The Department, Program or College
Mathematics and Computer Science
La Salle University
Self-Study 2006
Mathematics 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;
• 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 with 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 Mathematics |
|1978 |Introduction of the B. A. in Computer Science |
|1992 |Introduction of the B. S. in Computer Science |
|1993 |Introduction of the M.A. in Computer Information Science |
|1998 |Introduction of the B. A. in Dart |
|1999 |State approval for changing the MA - CIS to MS - CIS |
|2000 |Introduction of the B. S. in Information Technology |
|2001 |Introduction of the M. S. in Information Technology Leadership |
|2004 |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
Our 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).
The 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
| |
|Cohort |Size |All Majors Percent |Percent Graduating Who Majored |
| | |Graduating |in Computer Science, Information|
| | | |Technology or Math |
|1995 |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 |------ |70.9% |69.4% |
|Average | | | |
Several 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 version 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 player, 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.
Department 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 Size |
|Service |33 |736 |22.3 |
|Major |2 |31 |15.5 |
|Graduate |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 Size |
|Service |27 |629 |23.3 |
|Physics |8 |127 |15.9 |
|Major |45 |720 |16.0 |
|Graduate |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.
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 Semester |
|Linda Elliott |Chair, Math and Computer Science |Six hours |
|Conrad Gleber |Director, DArt |Six hours |
|Thomas Keagy |Dean, Arts and Sciences |Twelve hours |
|Jon Knappenberger |Assistant Chair, Math and Computer Science |Three hours |
|Margaret McCoey |Director, MS – CIS & MS – ITL Programs |Six hours |
|Margaret 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 |Committee |
|Stephen Andrilli |Concert and Lecture Committee |
|Thomas Blum |Resident Life Advisory |
|Joseph Catanio |Concert and Lecture Committee |
|Anne Edlin |Scholarship Policy Committee |
|Margaret McCoey |Graduate Council |
|Gary Michalek |Fellowship Committee |
|Michael Redmond |Faculty Development Committee |
Full-time members of our faculty possess a wealth of expertise and are strongly committed to teaching.
Dr. Stephen Andrilli
B.A., La Salle University
M.A., Ph.D., Rutgers University
In 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 Blum
B. A., La Salle University
Ph.D., University of Rochester
Dr. 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 Camomile
B.F.A., University of Utah
M.F.A., Maryland Institute
Professor Camomile has recently taught Creating Multimedia, History and Theory of Digital Art, Digital Art Studio, Color Theory, and Electronic Visual Communication.
Dr. Joseph Catanio
B.S., Rutgers University
M.S., Ph.D., New Jersey Institute of Technology
Dr. Catanio has recently taught Introduction to Information Technology, Database Management Systems, Database Windows and Internet Applications, Project Design, and Project Implementation.
Richard DiDio
B.A., La Salle University
Ph.D., University of Pennsylvania
Dr. DiDio has recently taught Calculus I, Differential Equations, Chaos and Fractals, and General Physics I and II.
Dr. Anne Edlin
B. A., University of York
M.A., Ph.D., Temple University
Dr. Edlin has recently taught Business Calculus, Calculus I, II, and III, Foundations of Mathematics, and Combinatorics.
Linda Elliott
B.A., University of Wisconsin
B.S., University of Oregon
M.A., University of Wisconsin
M.S., University of Oregon
Professor Elliott has recently taught Object Programming, Introduction to Algorithms and Data Structures, Advanced Data Structures, Language Theory, and Operating Systems.
Dr. Conrad Gleber
B.F.A., Florida State University
M.F.A., School of the Art Institute of Chicago
Ph.D., Florida State University
Dr. Gleber has recently taught Color Theory and Digital Photography.
Dr. Timothy Highley
B.S., University of Dayton
Ph.D., University of Virginia
Dr. 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
B.S., Texas Lutheran University
M.S., Ph.D., University of North Texas
Dr. Keagy has recently taught Mathematics Myths and Realities and Real Analysis.
Dr. Raymond Kirsch
B.A., La Salle University
M.S., Drexel University
Diploma, Pennsylvania Academy of Fine Arts
Ph.D., Temple University
Dr. Kirsch has recently taught Data Communication, Creating Multimedia, Animation, Game Programming, 2D Gaming, and 3D Gaming.
Dr. Jon Knappenberger
B.A., M.A., Ph.D., Temple University
Dr. 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 Longo
B.A., La Salle University
M.S., LeHigh University
Ph.D., University of Notre Dame
Dr. Longo has recently taught Data Communication, LANs and Network Administration, Introduction to LINUX Administration, and General Physics I and II.
Dr. Carl McCarty
B.A., La Salle University
M.A., Ph.D., Temple University
Dr. McCarty has recently taught Calculus and Analytic Geometry I, II, and III, Combinatorics, Numerical Analysis, Complex Variables, and Mathematical Modeling.
Margaret McCoey
B.A., La Salle University
M.S., Villanova University
Professor McCoey has recently taught Data Communication, Database Management Systems, Project Design, Project Implementation, and DArt Senior Project Management Seminar.
Dr. Margaret McManus
B.A., Immaculata College
M.S., Pennsylvania State University
Ph.D., Temple University
Dr. McManus has recently taught Data Communication and Database Management Systems.
Dr. Gary Michalek
B.A., Cornell University
Ph.D., Yale University
Dr. 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
B.S., Duke University
M.S., Ph.D., Georgia Institute of Technology
Dr. Redmond has recently taught Programming Concepts and GUIs, Object Programming, Database Management Systems, Project Design, and Project Implementation.
Dr. Jane Turk
B.A., D’Youville College
M.A., Ph.D., Temple University
Dr. 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 Wiley
B.S., St. Joseph’s University
M.A., Villanova University
Ph.D., Temple University
Dr. 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 atoms 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, graduate 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 |Type |
|2000 |PA Link-to-Learn (CSIT Program) |$84,882.00 |Hardware and Software |
|2001 |PA Link-to-Learn (DArt Program) |$117,226.00 |Hardware and Software |
|2001 |PA Link-to-Learn (ITL Program) |$122,115.00 |Hardware and Software |
|2001 |National Science Foundation |$267,460.00 |Scholarships |
|2003 |National Science Foundation |$398,836.00 |Scholarships |
|2006 |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 there 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 A
Curriculum Diagrams (Including Pre-requisite Structures)
Course Learning Goals
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Learning 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
• 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 to interact with databases
• Program in Visual Basic using ActiveX Data Objects ()
• Design, develop and use components including classes and class libraries
• Develop database applications using Active Server Pages ()
• 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
CSC 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:
Concepts:
• 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.
• 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.
Learning 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:
• 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.
