Self-Study
Mathematics Program Review
College of Arts and Sciences
Dakota State University
September 30, 2005
1
Table of Contents
Part 1: Institutional History
Part 2: Trends in the Discipline
Part 3: Academic Program and Curriculum
Part 4: Program Enrollment and Student Placement
Part 5: Faculty Credentials
Part 6: Academic and Financial Support
Part 7: Facilities and Equipment
Part 8: Assessment and Strategic Plans
Appendix A: Math Education Checksheet
Appendix B: Faculty Vitae
Appendix C: College of Arts and Sciences Strategic Goals
2
Institutional History
Dakota State University has enjoyed a long and proud history of leadership and service since
its founding in 1881 as the first teacher education institution in the Dakota Territory.
For most of its history, DSU has been identified with teacher preparation, first as a normal school
and later as a four-year public college. The University has had several different names, among them
Madison Normal, Eastern Normal, and General Beadle State College. The name, Dakota State
College, was adopted in 1969. On July 1, 1989, Dakota State College became Dakota State
University. The University title was conferred on the institution by the South Dakota Legislature in
order to better reflect its purpose in the total scheme of the state’s higher education system.
Prospective elementary and secondary teachers continue to be educated here. To this traditional
emphasis, DSU added business and traditional arts and science programs in the 1960s and two health
services programs, Health Information Management and Respiratory Care, in the late 1970s.
In 1984, the South Dakota Legislature and the South Dakota Board of Regents turned to Dakota
State University to educate leaders for the information age. In response, Dakota State University
developed leading-edge computer/information systems degree programs. The graduates of these
programs enjoy enviable status in the national marketplace. As a leader in computer and information
systems programs, DSU has pioneered the application of computer technology to traditional fields of
academic endeavor. This thrust has led to the development of unique degree programs in biology,
English, mathematics, and physical science.
In recognition of its pioneering academic programs and outreach efforts, DSU was selected as one
of the ten finalists for the 1987 G. Theodore Mitau Award. The Mitau Award is peer recognition by
the nation’s largest association of higher education institutions, the American Association of State
Colleges and Universities, of the nation’s top state colleges and universities for innovation and
change.
Dakota State University has been named to Yahoo Magazine’s list of the 100 most wired
universities in the U.S. - ranking 12th on the list in 1998, 10th on the list in 1999, 9th on the
Baccalaureate II list in 2000, and 2nd on the list of top public comprehensive colleges in the Midwest
according to the annual America’s Best Colleges survey results released by the US News and World
Report in 2005.
Dakota State University continues to serve the needs of a changing society in its second century.
In order to provide its academic programs to a broader audience, DSU has taken a step forward in
distance education and offers courses and academic programs via Internet, the Governor’s Electronic
Classroom, the Dakota Digital Network and the newly renovated Technology Classroom Building.
As society’s educational needs change, Dakota State University will continue to evolve to meet these
needs with education, scholarship and service
3
Institutional Mission Statement
Dakota State University is an institution specializing in programs in computer management,
computer information systems, and other related undergraduate and graduate programs as outlined in
SDCL 13-59-2.2. A special emphasis is the preparation of elementary and secondary teachers with
expertise in the use of computer technology and information processing in the teaching and learning
process. A secondary purpose is to offer two-year and one-year programs and short courses for
application and operator training in areas authorized.
College Mission
The College of Liberal Arts and the College of Natural Sciences were merged in July, 2003. The
new College of Arts and Sciences offers a variety of programs and courses leading to many
successful careers. Computer technology is integrated throughout all majors. The College offers the
vast majority of the general education courses that serve as a background for all degrees, including
degree programs in Biology, Computer Graphic Design, English, Mathematics, Multimedia/Web
Development, Physical Science, Scientific Forensic Technology and Respiratory Care. In addition to
these degree programs, the College of Arts and Sciences offers majors, minors, and courses which
qualify students to apply for admission to professional schools and programs such as chiropractic
medicine, dentistry, divinity, engineering, law, library science, medicine, medical technology,
mortuary science, nursing, optometry, pharmacy, physical therapy, and veterinary science. Faculty in
the arts, English, and social sciences are principally located in Beadle Hall. Math and science faculty
are located in the C. Ruth Habeger Science Center. The clinical faculty in Respiratory Care are
located at McKennan and Sioux Valley Hospitals in Sioux Falls.
