Graduate Council Minutes
4 March 2015
Attendance: Charles Border, Carol De Filippo, Hector Flores, Joe Hornak, Chris Jackson,
Deanna Jacobs, Chris Licata, Stephanie Ludi (minutes), John McCluskey, Sean Rommel,
Andreas Savakis, Tom Trabold, Linda Underhill, Don Wilson
Continuation of Q&A related to the Ph.D. in Mathematical Modeling.
Proposal Representatives: Nathan Cahill (Associate Professor in the Center for Applied and
Computational Mathematics in the School of Mathematical Sciences (SMS)), Sophia Maggelakis
(Dean, College of Science), Michael Barbosu (Professor and Head of the School of
Mathematical Science
Some slides were added to address questions from last week
1. A definition of mathematical sciences was given to put the degree in context with the unit.
2. Also added some background faculty to support the degree in order to support the aims of the
degree and research, in proposal on p. 57,57.
3. Regarding how the application domain knowledge is done using an example of health
sciences, also noted in p. 115 in the proposal.
Question(s):
Is the degree more industry oriented rather than academic, if so what companies say the PhDs is
needed? Is it the case that the students getting a MS degree along the way? It is not clear in
terms of what kinds of individual you are looking for. In terms of attrition, how are the students
who left being served given the time invested?
Response:
The intensive PhDs work more than the foundation courses are the key to the value of the degree
that the master’s degree would not suffice; in the types of companies hiring them the other folks
they would work with have PhDs themselves; that additional real life problem piece is critical to
the PhD that the master’s degree would not have to the depth
In terms of attrition, the 2 areas where students are most likely to leave are not passing the
qualifying exam or not finishing the thesis. The former is a risk of pursuing a PhD, and the latter
is usually that they get a job.
Question:
What is the relationship between the MS and PhD as mentioned on p. 61?
Response:
There is currently an MS degree in a related field, but not in modeling. A student is going
through comps, they can get the MS in applied math if those degree requirements are met along
the way to their PhD.
Question:
What type of student are you trying to attract?
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Response:
Highly trained BS students are fine though some bridge courses are needed. This is especially
the case and students are encouraged to apply from other STEM fields. Applicants with a
Master’s degree are also encouraged, especially in another STEM field.
Comment:
A grad council member noted that it seems strange that the students can develop expertise in an
area when the student takes a course or two if no prior background exists. Also is the degree too
narrow? Given that the master’s degree does not itself have a PhD degree.
Response:
They wanted to design the best PhD program not the follow up to their existing degree. They
want the proposed degree to address a specific need out there.
The assertion is that the matching of student to app domain will naturally select to the domains
they have expertise in.
In terms of giving students an off ramp to the master’s, they anticipate changes to the Master's
degree but not until the PhD program is approved.
Question:
How can the off ramp issue could be done currently, e.g. Course substitutions.
Response:
There are currently options for substitutions in the Master's degree. Sometimes the state asks
about how the off ramp would work, so some articulation of this in the proposal should be in the
proposal.
It was noted that the interests of the student are paramount and need to be articulated now rather
than later.
Comment:
A grad council member touches back on the need for a PhD and that it may just not be clear
enough if students can get jobs without their PhDs.
Response:
The expectation of the employer is that they are finishing since the research is done just not
written. It is a risk to the student since they can't advance.
Comment:
It was noted on p. 4 is that since modeling already goes on campus so where is the strong need
here or the place for the degree in building the case.
Response:
Part of the issue is the need to have students in the department to engage in departmental
research as opposed to finding them I. Other collaborating departments.
Question:
Will students have adequate background in a domain?
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Response:
There should be language about having appropriate background.
Comment:
On p. 61, regarding TAs and having a certificate. In NY state the word certificate has some
meaning that means something else (teacher preparation). The wording needs to be revised that
indicating internal development.
Also the paragraph about getting the MS degree. The language will need to be revised to offer
clarification as to who needs it or to take it out due to confusion.
Question:
Do you think there will be enough background for students to be TAs?
Response:
Yes as there are multiple scenarios provided.
In closing, it was noted that this has been a great discussion of a program, but think about what
do you see in terms of how this degree will find a place with the other PhD programs in terms of
having interconnections/collaborations, etc. Ideas could include grad minors.
Discussion will continue next week.
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