• 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 I
The 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
• 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;
• *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 Year |
|CSIT 154: Intro to IT |CSC 240: Database Management |
|CSIT 220: Data Communication |CSC 230: Programming Concepts |
|ENG 107 |Frameworks 1 |
|Patterns of Meaning 1 |ENG 108 |
|Patterns of Meaning 2 |COM 150 |
|FYO | |
|16 credits |15 credits |
| | |
|Fall Sophomore Year |Spring Sophomore Year |
|MTH 160: Discrete Structures I |CSC 280: Object Prog. |
|CSIT 320: LANs & Nets |MTH 161: Discrete Structures II |
|Patterns of Meaning 3 |Patterns of Meaning 5 |
|Patterns of Meaning 4 |Patterns of Meaning 6 |
|Frameworks 2 |Patterns of Meaning 7 |
| | |
|16 credits |16 credits |
| | |
|Fall Junior Year |Spring Junior Year |
|CSIT 321: Client Support |CSIT 421: App. Op. Sys. |
|PHY 201: Comp Elec. 1 |PHY 202: Comp Elec. 2 |
|CSC 310: Legal Issues |CSIT 301: Comp. Architecture |
|Patterns of Meaning 8 |Patterns of Meaning 10 |
|Patterns of Meaning 9 |Patterns of Meaning 11 |
|15 credits |15 credits |
| | |
|Fall Senior Year |Spring Senior Year |
|CSIT 422: Security |CSIT Elective |
|CSIT Internship |CSIT Elective |
|Elective |Elective |
|Elective |Elective |
|Elective |Elective |
|15 credits |15 credits |
Bachelor of Arts in Computer Science
|Fall Freshman Year |Spring Freshman Year |
|CSIT 220: Data Communication |CSC 230: Programming Concepts |
|CSC 240: Database Management |Business Concentration 1 |
|ENG 107 |COM 150 |
|Patterns of Meaning 1 |ENG 108 |
|Patterns of Meaning 2 |Patterns of Meaning 3 |
|FYO | |
|16 credits |16 credits |
| | |
|Fall Sophomore Year |Spring Sophomore Year |
|CSC 280: Object Programming |CSC 290: Data Structures & Algorithms |
|MTH 160: Discrete Structures I |MTH 161: Discrete Structures II |
|Patterns of Meaning 4 |Business Concentration 2 |
|Patterns of Meaning 5 |Frameworks 2 |
|Frameworks 1 |Patterns of Meaning 6 |
|16 credits |16 credits |
| | |
|Fall Junior Year |Spring Junior Year |
|PHY 201: Computer Electronics I |CSIT 301: Computer Architecture |
|CSC Elective |Business Concentration 3 |
|CSC Elective |Patterns of Meaning 9 |
|Patterns of Meaning 7 |Patterns of Meaning 10 |
|Patterns of Meaning 8 |Patterns of Meaning 11 |
|15 credits |15 credits |
| | |
|Fall Senior Year |Spring Senior Year |
|CSC 480: Project Design |CSC 481: Project Implementation |
|CSC Elective |CSC Elective |
|Elective |Elective |
|Elective |Elective |
|Elective |Elective |
|15 credits |15 credits |
Bachelor of Science in Computer Science
|Fall Freshman Year |Spring Freshman Year |
|CSC 230: Programming. Concepts |CSC 240: Database Management |
|MTH 120: Calculus I |MTH 221: Calculus II |
|ENG 108 |Patterns of Meaning 3 |
|Patterns of Meaning 1 |Patterns of Meaning 4 |
|Patterns of Meaning 2 |Patterns of Meaning 5 |
|FYO | |
|17 credits |15 credits |
| | |
|Fall Sophomore Year |Spring Sophomore Year |
|CSIT 220: Data Communication |CSC 290: Algorithms & Data Structures |
|CSC 280: Object Programming |MTH 161: Discrete Structures II |
|MTH 160: Discrete Structures I |Frameworks 2 |
|COM 150 |Patterns of Meaning 6 |
|Frameworks 1 |Patterns of Meaning 7 |
|17 credits |17 credits |
| | |
|Fall Junior Year |Spring Junior Year |
|PHY 201: Computer Electronics I |PHY 202: Computer Electronics II |
|PHY 105: General Physics I |PHY 106: General Physics II |
|CSC 354: Advanced Data Str |CSIT 301: Comp. Architecture |
|Patterns of Meaning 8 |Patterns of Meaning 10 |
|Patterns of Meaning 9 |Patterns of Meaning 11 |
|16 credits |16 credits |
| | |
|Fall Senior Year |Spring Senior Year |
|CSC 457: Operating Systems |CSC 366: Language/Automata Theory |
|CSC 480: Project Design |CSC 464: Theory of Algorithms |
|CSC Elective |CSC 481: Project Implementation |
|Elective |Elective |
|Elective |Elective |
|15 credits |15 credits |
Bachelor of Science in Mathematics
|Fall Freshman Year |Spring Freshman Year |
|MTH 120: Calculus I |MTH 221: Calculus III |
|ENG 107 |CSM 154: Mathematical Technology |
|Patterns of Meaning 1 |ENG 108 |
|Patterns of Meaning 2 |Patterns of Meaning 4 |
|Patterns of Meaning 3 |Patterns of Meaning 5 |
|FYO | |
|17 credits |17 credits |
| | |
|Fall Sophomore Year |Spring Sophomore Year |
|MTH 222: Calculus III |MTH 302: Foundations of Mathematics |
|MTH 240: Linear Algebra |MTH 322: Differential Equations |
|CSC 230 or CSC 280 |Frameworks 1 |
|COM 150 |Patterns of Meaning 6 |
| |Patterns of Meaning 7 |
|15 credits |16 credits |
| | |
|Fall Junior Year |Spring Junior Year |
|MTH 341: Abstract Algebra |MTH Elective 1 |
|MTH 410: Probability & Statistics I |MTH Elective 2 |
|PHY 105 |PHY 106 |
|Frameworks 2 |Patterns of Meaning 9 |
|Patterns of Meaning 8 |Patterns of Meaning 10 |
|16 credits |16 credits |
| | |
|Fall Senior Year |Spring Senior Year |
|MTH 321: Real Analysis |MTH 424: Complex Variables or MTH 430: Topology |
|MTH Elective 3 |MTH Elective 4 |
|Patterns of Meaning 11 |Elective |
|Elective |Elective |
|Elective |Elective |
|15 credits |15 credits |
Bachelor of Arts in Mathematics
|Fall Freshman Year |Spring Freshman Year |