The Math for Information Systems and Math Education degrees were established at the time of
the institutional mission change in 1984-1985. These degrees fit well within the defined focus of
DSU on computer integration into the curriculum and serving the needs of the K-12 education
community. Maple, Stella, Excel, Fathom The Geometer’s Sketchpad and MyMathLab are the
primary software packages used in mathematics courses and they are all available to be loaded onto
students tablets or accessible by students anywhere at anytime from the Citrix server (accessed
through the internet to share computer software).
DSU implemented a wireless mobile computing initiative in the fall of 2004, mandating student
leases of tablet PCs with a nominal user fee for all fulltime freshman and sophomores, and
encouraging upperclassmen to opt into the lease. Most math majors opted into the program the first
year and all students will be required to have a tablet by the Fall of 07. Nearly all mathematics
courses have an online presence utilizing the course management system WebCt. The intermediate
algebra and basic algebra sections will utilize MyMathLab in the fall of 05 (hosted by Course
Compass, supported by Blackboard). These are examples of DSU’s continuous efforts to incorporate
the latest technology into the curriculum at the university and department level.
4
Date of last mathematics program review
The date of the last institutional program review was April 1999.
Outcomes of the last mathematics program review
Dr. Richey’s assessment report of the mathematics program in May of 1999 was overall very
positive. The recommendations for improvement focused on two main areas: faculty and students.
Workload, morale, and quantity of courses were faculty issues, while course offerings and
recruitment were undergraduate issues.
Since the last review a third tenure track position has been filled in mathematics, Dr. Glenn Berman,
a graph theorist was hired in 2001. Since Dr. Berman’s hiring DSU has offered at least two upper
level (non-education, 300 or higher) mathematics courses each semester. Furthermore, the tenure
track faculty have not taught classes below College Algebra for the past two years. Andrew Shiers
(instructor), Kim Jones (adjunct instructor), and Terry Ryan (adjunct instructor) have taught all of the
remedial level mathematics courses (Math 101 - Intermediate Algebra and Math 021 – Basic
Algebra) over that period of time giving the mathematics program stability from top to bottom in its
course offerings. Everything possible has been done to decrease workload. The goal is for faculty to
double up on courses to reduce the number of preps per semester and assign faculty to the same,
every other year courses. For example: Dr. Palmer offers Math Modeling every other year (he has
taken ownership of the course). The mathematics program has the opportunity to offer more upper
level classes resulting in more students majoring and minoring in mathematics (due largely to the
support of the Computer Science Program). The curriculum modification allowing a double major by
computer science students through the completion of only the mathematics courses in the
mathematics program requirements (four or five additional mathematics courses) has been very
successful in recruiting majors. Also, students in the CS program that don’t double major, can minor
in mathematics by taking one additional mathematics course. The MacsTech scholarship program
(NSF) rewards double majors with larger scholarships and has also contributed to the number of
double majors.
Trends in the Academic Program
The report by the MAA (CUPM Curriculum Guide 2004) on undergraduate programs emphasizes
students’ understanding the strengths and weaknesses of the incoming students as well as their goals
and aspirations. “Mathematics departments need to serve all students well – not only those who
major in the mathematical or physical sciences.” (page 5, CUPM Curriculum Guide 2004)
Ways trends have influenced academic programs, as well as ways trends are likely to influence
programs in the future?
The use of technology has changed mathematics education. Students learn mathematics by doing
mathematics and students that can do mathematics are successful in mathematics courses. Computer
based course management systems and tools enable the collection and grading of daily assignments
and quizzes. Faculty can check and verify that students are doing quality work without burying
themselves under a mountain of paperwork as well as delivering course content efficiently. Not only
5
has it changed how faculty teach, but it has changed what faculty teach. For example, graphing
techniques used to be a major focus in both College Algebra and Calculus I, whereas today the topic
is barely mentioned in modern textbooks. Handheld calculators and shareware computer programs
(for example Graphcalc.com) provide all the information faculty and students need, not to mention
the capabilities of computer algebra systems. Faculty use technology as a tool to solve and analyze
problems throughout the curriculum.
