Upper-division Writing Requirement Review Form (2/14)
I. General Education Review – Upper-division Writing Requirement
Dept/Program
Mathematical
Course # (i.e. ANTY
Subject
Sciences
455) or sequence
Course(s) Title
Senior Thesis
Description of the requirement if it is not a single course.
M 499
M 429 or M 499 or any other approved General Education upper-division writing course.
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office.
Please type / print name Signature
Instructor / Requestor
(varies) /
Nikolaus
Vonessen
Phone / Email
x6222
nikolaus.vonessen@umontana.edu
Program Chair
Leonid Kalachev
Dean
Christopher
Comer
Date
III. Type of request
New
Renew
X
Reason for new course, change
or deletion
One-time Only
Change
Remove
IV Overview of the Course Purpose/ Description
A separate form has been submitted for M 429.
The remainder of this form concerns M 499 (Senior Thesis). Please see the attached departmental
Senior Thesis Policy, and the attached Senior Thesis Assessment Rubric (developed at Indiana
University Southeast and adopted by our department). Please note that a senior thesis is only rarely used
to satisfy the upper-division writing requirement. In addition, supervising a senior thesis involves quite a
bit of additional work for faculty, and faculty are usually not willing to supervise anyone but an
exceptional student.
V Learning Outcomes: Provide examples of how the course will support students in
achieving each learning outcome.
Identify and pursue
sophisticated questions for
academic inquiry
Yes
If yes, how will student learning be supported?
Typically, the thesis advisor and student discuss during several
meetings various possible projects, before jointly deciding on a
sophisticated, yet doable project for the Senior Thesis.
See also the assessment rubric (“Mathematical content”).
Find, evaluate, analyze, and
synthesize information
effectively and ethically from
diverse sources (see:
http://www.lib.umt.edu/libraryinformation-literacytables#Table2) Subject liaison
librarians are available to
assist you embed information
literacy into your course:
http://www.lib.umt.edu/node/115
#instructors
Manage multiple perspectives
as appropriate
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
This is an inherent part of writing a senior thesis in the mathematical
sciences. Typically, the advisor and student regularly meet throughout
the semester. As necessary, the instructor encourages and helps the
student to find and understand relevant information (usually from
advanced textbooks or research papers).
See also the assessment rubric (“Use of sources”, “Mathematical
Content”).
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
In cases where including multiple perspectives is appropriate (e.g., in a
senior thesis in the history of mathematics), this will be discussed
when the topic is chosen by the student and advisor. Then, as the
student submits and resubmits drafts (usually of individual sections of
the senior thesis), the advisor points out if an important perspective is
missing, gives advice on how to correct this, and requires revision.
 No
If no, course may not be eligible
Recognize the purposes and
needs of discipline-specific
audiences and adopt the
academic voice necessary for
the chosen discipline
 Yes
If yes, how will student learning be supported?
As the student submits and resubmits drafts (usually of individual
sections of the senior thesis), the advisor points out and explains any
flaws, gives pointers on how to correct them, and requires revision.
See also the assessment rubric (“Clarity”).
Use multiple drafts, revision,
and editing in conducting
inquiry and preparing written
work
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
Revision and resubmission are required, see the departmental policy.
As the student submits and resubmits drafts (usually of individual
sections of the senior thesis), the advisor points out and explains any
flaws, gives pointers on how to correct them, and requires revision.
Follow the conventions of
citation, documentation, and
formal presentation
appropriate to that discipline
 No
If no, course may not be eligible
 Yes
If yes, how will student learning be supported?
As the student submits and resubmits drafts (usually of individual
sections of the senior thesis), the advisor points out and explains any
flaws, gives pointers on how to correct them, and requires revision.
See also the assessment rubric (“Use of sources”, “Organization”,
“Conventions”).
 No
If no, course may not be eligible
VI. Writing Course Requirements
Enrollment is capped at 25
students.
If not, list maximum course
enrollment. Explain how
outcomes will be adequately
met for this number of
students. Justify the request
for variance.
Briefly explain how students
are provided with tools and
strategies for effective writing
and editing in the major.
Each senior thesis is individually supervised.