|MTH 120: Calculus I |MTH 221: Calculus III |
|ENG 107 |CSM 154: Mathematical Technology |
|Patterns of Meaning 1 |ENG 108 |
|Patterns of Meaning 2 |COM 150 |
|Patterns of Meaning 3 |Patterns of Meaning 5 |
|FYO | |
|17 credits |17 credits |
| | |
|Fall Sophomore Year |Spring Sophomore Year |
|MTH 222: Calculus III |MTH 302: Foundations of Mathematics |
|MTH 240: Linear Algebra |MTH 322: Differential Equations |
|Frameworks 1 |Frameworks 2 |
|Patterns of Meaning 5 |Patterns of Meaning 6 |
| |Patterns of Meaning 7 |
|14 credits |16 credits |
| | |
|Fall Junior Year |Spring Junior Year |
|MTH 341: Abstract Algebra |MTH Elective 1 |
|PHY 105 |MTH Elective 2 |
|Patterns of Meaning 8 |Patterns of Meaning 10 |
|Patterns of Meaning 9 |Patterns of Meaning 11 |
|Elective |Elective |
|16 credits |15 credits |
| | |
|Fall Senior Year |Spring Senior Year |
|MTH 410: Probability & Statistics I |MTH Elective 4 |
|MTH Elective 3 |MTH Elective 5 |
|Elective |Elective |
|Elective |Elective |
|Elective |Elective |
|15 credits |15 credits |
Appendix C: Experiential Learning
|Spring, 2006 |Name |Location |
| |Patrick Doane |The Flood Brook Union School |
| |Dustin Overturf |Fox Chase Medical Center |
| |Boreseth Tum |Mayor’s Office of Info. Services |
| |Matthew Venanzi |Protivity Inc. |
|Fall, 2005 |Theodor Beric |ASAP NetSource |
| |Jean Castillo |Nueva Esperanza, Inc. |
| |Steven Humiston |Federal Reserve Bank |
| |Ali Hyman |ABO Haven, Inc. |
| |Kristyn Oliveti |Disney World |
| |Peter Thompson |IDC Partners |
| |Peter Willis |The Vanguard Group |
|Spring, 2005 |Daniel Brooks |MidAtlantic AAA |
| |Michael Domzalski |New Jersey State Police |
| |Nguyen Ngo |La Salle ResNet |
| |Shi Poon |V-Tech Computing |
| |Matthew Starr |McNeil Pharmaceuticals |
| |Joseph Wallace |J&N Automobiles |
|Fall, 2004 |Christopher Brower |North Catholic High School |
| |John Bygott |Welding Pro |
| |Henry Heincer |La Salle ResNet |
| |Ryan Hull |Philadelphia Insurance, Inc. |
| |Jeffrey Nagle |Sungard Availability Services |
| |Ryan Tarrant |Lockheed-Martin |
| |Matthew Venanzi |JP Morgan Chase |
|Spring, 2004 |Matthew Donnelly |Philadelphia Office of Comptroller |
| |James Egan |Flex Force |
| |Joseph Harrison |Mothers Home* |
| |James Tangradi |IBX |
| |Danielle Vermitski |La Salle ResNet |
|Fall, 2003 |Joseph Bowen |DesignWrite, Inc. |
| |Christopher Brower |North Catholic High School |
| |Lauren Devlin |Northrop-Grumman |
| |Dennis Dilks |Synchronous Knowledge, Inc. |
| |Gregory Fala |La Salle University |
| |Michael Gallagher |Estenda Solutions |
| |Matthew Feehery |IDC, Inc. |
| |Joseph Harrison |Compaction Grouting Services, Inc. |
| |Ivan Hukaluk |Bristol Township School District |
| |Matthew Isbretch |US Dept of Justice |
| |Anthony Koehl |Atlantic Pacific Mortgage Corp. |
| |David Luckinbill |Penn DOT |
| |Eric Moffet |Bristol-Myers Squibb |
| |Sopheap Prak |IBX |
| |Richard Tedrow |Alloy Silberstein, CPA |
|Spring, 2003 |Matthew Canning |County House Research, Inc. |
| |Lauren Devlin |Northop-Grumman |
| |Matthew Fuhs |Fidelity Claim Services |
| |James Keller |GE Betz |
| |William Koneski |Pindar Technologies |
| |Jessica McHale |Defense Supply Center |
| |Shi Poon |V-Tech Computing |
| |Dorian Regester |Lockheed Martin, Inc. |
| |Richard Tedrow |Greater Phila. Chamber of Commerce |
|Fall, 2002 |Andrew Ballinger |Rosenbluth International |
| |Jason Burwell |Saint Rose Grade School* |
| |Emir Dedic |La Salle Connelly Library |
| |Matthew Fuhs |Fidelity Claim Services |
| |Matthew Isbretch |National Advocacy Center |
| |Monica Konicki |Fox Chase Bank |
| |James McCafferty |Reslynx, Inc. |
| |Jason Rivera |North Philadelphia Health System* |
| |Dorian Regester |Lockheed Martin, Inc. |
| |Jill Southron |Life Insurance / Employee Benefits |
|Spring, 2002 |Marc Benante |ePraTech |
| |Andrew Dombroski |Home Health Corp of America |
| |Vincent Luu |US Attorney’s Office |
| |Laura McAlexander |Stephen H. Rosen & Associates |
| |Jessica McHale |Defense Supply Center |
| |Michael Mocarski |eParTech |
| |Robert Urban |Motorola Corporation |
| |Joseph Ward |GMAC Consumer Mortgage |
|Fall, 2001 |Shawn Hopkins |IBX |
| |Joseph Ward |GMAC Mortgage |
| |Michael Wiacek |US National Security Agency |
| |Michelle Yaeger |Kuhn’s Florals |
|Spring, 2001 |James Arleth |La Salle University ResNet |
| |Kelly Ernst |McNeil Consumer Health Care |
| |Dana Gavaghan |McNeil Consumer Health Care |
| |Scott Gimpel |GMAC Consumer Mortgage |
| |Devin Hudgens |Institute for Civic Values |
|Fall, 2000 |Maureen Armstrong |The Vanguard Group |
| |Loren McClosky |Towers – Perrin Inc. |
|Spring, 2000 |Christine Benincasa |Philadelphia Water Department |
| |Darrel Hermasson |Mayor’s Office of Community Services* |
| |Vincent Luu |US Attorney’s Office |
| |Michelle Palaganas |Towers – Perrin Inc. |
| |Teresa Vitelli |Mayor’s Office of Community Services* |
| |Thomas Zdandowski |Merion Publications |
|Fall, 1999 |Giuliana Ficchi |Defense Supply Center |
| |Loren McClosky |Towers – Perrin Inc. |
| |Christine Moroney |Barsa Consulting LLC |
| |Edward O’Neill |McNeil Consumer Health Care |
| |Alisa Ryan |Towers – Perrin Inc. |
* Volunteer services.