All the mathematics faculty have participated in curriculum redesign grants utilizing technology. In
the summer of 05, the focus was on the pre-general education courses, utilizing MyMathLab and a
success center model using the framework successfully implemented at the University of Alabama.
Program limitations relative to trends (concerns related to human, financial and physical
resource information)
The regularly scheduled courses offered in the Mathematics for Information Systems and Math
Education programs are courses that also serve as mathematical electives in the Computer Science
program (to meet the 7-10 requirement). For example, Abstract Algebra was offered for the first
time in nine years in the fall of 04 primarily because it was the prerequisite for the special topics
Cryptology course that was offered in the spring of 05.
Academic Programs and Curriculum
Academic degrees offered
Currently, students who are math majors in mathematics can obtain a Bachelor of Science in
Mathematics for Information Systems or a Bachelor of Science in Education in Mathematics with a
Computer Education minor. Majors in other programs may elect one of three mathematics minors:
Applied, Business or Elementary Education. Most Computer Science students either double major
in Math for Information Systems or they obtain an Applied Mathematics or a Business Mathematics
minor (dependent on which course was taken to meet the Calculus program requirement).
Curricular Options
Students majoring in Mathematics for Information Systems can choose their supporting coursework
and electives to obtain minors in Biology, Chemistry, Physics, Computer Science or Computer
Information Systems. The math education degree has a built in computer education minor.
Comparison of the program being reviewed with other regional program
Most colleges and universities in the region offer mathematics and math education degrees. All the
institutions in the South Dakota Regental System have mathematics programs and all, except the
School of Mines and Technology, have math education programs. However, the math degrees at
DSU are very different from the other regental institutions because of the emphasis on the integrating
computer technology and the computer science component. A math or math education major must
take a minimum of 18 hours of computer science coursework. The institution’s wireless mobile
computing initiative has made the differences more quantifiable.
6
Special Strengths of the Mathematics Program
Integration of Computer Technology
All the mathematics faculty have an online presence, utilize course management systems and use
computer software packages in their classrooms. The University has an unlimited site license of
Fathom and The Geometer’s Sketchpad so they can be installed on any University leased tablet.
Maple and Stella are available anytime, anywhere using the Citrix server.
Interaction of Faculty and Students
One of the program’s strengths is the focus on students and the opportunity for students and faculty
to work closely together. The opportunity to interact frequently with students allows the faculty
members to provide educational opportunities which more closely match the student’s career goals.
In the fall of 05, with the support of the College of Arts and Sciences, a math success center will be
launched to provide students access to tutors, instructors and professors outside of the office hour and
structured classroom environments. Faculty continue inviting students to interact with them,
regardless of whether they are enrolled in a course.
Special Topics Courses
Faculty routinely offer Special topics courses to students, helping them complete course requirements
on a timely basis and offering courses that would not be offered due to low enrollment (the 7-10 rule)
for students with a desire to learn about a specific topic. Below are the special topics offerings since
spring of 00.
YEAR
Spring 2000
Spring 2000
Fall 2000
Fall 2000
Fall 2001
Spring 2002
Fall 2002
Spring 2004
Fall 2004
Fall 2004
Spring 2005
Spring 2005
Spring 2005
Spring 2005
COURSE #
MATH 470
MATH 470
MATH 470
MATH 480
MATH 470
MATH 470
MATH 491
MATH 492
MATH 291
MATH 491
MATH 491
MATH 492-01
MATH 492-02
MATH 492-03
COURSE TITLE
An Intro to Dynamic Programming
Adv. Spc. Top: Intro to Mathematical Programming
Adv. Spc. Top: Math Modeling Applications
Directed Studies: Mathematical Programming
Adv. Spc. Top: Geometry for Teachers
Actuarial Exam Study
IS: Geometry for Teachers
Adv. Spc. Top: Geometry for Teachers
IS: Computer Apps in the NS
IS: Adv. Computer Apps in the NS
Graph Coloring, Algorithms, & Implementation
Topics: Cryptology
Topics: Intro to One Dimensional Real Analysis
Topics: Operations Research
INSTRUCTOR
Dr. Jeff Palmer
Byron Hurley
Dr. Jeff Palmer
Dr. Jeff Palmer
Dr. Rich Avery
Dr. Dwight Galster
Dr. Rich Avery
Dr. Rich Avery
Dr. Rich Avery
Dr. Rich Avery
Dr. Glenn Berman
Dr. Glenn Berman
Dr. Rich Avery
Andrew Shiers
Undergraduate Research
The mathematics program provides students with the opportunity to complete Capstone projects
(with the associated course being selected from a compiled list) and the Center of Excellence Honors
7
Program (students earn a Center of Excellence minor) requires a Capstone Experience from the
approved list or from the students’ major. Past research has included modeling bird populations (Dr.
