Tools for Transformation
Funded Proposals
Department of Mathematics,
College of Arts and Sciences Curriculum Development Awards
(A competition jointly sponsored by the College and Tools for
Transformation)
This is a project to develop a three-quarter calculus sequence suited to the needs of students going into the biological sciences. During 1998-99 Hart Smith and Selim Tuncel designed a temporary syllabus in consultation with representatives from Biology, Botany, Genetics, Microbiology, Neurobiology and Zoology. During the academic year 1999-2000, they will teach the sequence in parallel sections and refine it to make sure that it works in practice. The goal is to end up with a sequence that is as rigorous as any of the Mathematics department's other calculus offerings, but has the following distinguishing features. Besides covering the core topics of differential and integral calculus, the courses will devote time to subjects such as ordinary differential equations and probability that are among the quantitative skills required by the biological sciences. The sequence will use examples and exercises derived from the biological sciences. It will have the flexibility to accommodate differing needs of various parts of the bioscience landscape, as well as differing career [Bgoals; in particular, degree programs that currently require one or two quarters of calculus will be able to pick one or two quarter segments that are suited to their needs. The project is part of the Mathematics department's ongoing revision of its calculus courses to serve the growing mathematical needs of today's students.
| Contact: | Hart Smith
Associate Professor, Mathematics hart@math.washington.edu
Selim Tuncel
|
| Allocation: | $16,188 |
| Date Funded: | June 1999 |
Progress Report, June 2001
The full series was taught by Professors Smith and Tuncel during the 1999-2000 academic year, with two sections of Math 144 in the autumn, and one of Math 145 and 146 in winter and spring. An additional section of Math 144 and 145 was taught in the winter and spring for students who were unable to begin the sequence in the autumn. The same schedule was taught in the 2000-2001 academic year.
The indications are that this course is quite successful, both at teaching mathematics at a substantial level, as well as at engaging the students' interest in probability and calculus. Smith and Tuncel received their highest student evaluation numbers for a calculus course by a significant margin, scores which in part no doubt reflect students' enthusiasm for the course.
In spring quarter 2000, a follow-up meeting was held with the undergraduate advisors for biology, and they reported quite positive comments from biology majors, with whom they had regular contact. Similar comments were also repeatedly heard by professors Smith and Tuncel, both in person and in the written teaching evaluations: that the material was not only presented in a motivated way, but found actual application in life science courses, and helped the students appreciate the connection of math to biology that they knew existed but had not before seen demonstrated.
Professors Smith and Tuncel also conducted a survey in four of their lecture classes, specific to the differences between Math 144-5-6 and the calculus for engineering and physical sciences sequence, Math 124-5-6. The responses show that students were helped in their understanding of the material through the use of biological examples, with a slight preference for even more examples. The responses also showed an appreciation for the smaller lecture sizes and longer recitation sections. We note that the modifications to lecture size and quiz sections are now being adopted by the 124-5-6 series.
Based upon its positive reception, Math 144-5-6 was granted permanent course status in spring 2001. This reassures the client departments that the course will continue to be taught, and makes it easier for them to continue to recommend the series to their majors. The calculus oversight committee of the mathematics department is continuing to monitor the progress of the new calculus sequence and make modifications as necessary, such as the adoption of a new text beginning with the 2001-2002 academic year.
Tools for Transformation
Funded Proposals