Appendix D: Departmental Mean Grades
|Fall, 2003 | | | | | |
|22.9 |12.5 |12.8 |17.1 |8.8 |6.1 |6.9 |2.9 |
|CSC - Evening - Full-Time Instructors | | | | | | | |
|25 |3 |2 |6 |3 |
|24.6 |13.8 |12.3 |17.4 |6.2 |3.9 |
|22.9 |12.5 |12.8 |17.1 |8.8 |6.1 |6.9 |2.9 |
|CSC - Evening - Full-Time Instructors | | | | | | | |
|28 |13 |2 |1 |0 |0 |0 |0 |
|1 |3 |2 |3 |0 |
|24.6 |13.8 |12.3 |17.4 |6.2 |3.9 |6.0 |1.6 |
| | | | | | | | |
|A |A- |B+ |B |B- |C+ |C |C- |
|63 |22 |31 |51 |32 |28 |50 |35 |
|23 |19 |14 |14 |16 |9 |
|22.9 |12.5 |12.8 |17.1 |8.8 |6.1 |6.9 |2.9 |
|CSC - Evening - Full-Time Instructors | | | | | | | |
|9 |6 |2 |3 |2 |
|24.6 |13.8 |12.3 |17.4 |6.2 |3.9 |6.0 |
|20.0 |12.4 |12.0 |16.7 |8.8 |6.4 |7.4 |
|22.7 |11.7 |12.5 |16.5 |8.4 |6.0 |7.4 |2.7 |
|CSC - Evening - Full-Time Instructors | | | | | | | |
|A |A- |B+ |B |B- |C+ |
|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-time
3. 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 |Required University course | |
|taking this course? | | |
| |Required for major/minor | |
| |General Elective | |
|6. In a typical week, how many hours outside of |Less than 1 hour | |
|class did you spend doing work for this course? | | |
| |1 – 2 hours | |
| |3 – 4 hours | |
| |5 – 6 hours | |
| |7 or more hours | |
|7. To your knowledge, was there cheating in this |Yes | |
|course? If yes, please explain. | | |
| |No | |
| |Not 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. |Please discuss the strengths of the instructor. |
| | |
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|25. Please discuss course features that could be improved. |27. Please discuss areas that the instructor could improve. |
| | |
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Appendix F: Semester Credit Hours by Faculty
Dr. Stephen Andrilli
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|MTH 150 – 01 |Math: Myths and Realities |3 |78 |
|MTH 150 – 02 |Math: Myths and Realities |3 |75 |
|MTH 240 – 01 |Linear Algebra |3 |54 |
|MTH 405 – 01 |History of Mathematics |3 |24 |
| | | |231 |
| |Spring, 2004 | | |
|MTH 150 – 01 |Math: Myths and Realities |3 |69 |
|MTH 150 – 02 |Math: Myths and Realities |3 |66 |
|EDC 679 – E |Special Methods |12 |24 |
|EDC 689 – C |Student Teaching |12 |24 |
| | | |183 |
| |Fall, 2004 | | |
|MTH 120 – 01 |Calculus and Analytic Geometry I |4 |108 |
|MTH 120 – 02 |Calculus and Analytic Geometry I |4 |104 |
|MTH 150 – 01 |Math: Myths and Realities |3 |90 |
|MTH 330 – 01 |Modern Geometries |3 |33 |
| | | |335 |
| |Spring, 2005 | | |
|MTH 114 – 03 |Applied Business Calculus |4 |108 |
|MTH 114 – 04 |Applied Business Calculus |4 |108 |
|EDC 470 – 56 |Prac. and Prof. of Teaching |12 |24 |
| | | |240 |
| |Fall, 2005 | | |
|MTH 113 – 01 |Algebra and Trigonometry |4 |116 |
|MTH 114 – 01 |Applied Business Calculus |4 |96 |
|MTH 114 – 02 |Applied Business Calculus |4 |96 |
|MTH 405 – 01 |History of Mathematics |3 |30 |
| | | |338 |
| |Spring, 2006 | | |
|MTH 150 – 01 |Math: Myths and Realities |3 |72 |
|HON 482 – 01 |The Golden Braid |3 |21 |
|EDC 475 – 21 |Prac. And Prof. of Teaching |3 |9 |
| | | |102 |
Dr. Thomas Blum
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CSC 157 – 01 |Object Programming |4 |56 |
|CSC 362 – 01 |Data Communication |3 |42 |
|PHY 201 – 41 |Computer Electronics I |3 |69 |
| | | |167 |
| |Spring, 2004 | | |
|CSIT 370 – 01 |Computer Architecture |3 |30 |
|PHY 202 – 41 |Computer Electronics II |3 |42 |
| | | |72 |
| |Fall, 2004 | | |
|CSIT 220 – 01 |Data Communication |3 |66 |
|CSC 240 – 01 |Database Management Systems |3 |48 |
|PHY 201 – 41 |Computer Electronics I |3 |57 |
|CIS 685 – X |Independent Research |3 |3 |
| | | |174 |
| |Spring, 2005 | | |
|CSIT 301 – 01 |Computer Architecture |3 |81 |
|CSD 340 – 01 |Web Scripting |3 |57 |
|CSC 4XX – 01 |Special Topics / Research |3 |9 |
| | | |147 |
| |Fall, 2005 | | |
|CSC 230 – A |Computer Concepts and GUIs |4 |84 |
|CSIT 321 – 21 |Client Support Systems |3 |54 |
|PHY 201 – 41 |Computer Electronics I |3 |72 |
|CIS 610 – X |Legal / Ethical Issues in Computing |3 |6 |
| | | |216 |
| |Spring, 2006 | | |
|CSIT 301 – 21 |Computer Architecture |3 |81 |
|CSD 340 – 21 |Web Scripting |3 |75 |
|PHY 202 – 41 |Computer Electronics II |3 |47 |
|PHY 202 – A |Computer Electronics II |3 |24 |
| | | |227 |
Sandra Camomile
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|ART 102 – 31 |Digital Art Studio |3 |33 |
|ART 220 – 01 |Electronic Visual Communication |3 |60 |
|DArt 101 – 31 |Intro. To Digital Art |3 |39 |
|DArt 101 – 01 |Intro. To Digital Art |3 |51 |
| | | |183 |
| |Spring, 2004 | | |
|ART 102 – A |Digital Art Studio |3 |48 |
|ART 102 – 21 |Digital Art Studio |3 |69 |
|ART 220 – 21 |Electronic Visual Communication |3 |33 |
|ART 374 – 41 |Digital Photography |3 |51 |
| | | |201 |
| |Fall, 2004 | | |
|ART 102 – 21 |Digital Art Studio |3 |48 |
|ART 102 – 31 |Digital Art Studio |3 |48 |
|ART 374 – 21 |Digital Photography |3 |51 |
|DArt 270 – 31 |Color Theory |3 |57 |
| | | |204 |
| |Spring, 2005 | | |
|ART 220 – A |Electronic Visual Communication |3 |39 |
|ART 220 – 31 |Electronic Visual Communication |3 |60 |
|DArt 374 – 31 |Digital Photography |3 |69 |
| | | |168 |
| |Fall, 2005 | | |
|ART 102 – 31 |Digital Art Studio |3 |63 |
|ART 215 – 01 |Color Theory |3 |45 |
|COM 210 – 01 |Creating Multimedia |3 |33 |
| | | |141 |
| |Spring, 2006 | | |
|ART 220 – 31 |Electronic Visual Communication |3 |36 |
|DArt 374 – 31 |Digital Photography |3 |30 |
|DArt 374 – A |Digital Phogography |3 |30 |
| | | |96 |
Dr. Joseph Catanio
|Course Number |Course Name |Credits |SCH |
| |Fall, 2004 | | |