Jeff Palmer, advisor), finding Green’s functions for boundary value problems associated to partial
difference equations (Dr. Rich Avery, advisor), and graph coloring (Dr. Glenn Berman, advisor).
Rich Avery has also worked with Math Education students completing Capstone Experience projects
utilizing The Geometer’s Sketchpad as a key component of curriculum development.
Supporting the System-wide Goals for General Education
The mathematics courses that satisfy the general education curriculum are designed with the goal of
developing mathematical thinking and analytic communication skills. Students learn problem
solving techniques, explore real world problems, form conjectures, and relate course content to the
real world as well as other disciplines.
All general education mathematics courses at Dakota State University meet the following system
(South Dakota Regental System) goal. The System wide general education courses and goals are
available at http://www.courses.dsu.edu/gened.
GOAL #5: Students will understand and apply fundamental mathematical processes and reasoning.
Student Learning Outcomes: As a result of taking courses meeting this goal, students will:
1. Use mathematical symbols and mathematical structure to model and solve real world problems;
2. Demonstrate appropriate communication skills related to mathematical terms and concepts;
3. Demonstrate the correct use of quantifiable measurements of real world situations.
Student Progression
The recommended sequence of courses in mathematics is simple because of the number of course
offerings each semester. An incoming student should take Calculus I in the first fall semester (only
offered in the fall) when they meet the prerequisite (placement, trigonometry or trigonometry
concurrently). Then they should follow this with Calculus II in the spring. If possible, they should
take Math 201, Introduction to Applied Mathematics in the freshman year. This course is designed to
provide a broad background, and is sufficient as a prerequisite for most upper level mathematics
courses and prepares students for their first proof based course, Discrete Mathematics. Students are
advised to take Discrete Mathematics in the semester following Calculus II. Majors essentially need
to take all of the math courses offered thereafter.
Math education students must follow a more defined sequence of courses in the College of Education
and the first two years of mathematics coursework is essentially the same as the Math for Information
Systems major. There is more flexibility with the upper level courses required for the math education
major since Math 341 and Math 342 are offered every semester. A check sheet system has been
developed to ensure that students carefully plan their semester schedules and graduate on schedule.
The check sheet for Math Education can be found in Appendix A.
8
The College of Education has established standards that students, including mathematics education
students, must meet to be admitted to the teacher education program. Candidates for admission must
have taken a minimum of 48 credit hours and maintained at least a 2.5 cumulative grade point
average. Before being approved for student teaching, students must meet additional requirements
including submission of the portfolio with teaching artifacts, a 2.6 minimum GPA in their major
field, and satisfactory completion (C or better) in all education courses and field experiences.
A student’s academic record at DSU is accessible to his or her advisor through a web-based interface
called Webadvisor. Advisors and students can view schedules and transcripts. Also, they can
perform a program evaluation that indicates which requirements remain in a student’s program.
Webadvisor allows for online searching of courses, and students may register for classes after
consulting with their advisor.
