; MA, North Texas State University, 1978; MS, University of Texas at Arlington, 1984; Ph.D., 1988.

Office: 215C Davis Hall

Phone: (254) 968-9538

e-mail: Winton@tarleton.edu

Year Hired: 1991

Research Interests: Algebra, Group Theory, Topology, and Continuum Theory

Birthplace/Hometown: Dallas, Texas

Other Interests/Hobbies: snow skiing, sailing, swimming

[A1] Assistantships and Graduate Fellowships in the Mathematical Sciences, AMS, Providence, RI, published annually.

[BL] Fullerton, Howard, Jr., Occupational Outlook Handbook, Bureau of Labor Statistics, 1996.

[DA] Daniel, J., Math majors making money?, Math Horizons, Winter, 1993, 16.

[MA] Mahle, A., Teach for America, Math Horizons, November, 1995, 5.

[MI] Minassian, D.P., The Current State of Actuarial Science, American Mathematical Monthly 103(1996), 552-561.

[SI] The SIAM Report on Mathematics in Industry, SIAM, Philadelphia, PA, 1995.

[SR] The SIAM Report on Mathematics in Industry, SIAM, Philadelphia, PA, 1996.

[ST] Sterrett, A., 101 Careers in Mathematics, Math. Assoc. of America, Washington, D.C., 1996.

[WM] Undergraduate Advising Handbook, Department of Mathematics, College of William and Mary, http://www.math.wm.edu/.