|CSC 481 – 31 |Project Implementation |3 |21 |
|CSC 481 – A |Project Implementation |3 |54 |
| | | |75 |
| | | | |
| |Spring, 2005 | | |
|CSC 481 – 41 |Project Implementation |3 |21 |
|CSC 481 – A |Project Implementation |3 |18 |
|CIS 523 – A |Database Management |3 |27 |
| | | |66 |
| |Fall, 2005 | | |
|CSIT 154 – 31 |Intro. To Information Technology |3 |66 |
|CSIT 154 – 32 |Intro. To Information Technology |3 |42 |
|CSC 480 – 21 |Project Design |3 |39 |
|CIS 523 – A |Database Management |3 |18 |
| | | |165 |
| | | | |
|CSC 151 – 21 |Computer Literacy |3 |66 |
|CSC 151 – 23 |Computer Literacy |3 |66 |
|CSC 481 – 41 |Project Implementation |3 |39 |
|INL 662 – A |Mgt of IS / IT Sys. Resources |3 |30 |
| | | |201 |
Dr. Richard DiDio
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CSC 152-01 |Intro CSC: Science Packages |3 |39 |
|CSC 170-01 |Mathematical Technology |4 |28 |
|MTH 150-05 |Math: Myths & Realities |3 |89 |
|PHY 105-02 |General Physics I |6 |138 |
| | | |294 |
| |Spring, 2004 | | |
| |Sabbatical | | |
| |Fall, 2004 | | |
|CSC 151-02 |Intro CSC: Packages |3 |69 |
|CSC 151-09 |Intro CSC: Packages |3 |66 |
|PHY 105-02 |General Physics II |6 |144 |
| | | |279 |
| |Spring, 2005 | | |
|CSM 154-01 |Mathematics Technology |4 |72 |
|MTH 322-01 |Differential Equations |4 |44 |
|PHY 106-02 |General Physics II |6 |132 |
| | | |248 |
| |Fall, 2005 | | |
|CSC 152-01 |Intro CSC: Science Apps. |3 |60 |
|PHY 105-02 |General Physics I |6 |60 |
|HON 462-31 |Chaos & Fractals |3 |27 |
| | | |147 |
| |Spring, 2006 | | |
|CSM 154 – 01 |Mathematical Technologies |3 |48 |
|MTH 322 – 01 |Differential Equations |3 |42 |
|PHY 106 – 02 |General Physics II |6 |54 |
| | | |144 |
Dr. Anne Edlin
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|MTH 120-01 |Calculus & Anal. Geom. I |4 |92 |
|MTH 150-06 |Math: Myths & Realities |3 |69 |
|MTH 150-07 |Math: Myths & Realities |3 |78 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |72 |
| | | |311 |
| |Spring, 2004 | | |
|MTH 114-07 |Applied Business Calculus |4 |96 |
|MTH 114-04 |Applied Business Calculus |4 |92 |
|MTH 302-01 |Foundations of Math |3 |33 |
| | | |221 |
| |Fall, 2004 | | |
|MTH 150-03 |Math: Myths & Realities |3 |90 |
|MTH 150-02 |Math: Myths & Realities |3 |78 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |104 |
|MTH 240-01 |Linear Algebra Apps. |4 |88 |
| | | |360 |
| |Spring, 2005 | | |
|MTH 150-01 |Math: Myths & Realities |3 |75 |
|MTH 150-02 |Math: Myths & Realities |3 |69 |
|MTH 302-01 |Foundations of Math |3 |63 |
| | | |207 |
| |Fall, 2005 | | |
|MTH 150-01 |Math: Myths & Realities |3 |81 |
|MTH 150-02 |Math: Myths & Realities |3 |84 |
|MTH 240-01 |Linear Algebra Apps. |4 |80 |
|MTH 345-01 |Combinatorics |3 |33 |
| | | |278 |
| |Spring, 2006 | | |
|MTH 114 – 03 |Applied Business Calculus |4 |108 |
|MTH 114 – 04 |Applied Business Calculus |4 |108 |
|MTH 302 – 01 |Foundations of Mathematics |3 |81 |
| | | |297 |
Linda Elliott
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CSC 447 A |Applied Operating Systems |3 |66 |
|CSC 447-21 |Applied Operating Systems |3 |45 |
|CSC 4XX |Internships |3 |48 |
| | | |159 |
| |Spring, 2004 | | |
|CSC 366-21 |Language Theory and Design |3 |63 |
|CSIT 4XX |Internships |3 |21 |
| | | |84 |
| |Fall, 2004 | | |
|CSC 157-X |Computing & Problem Solving |4 |4 |
|CSC 4XX |Internships |3 |21 |
| | | |25 |
| |Spring, 2005 | | |
|CSC 457-21 |Operating Systems |3 |45 |
|CSIT 420-21 |Applied Operating Systems |3 |39 |
|CSIT 4XX |Internships/Coop |3 |18 |
| | | |102 |
| |Fall, 2005 | | |
|CSC/IT 4XX |Internships |3 |24 |
| | | |24 |
| |Spring, 2006 | | |
|CSC/IT 4XX |Internships |3 |12 |
|CSC 366 – 21 |Language Theory and Design |3 |42 |
| | | |54 |
Dr. Timothy Highley
|Course Number |Course Name |Credits |SCH |
| |Fall, 2005 | | |
|CSC 230-01 |Programming Concepts & GUIs |4 |28 |
|MTH 160-01 |Discrete Structures I |3 |33 |
| | | |61 |
| |Spring, 2006 | | |
|CSC 230 – 01 |Programming Concepts and GUIs |4 |56 |
|MTH 161 – 01 |Discrete Structures II |3 |18 |
| | | |74 |
Dr. Thomas Keagy
|Course Number |Course Name |Credits |SCH |
| |Spring, 2004 | | |
|MTH 140-21 |Discrete Math |3 |45 |
| | | |45 |
| |Fall, 2004 | | |
|MTH 321-01 |Real Analysis |3 |30 |
| | | |30 |
| |Fall, 2005 | | |
|MTH 150 – 01 |Math: Myths and Realities |3 |87 |
| | | |87 |
Dr. Raymond Kirsch
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
| |Sabbatical | | |
| |Spring, 2004 | | |
|CIS 613-A |Software Engineering |3 |21 |
|COM 210-01 |Creating Multimedia |3 |63 |
|CSC 470-X |Gaming with DirectX |3 |6 |
|CSD 210-01 |Creating Multimedia |3 |48 |
|DArt 475-01 |Flash MX Gaming |3 |48 |
| | | |186 |
| |Fall, 2004 | | |
|CIS 607-A |Computer Graphics |3 |18 |
|COM 210-01 |Creating Multimedia |3 |48 |
|CSD 210-01 |Creating Multimedia |3 |66 |
|CSIT 220-01 |Data Communication |3 |51 |
| | | |183 |
| |Spring, 2005 | | |
|CIS 613-BA |Software Engineering |3 |33 |
|CIS 685-X |Independent Research |3 |3 |
|CSC 470-31 |Computer Graphics |3 |21 |
|CSD 210-01 |Creating Multimedia |3 |48 |
|DArt 444-Y |LightWave 3D Program |3 |6 |
|DArt 475-01 |Flash MX Gaming |3 |30 |
| | | |141 |
| |Fall, 2005 | | |
|CIS 613-A |Software Engineering |3 |39 |
|CSIT 220-01 |Data Communication |3 |48 |
|CSIT 220-02 |Data Communication |3 |51 |
| | | |137 |
| |Spring, 2006 | | |
|Dart 376 – 01 |Animation |3 |51 |
|CSD 210 – 01 |Creating Multimedia |3 |66 |
|CIS 678 – A |Gaming for Advertising |3 |24 |
| | | |141 |
Dr. Jon Knappenberger
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|MTH 150-03 |Math: Myths & Realities |3 |78 |
|MTH 150-04 |Math: Myths & Realities |3 |33 |