Curriculum Management
The following is a list of the courses in mathematics currently offered at Dakota State University:
MATH 021 Basic Algebra
MATH 101 Intermediate Algebra
MATH 102 College Algebra
MATH 104 Finite Mathematics
MATH 120 Trigonometry
MATH 121 Survey of Calculus
MATH 123 Calculus I
MATH 125 Calculus II
MATH 201 Introduction to Applied Mathematics
MATH 225 Calculus III
MATH 281 Introduction to Statistics
MATH 291 Independent Study
MATH 292 Topics
MATH 315 Linear Algebra
MATH /CSC 316 Discrete Mathematics
MATH /CSC 318 Advanced Discrete Mathematics
MATH 321 Differential Equations
MATH 341 Mathematical Concepts for Teachers I
MATH 342 Mathematical Concepts for Teachers II
MATH 361 Modern Geometry
MATH 381 Introduction to Probability and Statistics
MATH 413 Abstract Algebra
MATH 418 Mathematical Modeling
MATH 471 Numerical Analysis I
MATH 475 Operations Research
MATH 491 Independent Study
MATH 492 Topics
MATH 493-593 Mathematical Workshop
9
MATH 498 Undergraduate Research/Scholarship
Bachelor of Science in Education in Mathematics with Computer Education
Minor
Students majoring in this program develop a strong mathematical background in a mathematics core
following the guidelines of the National Council of Teachers of Mathematics and the Mathematical
Association of America. Graduates of this program are prepared to teach mathematics and computer
science at the secondary level. These students will receive a Bachelor of Science in Mathematics
Education and a minor in Computer Education. Graduates of this program will also be prepared to
use the computer as a tool in both the learning and teaching of mathematics. All DSU teacher
education graduates earn a K-12 Educational Technology Endorsement.
System-wide General Education Requirement*
Institutional Graduation Requirements
30
11
* Majors must take PSYC 101, MATH 123 and one of HIST 151, or HIST 152 as part of
the system-wide general education requirement.
** Majors must take CIS 130 as part of the information technology requirement.
NOTE: Students should complete professional education coursework (see below)
concurrently with general education and content major coursework
Mathematics Component
Calculus II
4
MATH 125
Intro to Applied Math
3
MATH 201
Introduction to Statistics
3
MATH 281
Linear Algebra
3
MATH 315
Discrete Mathematics
3
MATH 316
Mathematical Concepts for Teachers I
3
MATH 341
Mathematical Concepts for Teachers II
3
MATH 342
or
Modern Geometry
3
MATH 361
Plus 9 credits from the following:
Calculus III
4
MATH 225
Advanced Discrete Math
3
MATH 318
Differential Equation
3
MATH 321
Intro to Probability & Statistics
3
MATH 381
Abstract Algebra I
3
MATH 413
Mathematical Modeling
3
MATH 418
Numerical Analysis I
3
MATH 471
Operations Research
3
MATH 475
Topics
1MATH 492
6*
Undergraduate Research/Scholarship
2
MATH 498
31
9
10
* May be repeated several times provided student does not enroll in the
same Special Topics course
Computer Education Component
Computer Hardware, Data Communications &
3
CIS 350
Networking
Computer Science I
3
CSC 150
Advanced Computer Applications
3
CSC 206
Computer-based Technology and Learning
3
EDFN 365
Teaching Using Video Conferencing
1
EDFN 366
Multimedia Web Dev. in Education
2
EDFN 465
Comp. Applications in Nat. Sciences
2
SCTC 203
Adv. Comp. Apps in Natural Sciences
2
SCTC 403
Professional Education Courses
Students must complete 30 hours of system-wide general education
courses in their first 64 credit hours.
All Professional Education Courses must be completed with a "C" or
better.
1
- No grade less than a "C" must be completed prior to admission to
Teacher Education
2
- Requires field experience.
Pre-Professional Block
Foundations of American Education1, 2
2
EDFN 338
1, 2
Educational Psychology
3
EPSY 302
3
HIST/INED 411 South Dakota Indian Studies
Intro to Persons with Exceptionalities 1, 2
2
SPED 100
Admission to the Teacher Education Program is required for the
remaining courses. See Requirements for Admission in the College of
Education section.
*Students planning to teach outside South Dakota are encouraged to take
SPED 100 for 3 credits.
