Recommendations to the Undergraduate Program Committee

• Offer specialized versions of the basic calculus/linear algebra/ODE sequence
  
  By offering specialized versions of our basic calculus/linear algebra/ODE sequence, we could give students a choice between more applied courses and more theoretical, depending on their interest. Multivariable calculus could be taught with an emphasis on the vector calculus necessary for the study of electromagnetic fields, for example. Alternatively, elements of continuous probability could be introduced in order to motivate multivariable calculus problems. Linear algebra could be given as a proof-oriented course for math majors, and as an applied, problem-solving-oriented course for non-majors or applied math majors. Ordinary differential equations could be taught with an emphasis on models in mathematical biology.

• Create custom math minors for majors in other departments
  
  By designing and marketing custom mathematics minors for students in other majors, we can give these students an idea of what mathematics courses are important for their fields. The packaging of the courses into different minors provides a certification of basic mathematical competence which can be valuable in a job search or in graduate school applications. Designing these in tandem with the relevant departments would allow us to add the seal of approval, "As recommended by the X department," to our ORC minor descriptions.

• Put in place a mechanism for regular advertisement of these minors
  
  As discussed below, there has been a decline in interest in mathematics at the national level. The burden of proof of the importance of our course offerings is therefore upon us. A comprehensive description of different major and minor options and how they fit into various career paths which would be distributed in introductory math courses would allow us to sell ourselves to a captive audience. A particularly effective means of conveying the utility of various course offerings would be to ask recent graduates in various career tracks to cite their most valuable math courses and to describe how they have used what they have learned.

• Remodel the applied math major option
  
  We can improve our existing applied math major by requiring computer skills, encouraging greater intellectual depth, and by giving credit for related courses from engineering, physics, chemistry, and economics.

• Negotiate with local mathematically oriented companies to create summer internships
  
  By cultivating relationships with industry (defined broadly) we can bring about an exchange of ideas which will help us to better understand the needs of those students bound for jobs outside of academia. Work experience would also enhance the employability of our undergraduates.

• Pursue an industrial postdoctoral position jointly funded by industry
  
  An industrial postdoctoral position will enable the department to build an important working relationship with local industries. Responsibilities of such a position could include the design of applied/industrial mathematics courses for the Mathematics Across the Curriculum initiative, as well as the supervision and organization of undergraduate and graduate internships. Furthermore, such a position would provide a valuable exchange of ideas between the academic community and industry.