Students receive the Senior Thesis Assessment Rubric, so are aware of
expectations. Individual mentoring enables students to improve the
writing during the revision process (which usually involves several
iterations).
Which written assignment(s)
includes revision in response
to instructor’s feedback?
The senior thesis.
VII. Writing Assignments:
Please describe course assignments. Students should be required
to individually compose at least 20 pages of writing for assessment. At least 50% of the course grade
should be based on students’ performance on writing assignments. Quality of content and writing are
integral parts of the grade on any writing assignment.
Formal Graded Assignments
The senior thesis.
Informal Ungraded
N/A
Assignments
Paste or attach a sample writing assignment, including instructions for students.
Please see the attached Senior Thesis Policy and Senior Thesis Assessment Rubric. The latter is posted,
with a suitable introduction containing the relevant information from the Senior Thesis Policy, on the
departmental website under Information for Math Majors (click on “Senior Thesis”).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.
The syllabus must include the list of Writing Course learning outcomes above.
Paste syllabus here: N/A for a senior thesis.
Attachments:
1. Senior Thesis Policy
2. Senior Thesis Assessment Rubric
Senior Thesis Policy
Since M 499 (Senior Thesis) satisfies the upper-division writing requirement for math
majors, care has to be taken by the senior thesis advisor to ensure that
(1) working on the senior thesis improves the student’s writing skills, and
(2) the final version of the senior thesis is well-written.
Revision and resubmission of drafts after comments by the advisor are required. When
commenting on the draft(s), and when checking the final version of the thesis for
acceptability, advisors are expected to use the Senior Thesis Assessment Rubric posted
on the departmental website.
Adopted December 4, 2007; revised February 24, 2009 (slightly edited September 4, 2014).
This policy and the Senior Thesis Assessment Rubric can also be found
on the server “teacher” in the folder “Undergraduate Committee”.
Senior Thesis Assessment Rubric
Department of Mathematics, Indiana University Southeast
The Senior Thesis is intended to be a paper that demonstrates a student’s ability to learn
mathematics on his or her own, and to be able to write in a manner which both demonstrates his
or her understanding of the mathematics and clearly communicates the mathematics to the
intended audience. The Senior Thesis will be evaluated on the mathematical content and on the
writing, according to the criteria detailed below. To be judged to be satisfactory, the Senior
Thesis must meet all of the criteria below for satisfactory performance; to be judged excellent, the
Senior Thesis must also meet the criteria below for excellence in each category. (This rubric was
adapted from a model produced at Southern Oregon University’s Mathematics Department.)
Mathematical Content:



Research problem: The thesis should be written on a mathematical problem, theorem or
other mathematical topic of sufficient interest and depth to merit treatment in a Senior
Thesis. The thesis should follow a research plan that is sound, feasible and appropriate to
the research problem.
o Excellent: The thesis has a clear, focused statement of a research problem or
topic, and the research problem is interesting and of a level appropriate to a
senior mathematics major. The research plan is well-thought-out.
o Satisfactory: The statement of research problem may lack some clarity or focus,
or the research problem may be of less interest though at a level appropriate to a
senior mathematics major. The research plan is adequate to address the research
problem.
o Unsatisfactory: The statement of the research problem is missing or confused, or
the research problem is uninteresting or trivial. The research plan is inadequate or
missing.
Thoroughness: The thesis should address the research problem in a convincing and
thorough manner.
o Excellent: The thesis will demonstrate an accurate understanding of the research
problem, and it will demonstrate a convincing thoroughness of research. In
particular, the thesis should cite a sufficient number of sound, peer-reviewed
sources. (While useful, sources on the world-wide web are not generally peerreviewed and should not be relied upon to the exclusion of peer-reviewed books
or periodicals.)
o Satisfactory: The thesis will demonstrate a largely accurate understanding of the
research problem. The research may be less than convincing in its thoroughness,
citing an insufficient number of sound, peer-reviewed sources, but it will reach
essentially the same conclusions as would be reached by a convincing and
thorough research effort.
o Unsatisfactory: The thesis fails to demonstrate an accurate understanding of the
research problem, and inadequate research (insufficient sources or sources of
poor quality) results in erroneous, misleading or missing conclusions.