Early Professional Block
3
EDFN/SOC 475 Human Relations
2
Human Growth and Development
3
EPSY 330
2
7-12 Teaching Reading in the Content Area
3
ENGL/SEED
450
Advanced Professional Block
Secondary and Middle Level
2
SEED 302
2
Content Methods: Math Major
Secondary and Middle Level
1
SEED 303
Content Methods: Computer
Science Minor(Recommended)
Student Teaching Semester
Admission to Student Teaching is required for enrollment in SEED 488.
See Approval for Student Teaching in College of Education section.
20
33
11
SEED 401 and SEED 471 are taught in a compressed format during the
first four weeks of the semester and is usually taken in the same semester
as student teaching.
Methods of Education Technology
1
SEED 401
Secondary
Education
1
SEED 471
(Recommended
Classroom Management
7-12 Student Teaching
10
SEED 488
Students planning to teach outside South Dakota are encouraged to take
ATOD Prevention Education
2
HLTH 201
Bachelor of Science in Mathematics for Information Systems
Graduates of the Mathematics for Information Systems program will have backgrounds in
mathematics, business and information systems. These students take a variety of mathematical
analysis courses including calculus, probability and statistics, and mathematical modeling. In
addition, these students take a variety of computer and business related courses including computer
programming, operating systems, data base applications, and business.
Students with this degree will enter the job market as business people with quantitative skills.
Students will be hired by major businesses that need statistical analysis of both business and
mathematical natures.
System-wide General Education Requirement*
30
Institutional Graduation Requirements
11
* Majors must take MATH 123 as part of the system-wide general education requirement.
** Majors must take CSC 150 as part of the information technology requirement. The
general education website http://www.courses.dsu.edu/gened/ provides additional
information on the specific requirements for general education.
Mathematics Component
28
Students obtaining a degree in Biology for Information Systems or Biology Major for
Bachelor of Science in Education, Physical Science or Physical Science Major for
Bachelor of Science in Education or Computer Science, only need complete the
Mathematics Component of the program to obtain a second major in Mathematics for
Information Systems.
Calculus II
4
MATH 125
Intro to Applied Math
3
MATH 201
Introduction to Statistics
3
MATH 281
Linear Algebra
3
MATH 315
Discrete Mathematics
3
MATH 316
Plus 12 credits from the following:
12
Calculus III
4
MATH 225
Advanced Discrete Mathematics
3
MATH 318
MATH 321
Differential Equations
3
12
3
3
3
3
3
3
16*
Undergraduate Research Scholarship
2
MATH 498
* May be repeated several times provided student does not enroll in the
same Special Topics course.
Science Technology Component
Comp. Appl. in Nat. Science
2
SCTC 203
Ad. Comp. Apps in Nat. Science
2
SCTC 403
Select 4 credits from the following:
Ecology
4
BIOL 311
Genetics
4
BIOL 371
Analytical Chemistry
4
CHEM 332
Classical Mechanics
4
PHYS 451
Supporting Coursework
Organization & Mgmt.
3
BADM 360
Structured Systems Analysis/Design
3
CIS 322
Computer Science II
3
CSC 250
CSC 260
Object Oriented Design
3
Select 24 credits from the following:
Principles of Accounting I
3
ACCT 210
Business Statistics II
3
BADM 321
Marketing
3
BADM 370
Prod and Oper Mgmt
3
BADM 425
Inventory Control
3
BADM 426
Inorganic Chemistry
3
CHEM 452
OS Interfaces and Utilities
3
CIS 277
Management Info System
3
CIS 325
COBOL I
3
CIS 330
Computer Hardware, Data Communications &
3
CIS 350
Networking
Database Management Systems
3
CIS 484
Data Structures
3
CSC 300
Assembly Language
3
CSC 314
Comp. Org. & Architecture
3
CSC 317
Computer Graphics
3
CSC 433
MATH 361
MATH 381
MATH 413
MATH 418
MATH 471
MATH 475
MATH 492
Modern Geometry
Intro to Probability & Statistics
Abstract Algebra I
Mathematical Modeling
Numerical Analysis I
Operations Research
Topics
8
4
36
24
13
CSC 456
CSC 461
PHSI 330
PHSI 343
PHSI 345
PHSI 411
PHSI 421
PHYS 439
Operating Systems
Programming Language
Intro Quantum Mech.