|MTH 150-08 |Math: Myths & Realities |3 |60 |
|MTH 410-01 |Prob. and Stat. I |3 |57 |
|MTH 4XX |Num. Methods / Number Theory |3 |3 |
| | | |231 |
| |Spring, 2004 | | |
|MTH 114-08 |Applied Business Calculus |4 |88 |
|MTH 114-06 |Applied Business Calculus |4 |88 |
|MTH 140-A |Discrete Math |3 |33 |
|MTH 322-01 |Differential Equations |3 |45 |
| | | |254 |
| |Fall, 2004 | | |
|MTH 114-02 |Applied Business Calculus |4 |120 |
|MTH 114-01 |Applied Business Calculus |4 |120 |
|MTH 160-01 |Discrete Structures |3 |69 |
| | | |309 |
| |Spring, 2005 | | |
|MTH 114-05 |Applied Business Calculus |4 |112 |
|MTH 114-07 |Applied Business Calculus |4 |104 |
|MTH 160-01 |Discrete Structures II |3 |33 |
| | | |249 |
| |Fall, 2005 | | |
|MTH 114-03 |Applied Business Calculus |4 |100 |
|MTH 114-04 |Applied Business Calculus |4 |88 |
|CSC 151-31 |Intro. CSC: Packages |3 |69 |
| | | |257 |
| |Spring, 2006 | | |
|MTH 114 – 05 |Applied Business Calculus |4 |108 |
|MTH 114 – 06 |Applied Business Calculus |4 |108 |
| | | |216 |
Dr. Stephen Longo
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CIS 625-BA |Internet Programming |3 |48 |
|CSC 362-01 |Network & Coop Process |3 |63 |
|CSC 373-31 |Object Programming-Java |3 |42 |
|PHY 105-01 |General Physics I |6 |126 |
| | | |279 |
| |Spring, 2004 | | |
|CSC 362-01 |Network & Coop Process |3 |72 |
|CSIT 371-31 |Information Security |3 |51 |
|INL 644-BA |Data Security Technologies |3 |54 |
|INL 880-A |Integrative Capstone |3 |6 |
|PHY 106-01 |General Physics II |6 |150 |
| | | |333 |
| |Fall, 2004 | | |
|CIS 540-A |Data Com: Internetworking |3 |30 |
|CSIT 320-31 |LANs & Network Admin. |3 |48 |
|PHY 105-01 |General Physics I |6 |132 |
| | | |210 |
| |Spring, 2005 | | |
|CSIT 422-41 |Introduction to Linux |3 |60 |
|INL 644-A |Data Securities Technologies |3 |45 |
|PHY 106-01 |General Physics II |6 |150 |
| | | |260 |
| |Fall, 2005 | | |
|PHY 105-01 |General Physics I |6 |138 |
|CSIT 320-41 |LANs and Network Admin. |3 |54 |
|CIS 625-BA |Internet Programming |3 |36 |
| | | |228 |
| |Spring, 2006 | | |
|PHY 106 – 01 |General Physics II |6 |120 |
|PHY 106 – 21 |General Physics II |6 |84 |
|CSIT 370 – A |Routers and Switchers |3 |57 |
|INL 644 – A |Data Security Technologies |3 |33 |
| | | |294 |
Dr. Carl McCarty
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|MTH 120-02 |Calculus & Anal. Geom. I |4 |64 |
|MTH 120-03 |Calculus & Anal. Geom. I |4 |80 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |52 |
|MTH 345-01 |Combinatorics |3 |24 |
| | | |220 |
| |Spring, 2004 | | |
|MTH 120-01 |Calculus & Anal. Geom. I |4 |112 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |112 |
|MTH 424-01 |Complex Variables |3 |21 |
|MTH 444-X |Advanced Combinatorics Maple |3 |3 |
| | | |248 |
| |Fall, 2004 | | |
|MTH 120-03 |Calculus & Anal. Geom. I |4 |76 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |36 |
|MTH 425-01 |Math Modeling |3 |18 |
| | | |130 |
| |Spring, 2005 | | |
|MTH 120-01 |Calculus & Anal. Geom. I |4 |140 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |88 |
|MTH 421-01 |Numerical Analysis |3 |30 |
|MTH 444-X |Graphical Prob. Slvd. In Maple |3 |3 |
| | | |261 |
| |Fall, 2005 | | |
|MTH 120-01 |Calculus & Anal. Geom. I |4 |92 |
|MTH 221-01 |Calculus & Anal. Geom. II |4 |20 |
|MTH 222-01 |Calculus & Anal. Geom. II |4 |88 |
| | | |200 |
| |Spring, 2006 | | |
|MTH 120 – 01 |Calculus and Analytic Geometry I |4 |124 |
|MTH 221 – 01 |Calculus and Analytic Geometry II |4 |104 |
|MTH 424 – 01 |Complex Variables |3 |51 |
| | | |279 |
Margaret McCoey
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|COM 210-01 |Creating Multimedia |3 |60 |
|DArt 430-21 |Advanced Authoring |3 |72 |
|DArt 461-51 |DArt Internship |3 |30 |
|INL 642-A |Data Communication Tech |3 |27 |
| | | |189 |
| |Spring, 2004 | | |
|CSD 340-21 |Web Scripting |3 |69 |
|DArt 4XX |DArt Internship |3 |18 |
|DArt 480-21 |DArt Seminar |3 |63 |
|INL 664-BA |Tech Mgt. & Govt. Regulations |3 |21 |
| | | |171 |
| |Fall, 2004 | | |
|CIS 656-BA |E-Com: Comp Advantage |3 |42 |
|CSC 151-06 |Intro CSC: Packages |3 |69 |
|CSC 240-01 |Database Mgt. Systems |3 |30 |
|DArt 430-01 |Advanced Authoring |3 |51 |
|DArt 461-51 |Internship |3 |12 |
|DArt 481-51 |Senior Portfolio |3 |6 |
| | | |210 |
| |Spring, 2005 | | |
|CIS/D 4XX |PD&I/Internship/Capstone |3 |12 |
|DArt 480-01 |DArt Seminar |3 |69 |
|INL 631-BA |Technology Architectures |3 |33 |
|INL 880-X |Integrative Capstone |3 |12 |
|CIS 681-X |Project Design & Implementation |3 |3 |
| | | |129 |
| |Fall, 2005 | | |
|INL 664-BA |Technology Mgt & Gov Regulations |3 |30 |
|CIS 681-Y |Project Design & Implementation I |3 |3 |
| | | |33 |
| |Spring, 2006 | | |
|Dart 480 – 01 |Dart Seminar |3 |60 |
|CIS 679 – A |Middleware Architecture |3 |36 |
| | | |96 |
Dr. Margaret McManus
|Course Number |Course Name |Credits |SCH |
| |Spring, 2004 | | |
|CIS 523-A |Data Proc & Database Mgt |3 |27 |
| | | |27 |
| |Spring, 2005 | | |
|CSC 240-21 |Database Mgt Systems |3 |69 |
| | | |69 |
| |Spring, 2006 | | |
|CSC 240 – A |Database Management Systems |3 |45 |
| | | |45 |
Dr. Gary Michalek
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
| |Sabbatical | | |
| |Spring, 2004 | | |
|MTH 114-01 |Applied Business Calculus |4 |88 |
|MTH 114-02 |Applied Business Calculus |4 |92 |
|MTH 411-01 |Probability & Stat. II |3 |45 |
| | | |225 |
| |Fall, 2004 | | |
|MTH 113-01 |Algebra and Trig. |4 |84 |
|MTH 150-05 |Math: Myths & Realities |4 |108 |
|MTH 150-04 |Math: Myths & Realities |4 |120 |
|MTH 341-01 |Abstract Algebra |3 |57 |
| | | |369 |
| |Spring, 2005 | | |
|MTH 114-02 |Applied Business Calculus |4 |108 |