Depth: The thesis should demonstrate a real understanding of the mathematics inherent
in the research problem.
o Excellent: It is clear from the thesis that the student has a good, working
knowledge and understanding of the mathematics he or she is discussing. For
example, if a technique for solving a certain type of equation is being discussed,
it must be clear that the student can operate the technique on his or her own. The
mathematics must be at a level appropriate to a senior thesis.
o
o
Satisfactory: The mathematical content of the thesis is generally correct but
displays some minor confusion or lack of clarity, while the student demonstrates
a working knowledge of most of the mathematics. The mathematics is at the level
expected of a senior but may be somewhat insubstantial.
Unsatisfactory: The thesis betrays a lack of understanding of the mathematics
under discussion. The mathematics is trivial, incorrect or incomplete; in
particular, if proofs of theorems would be appropriate, these are missing or
garbled.
Writing:



Organization: The thesis is organized in a clear and coherent manner.
o Excellent: The thesis has a clear organization that effectively develops the central
idea. There is an introduction including a clear statement of the research problem
and outline of the research method. The development of arguments through the
paper is clear and logically organized, and the conclusion is apt. The thesis does
not ramble nor are there awkward or unexpected transitions.
o Satisfactory: The thesis is organized with an introduction which includes a
statement of the research problem and outline of the research method, but the
organization lacks some clarity or is not completely logical. There is some
rambling or awkward or unexpected transitions. There is a conclusion to the
thesis which summarizes what has been accomplished.
o Unsatisfactory: The thesis has no clear organization; the thesis lacks an
introduction or the introduction does not indicate the research problem; the
introduction does not introduce the research method. The development of the
central idea is confused or unclear. There are no transitions – the thesis appears
to be disconnected sections that have been juxtaposed. There is no conclusion to
the thesis summarizing what has been accomplished.
Clarity: The thesis must be clearly written; the mathematical content in particular must
be clear to the intended audience.
o Excellent: Choice of voice is appropriate for mathematical writing; word use is
precise and accurate; and the writing is lively and reads well. The mathematical
content is clear, and it is clear from the writing that the student has a correct and
complete understanding of the mathematical content of the thesis. Assertions are
clearly stated and well-supported.
o Satisfactory: Word use is sometimes inexact or imprecise or the writing is
mechanical or plodding. The writing is generally clear but is sometimes confused
or hesitant; the student appears to have an understanding of the mathematical
content that is largely correct but not completely so. Most assertions are
generally clear and are given support.
o Unsatisfactory: The thesis is hard to read or follow; words (particularly technical
terms) are used incorrectly; or sentences are incomplete or broken. The writing is
confused or hesitant, or betrays a serious lack of understanding of the
mathematical content. Assertions are made without support, or are incorrect. The
thesis lacks detail.
Use of sources: References and citations must be clear and correct, and the use of
information from other sources must be clear and responsible.
o Excellent: References and citations are correct and complete; it is clear what
information from other sources is integrated into the thesis, and it is clear where
that information came from.
o

Satisfactory: References and citations are complete and generally correct but it is
not always clear exactly what information from other sources is integrated into
the thesis.
o Unsatisfactory: References and citations are not complete or have errors that
prevent the reader from knowing the source of cited information. It is unclear
what information from outside sources is integrated into the thesis.
Conventions: The thesis must be grammatically correct and properly formatted.
o Excellent: There are no faults in spelling, punctuation and sentence construction.
The thesis is formatted in an appropriate and professional manner. The care in
proofreading and formatting has strengthened the development of the central idea
of the thesis.
o Satisfactory: The thesis is formatted in an appropriate manner and there are few
faults in spelling, punctuation and sentence construction. A lack of thoroughness
in proof reading has not seriously marred the thesis nor confused the
development of the central idea.
o Unsatisfactory: The thesis is marred by numerous errors of grammar, spelling,
punctuation or sentence construction. Formatting is not appropriate for a senior
thesis. A lack of proof reading has confused the development of the central idea
of the thesis.