Intro Thermodynamics
Kinetics and Equilibrium
Intro Statistical Mech
Adv. Comp. Methods in Phy. Science
Solid State Physics
3
3
2
2
2
2
2
3
Electives
Enrollment Statistics for Course Offerings
Course
MATH 021
Basic Algebra
MATH 101
Intermediate Algebra
MATH 102
College Algebra
MATH 103
Liberal Arts Math
MATH 101
Finite Math
MATH 112
Quantitative Methods
MATH 120
Trigonometry
MATH 121
Survey of Calculus
MATH 123
Calculus I
MATH 138
Calculus For Business
Majors
MATH 224/125
Calculus II
MATH 225
Calculus III
MATH 270
Introductory Special
Topics
MATH 281
1999-00 2000-01
62
106
4
31
135
104
41
54
191
166
161
159
17
X
X
X
X
X
X
X
X
X
X
75
31
26
13
X
X
X
X
X
45
47
30
X
55
96
60
64
Academic Year
2001-02 2002-03
72
71
22
23
98
75
116
50
292
157
130
107
X
X
X
X
X
8
X
X
48
27
80
53
19
24
X
X
48
44
43
40
39
35
X
X
X
X
X
X
2003-04
60
27
71
49
144
101
X
X
X
11
62
83
23
X
38
X
48
X
X
X
2004-05
58
29
68
42
131
90
X
X
X
X
68
72
34
X
32
45
29
X
X
X
X
39
16
X
3
X
30
34
X
X
X
1
X
28
X
X
X
X
X
24
X
11
X
X
X
33
X
X
X
X
X
24
X
X
X
X
X
X
34
X
X
X
14
Intro to Stats
MATH 291
IS: Computer Apps in
the NS
MATH 315
Linear Algebra
MATH 318
Adv. Discrete Math
MATH 321
Differential Equations
MATH 341
Math Concepts I
MATH 342
Math Concepts II
MATH 381
Probability
MATH 413
Abstract Algebra I
MATH 414
Mathematical Modeling
MATH 471
Numerical Analysis
MATH 475
Operations Research
MATH 492
Adv. Spec. Topics
Math 480
Directed Study
Math 491
Independent Study
Math 498
Capstone
X
X
X
X
X
X
28
X
X
17
X
X
29
X
X
X
1
X
X
37
X
X
X
X
34
8
X
25
X
X
X
X
X
X
15
X
X
X
10
11
X
X
X
X
X
X
X
48
X
X
X
X
36
16
30
43
24
X
X
X
17
X
X
X
X
X
7
X
2
X
X
X
X
3
X
25
X
8
20
X
28
25
19
21
X
X
X
X
X
X
X
21
X
X
6
5
X
X
X
X
2
X
X
25
X
X
X
X
27
35
28
18
23
X
X
X
X
X
X
X
X
13
X
X
X
X
1
X
X
1
X
25
X
33
X
X
25
14
10
26
X
X
X
X
19
X
22
X
X
X
X
6
X
X
X
2
X
X
X
20
X
X
X
X
59
21
70
28
33
X
24
X
X
X
X
X
X
X
X
22
X
X
1
2
X
X
Note: the first row is summer + fall enrollment and the second row is spring enrollment.
Relationships with Other Programs at Dakota State University
Most (all except the courses with an education emphasis) of the courses in the mathematics program
are required or optional for students in Computer Science. The Physical Science, Biology, Scientific
Forensic Technology and Elementary Education programs also support courses in the mathematics
program. However, without the support of the Computer Science program the mathematics program
would not exist. Below are the mathematics support courses in the computer science program.
15
Note: Students are encouraged to consider the requirements for a
Mathematics minor or second major when selecting courses.