|MTH 114-01 |Applied Business Calculus |4 |104 |
|MTH 430-01 |Topology |3 |33 |
| | | |245 |
| |Fall, 2005 | | |
|MTH 101-01 |Intermediate Algebra |3 |69 |
|MTH 120-02 |Calculus & Analytic Geometry I |4 |68 |
|MTH 120-03 |Calculus & Analytic Geometry I |4 |92 |
|MTH 410-01 |Probability & Stat. I |3 |60 |
| | | |289 |
| |Spring, 2006 | | |
|MTH 114 – 01 |Applied Business Calculus |4 |108 |
|MTH 114 – 02 |Applied Business Calculus |4 |100 |
|MTH 411 – 01 |Probability and Statistics II |3 |36 |
| | | |244 |
Dr. Michael Redmond
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CIS 624-A |Data Warehouses |3 |36 |
|CSC 152-02 |Intro. CSC: Science Pkgs. |3 |60 |
|CSC 264-02 |Data Base Mgt. Systems |3 |39 |
|CSC 480-21 |Project Design |3 |66 |
| | | |201 |
| |Spring, 2004 | | |
|CIS 636-A |Adv. Computing with Java |3 |24 |
|CSC 470-41 |Data Warehousing |3 |42 |
|CSC 481-31 |Project Implementation |3 |45 |
| | | |111 |
| |Fall, 2004 | | |
|CIS 624 BA |Data Warehouses |3 |60 |
|CSC 151-22 |Intro CSC: Packages |3 |69 |
|CSC 230-21 |Programming Concepts & GUIs |4 |56 |
| | | |185 |
| |Spring, 2005 | | |
|CIS 636-BA |Adv. Computing with Java |3 |24 |
|CSC 230-01 |Programming Concepts & GUIs |5 |72 |
|CSC 444-X |Data Mining Research |3 |3 |
| | | |99 |
| |Fall, 2005 | | |
|CIS 624-A |Data Warehouses |3 |42 |
|CSC 470-X |3D Multi-Player Gaming |3 |3 |
|CSC 470-A |Data Mining |3 |54 |
|CSC 240-21 |Database Management Systems |3 |63 |
| | | |162 |
| |Spring, 2006 | | |
|CSC 152 – 01 |Intro. To Computing for Sciences |3 |42 |
|CSC 240 – 01 |Database Management Systems |3 |48 |
|CIS 636 – A |Adv. Computing With Java |3 |27 |
| | | |117 |
Dr. Jane Turk
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CIS 630-A |Component Programming |3 |57 |
|CIS 685-X |Independent Research |3 |3 |
|CSC 151-C |Intro. CSC Packages |3 |45 |
|CSC 354-01 |Data Structures |3 |33 |
| | | |138 |
| |Spring, 2004 | | |
|CIS 630-BA |Component Programming |3 |33 |
|CSC 177-31 |Programming with Java |4 |32 |
|CSC 352-41 |Computers & Ethics |3 |66 |
|INL 880-B |Integrative Capstone |3 |9 |
|INL 880-A |Integrative Capstone |3 |6 |
| | | |146 |
| |Fall, 2004 | | |
|CIS 630-BA |Component Programming |3 |42 |
|CSC 310-A |Computers & Ethics |3 |21 |
|CSC 310-41 |Computers & Ethics |3 |33 |
|CSC 354-31 |Data Structures |3 |48 |
| | | |144 |
| |Spring, 2005 | | |
|CIS 630-A |Component Programming |3 |21 |
|CSC 280-21 |Object Programming |4 |60 |
|CSC 464-21 |Theory of Algorithms |3 |42 |
|INL 880-W |Integrative Capstone |3 |6 |
| | | |129 |
| |Fall, 2005 | | |
|CSC 290-21 |Intro. Data Structure/Algorithms |4 |68 |
|CSC 280-21 |Object Programming |4 |40 |
|CIS 630-BA |Component Programming |3 |30 |
| | | |138 |
| |Spring, 2006 | | |
|CSC 280 – 01 |Object Programming |4 |12 |
|CSC 290 – 01 |Algorithms and Data Structures |4 |32 |
|CSC 310 – 41 |Computers and Ethics |3 |75 |
|CIS 610 – A |Computers and Ethics |3 |51 |
| | | |170 |
Dr. Samuel Wiley
|Course Number |Course Name |Credits |SCH |
| |Fall, 2003 | | |
|CIS 623-BA |N-Tier Architecture |3 |36 |
|CSC 264-01 |Data Base Management Systems |3 |57 |
|CSC 372-01 |Database Applications |3 |45 |
|CSIT 136-01 |Intro to Info Tech |3 |51 |
| | | |189 |
| |Spring, 2004 | | |
|CIS 530-BA |Graphical User Interfaces |3 |30 |
|CSC 152-21 |Intro CSC: Science Apps. |3 |48 |
|CSC 265-21 |PC Applications |3 |39 |
|CSC 265-22 |PC Applications |3 |66 |
| | | |183 |
| |Fall, 2004 | | |
|CIS 623-A |N-Tier Architecture |3 |60 |
|CSC 340-21 |Database Applications |3 |42 |
| | | |102 |
| |Spring, 2005 | | |
| | | | |
| |Fall, 2005 | | |
|CSC 151-23 |Intro CSC: Packages |3 |72 |
|CSC 340-21 |Database Applications |3 |27 |
| | | |99 |
| |Spring, 2006 | | |
| | | | |
Appendix G: Advising Progress Report Form
| Name: | Major 1: INFT Major 2: |
|LaSalle ID: |Advisor: |
|Email: |Date: |
| | |
|Credits earned: 97 |Major Requirements |
|Overall GPA: 2.74 |Data Communic: CSIT 220 C+ F 04 |
|Est. Major GPA: 2.42 |VB Programming: ________________ |
|Transfer credits: 3 |Database Mgt: CSC 240 B+ F 04 |
| |OO Programming: CSC 280 C- Sp 05 |
|Linked courses: |Comp. Architecture: CSIT 301 C Sp 06 |
|Double: ENG 100 B F 03 |Computer Ethics: CSC 310 B- Sp 06 |
|Double: PHL 151 B+ F 03 |Client Support: CSIT 321 B+ F 05 |
| |LANs/Network Adm: CSIT 320 B- F 05 |
|Powers |Applied Op Sys: CSIT 420 * F 06 |
|Writing I: ENG 107 B Sp 04 |Information Security: ________________ |
|Writing II: ENG 108 C+ F 04 |Required Internship: ________________ |
|Numbers: Waived |Major Elective 1: CSIT 370 B- Sp 06 |
|Speech: COM 150 B- Sp 04 |Major Elective 2: CSC 480 * F 06 |
|Info. Tech.: Waived |Discrete Math 1: MTH 160 C- F 04 |
| |Discrete Math 2: MTH 161 D+ Sp 05 |
|Frameworks |Comp Electronics 1: PHY 201 B- F 05 |
|Natural Sci.: Waived |Comp Electronics 2: PHY 202 B Sp 06 |
|Econ/Poli: ECN 150 C+ Sp 05 | |
|Psych/Soc: SOC 150 C+ Sp 05 |General Elective |
| |CSIT 136 B+ F 03 |
|Patterns |CSC 157 B+ Sp 04 |
|Religion I: REL 153 * F 06 |BUS 204 * F 06 |
|Religion II: ________________ |BUS 204 T F 02 |
|Philosophy I: PHL 151 B+ F 03 |BUS 101 C+ Sp 05 |
|Philosophy II: PHL 212 C+ Su II 05 |ENG 100 B F 03 |
|Literature I: LIT 150 C+ F 05 |ITL 101 A F 03 |
|Literature II: LIT 250 B Sp 06 |SOC 231 * F 06 |
|History I: HIS 151 B F 05 |FYO 100 A F 03 |
|History II: HIS 251 C+ Su II 05 | |
|Arts/Lang. I: ITL 201 A F 04 | |
|Arts/Lang. II: ITL 102 A- Sp 04 | |
|Concentr.: ________________ | |
|Other: ECN 150 W Sp 04 |
Generated on Wednesday, June 14, 2006
Appendix H: Exit Survey Results, 2006
Exit 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).
| |Average |
|Overall |3.7 |
|Content of courses |3.4 |
|Rigor of courses |3.6 |
|Practicality of courses |3.2 |
|Preparation for workplace |3.2 |
|Number of specializations |2.7 |
|Number of electives |3.4 |
|Availability of courses |3.3 |
|Scheduling for courses |3.2 |
|Quality of facilities |3.4 |
|Quality of equipment |3.5 |
|Accessibility of faculty |3.8 |
|Quality of teaching |3.8 |
|Faculty attitude towards students |3.9 |
|Faculty advising |3.8 |
|Student to faculty ratio |3.8 |
|Quality of fellow students |3.4 |
|Responding to student requests |3.4 |
|Preparation for job market |3.3 |
|Breadth of coverage of topics |3.3 |
|Depth 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 Standards |
|Theoretical |2.8 |Applied |
|Easy |3.5 |Hard |
|Boring |3.3 |Intellectually-stimulating |
|Outdated |3.5 |Cutting-edge |
|Technologically backward |3.2 |Technologically advanced |
|Low prestige among my colleagues |3.9 |High prestige among my colleagues |
|Very 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 earnings |
|Workload is very light |3.7 |Workload is very demanding |
|Short program |3.6 |Long program |
|Too 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:
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 Science
Spring, 2006
Major: Information Technology
How satisfied are you with the following aspects of the program?
The scale is 1 (very dissatisfied) to 4 (very satisfied).
| |Average |
|Overall |3.6 |
|Content of courses |3.6 |
|Rigor of courses |3.8 |
|Practicality of courses |3.2 |
|Preparation for workplace |2.8 |
|Number of specializations |3.2 |
|Number of electives |3.4 |
|Availability of courses |2.4 |
|Scheduling for courses |2.6 |
|Quality of facilities |3.4 |
|Quality of equipment |3.4 |
|Accessibility of faculty |4.0 |
|Quality of teaching |3.4 |
|Faculty attitude towards students |3.6 |
|Faculty advising |4.0 |
|Student to faculty ratio |3.4 |
|Quality of fellow students |3.8 |
|Responding to student requests |3.4 |
|Preparation for job market |3.8 |
|Breadth of coverage of topics |3.0 |
|Depth of coverage of topics |3.6 |
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 |2.8 |Tough Admissions Standards |
|Theoretical |3.0 |Applied |
|Easy |3.4 |Hard |
|Boring |4.0 |Intellectually-stimulating |
|Outdated |3.4 |Cutting-edge |
|Technologically backward |3.4 |Technologically advanced |
|Low prestige among my colleagues |3.8 |High prestige among my colleagues |
|Very beneficial to my career |1.8 |Not at all beneficial to my career |
|Very likely to increase my earnings |2.0 |Unlikely to increase my earnings |
|Workload is very light |3.2 |Workload is very demanding |
|Short program |3.4 |Long program |
|Too general |2.2 |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: 2 Probably Yes: 1 Definitely Yes: 2
Would you recommend this program to a friend?
Raw Data:
Definitely Not: 0 Probably Not: 2 Probably Yes: 1 Definitely Yes: 2
What are your plans after graduation?
|1 |no definite plans |2 | |
|2 |will start graduate studies in September at: | | |
|3 |may start graduate studies in the future at: | | |
|4 |Have accepted an employment offer with: | |The Vanguard Group |
| | | |Protivity Corp. |
Exit Survey, Department of Mathematics & Computer Science
Spring, 2006
Major: Mathematics
How satisfied are you with the following aspects of the program?
The scale is 1 (very dissatisfied) to 4 (very satisfied).
| |Average |
|Overall |3.3 |
|Content of courses |3.5 |
|Rigor of courses |3.5 |
|Practicality of courses |3.0 |
|Preparation for workplace |2.8 |
|Number of specializations |3.5 |
|Number of electives |2.5 |
|Availability of courses |2.5 |
|Scheduling for courses |3.3 |
|Quality of facilities |3.3 |
|Quality of equipment |3.3 |
|Accessibility of faculty |4.0 |
|Quality of teaching |3.8 |
|Faculty attitude towards students |4.0 |
|Faculty advising |3.8 |
|Student to faculty ratio |4.0 |
|Quality of fellow students |3.5 |
|Responding to student requests |3.3 |
|Preparation for job market |2.8 |
|Breadth of coverage of topics |3.5 |
|Depth of coverage of topics |3.3 |
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 |3.0 |Tough Admissions Standards |
|Theoretical |3.0 |Applied |
|Easy |3.5 |Hard |
|Boring |4.0 |Intellectually-stimulating |
|Outdated |3.8 |Cutting-edge |
|Technologically backward |3.3 |Technologically advanced |
|Low prestige among my colleagues |3.5 |High prestige among my colleagues |
|Very beneficial to my career |2.3 |Not at all beneficial to my career |
|Very likely to increase my earnings |3.0 |Unlikely to increase my earnings |
|Workload is very light |3.0 |Workload is very demanding |
|Short program |3.3 |Long program |
|Too general |3.3 |Too specialized |
|Poor Teaching |4.5 |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: 2 Definitely Yes: 1
Would you recommend this program to a friend?
Raw Data:
Definitely Not: 0 Probably Not: 1 Probably Yes: 2 Definitely Yes: 1
What are your plans after graduation?
|1 |no definite plans |2 | |
|2 |will start graduate studies in September at: |1 |Temple |
|3 |may start graduate studies in the future at: |0 | |
|4 |Have accepted an employment offer with: |1 |AFLAC |
Appendix I: Grade Inflation
August 23, 2004
To: Department Faculty
From: Linda Elliott, Tom Blum, Peggy McCoey
Re: 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 GPAs[1] 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?
o 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.?
-----------------------
[1] For example, see the data on the website .
[2] Henry Rosovky and Matthew Hartley, Evaluation and the SAcademy: Are We Doing the Right Thing?
[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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