Survey of Calculus I
MATH 121
or
Calculus I*
MATH 123
Intro to Applied Math
MATH 201
Intro to Statistics
MATH 281
or
Intro to Probability and Statistics
MATH 381
CSC/MATH 316 Discrete Mathematics
MATH Electives (6 hours)
Calculus II
MATH 125
Linear Algebra
MATH 315
MATH/CSC 318 Advanced Discrete Math
Differential Equations
MATH 321
Intro to Probability and Statistics
MATH 381
Abstract Algebra I
MATH 413
Mathematical Modeling
MATH 418
Numerical Analysis I
MATH 471
Operations Research
MATH 475
Topics
MATH 492
*MATH 120 prerequisite
4
3
3
3
6
4
3
3
3
3
3
3
3
3
1-4
Instructional Methodologies
The faculty utilizes a variety of instructional methods including lecture, group problems, cooperative
learning, directed reading, and multimedia supplemented with computer technology. Computer use
in the classroom is highly encouraged. Faculty have put a great deal of time and energy creating
documents and course materials that are accessible through the Web. All of the mathematics faculty
have received redesign grants through the University and/or the Governor’s office. Current
investigations with funding from the administration involve the use of MyMathLab, a computer
based software package that provides tutorials, an interactive textbook, multimedia presentation and
an online tutoring service. The goal is to get students active and engaged in their mathematics
courses.
16
Program Enrollments and Student Placement
NUMBER OF DECLARED MAJORS FOR THE LAST 5 YEARS
Major
Mathematics for
Information Systems
2000/01
16
2001/02
16
2002/03
17
2003/04
34
2004/05
37
11
13
11
12
18
2000/01
15
2001/02
20
2002/03
17
2003/04
16
2004/05
8
Mathematics
Education
Minor
Applied and Business
NUMBER OF DEGREES GRANTED FOR THE LAST 5 YEARS
Program
200020012002200320042001
2002
2003
2004
2005
Math for Information
1
0
1
0
0
Systems
Math for Information
2
3
2
8
8
Systems/
Computer Science
Double majors
Math Education
Program
Math for Information
Systems
Math Education
1
4
2
2
2
2000/01 2001/02 2002/03 2003/04 2004/05
2
3
7
6
2
2
3
2
1
Employment potential and placement
Nearly 100% of students from both Math Education and Math for Information Systems found
placement in either an appropriate position or chose to continue their education in graduate school.
The following table shows the positions and geographic locations of student placement since the last
mathematics program review.
Year
Location
City
ST
Major
1999
Continuing Ed @ Purdue University
2001
Martin Group
West Lafayette
IN
Math for Information Systems
Mitchell
SD
2001
Math For Information Systems
Credit Soup, Inc.
Madison
SD
2001
Math For Information Systems
Citibank
Sioux Falls
SD
Math For Information Systems
17
2002
Continuing Ed @ University of NE-Lincoln
Lincoln
NE
Math for Information Systems
2002
Comprehensive Software Systems
Denver
CO
Math for Information Systems
2002
Gateway
Sioux Falls
SD
Math for Information Systems
2003FA
Esurance
Sioux Falls
SD
Math for Information Systems
2004SP
BrightPlanet, Inc
Sioux Falls
SD
Math for Information Systems
2004SP
Citibank
Sioux Falls
SD
Math for Information Systems
2004SP
DSU-CRESH
Madison
SD
Math for Information Systems
2004SP
Citibank
Sioux Falls
SD
Math for Information Systems
2002
RTR High School
Tyler
MN
Mathematics Education
2003SP
Tracy School District
Tracy
MN
Mathematics Education
1999
Continuing Ed @ DSU
Madison
SD
Mathematics Education
2001
Tri-Valley School District
Colton
SD
Mathematics Education
2002
Geddes Community School District
Geddes
SD
Mathematics Education
2002
Continuing Ed @ DSU
Madison
SD
Mathematics Education
2002
Wagner School District
Wagner
SD
Mathematics Education
2003FA
Aqua Fria Union High School
Avondale
AZ
Mathematics Education
2004SP
Mitchell Middle School
Mitchell
SD
Mathematics Education
Faculty Credentials
The faculty listed below are the principal instructors in the program.
Jeffrey Palmer, Professor of Mathematics, Ph.D., Washington State University
Rich Avery, Associate Professor of Mathematics, Ph.D., University of Nebraska
Glenn Berman, Assistant Professor of Mathematics, Ph.D., Louisiana State University
Andrew Shiers, Instructor of Mathematics, J.D., Creighton University
Kim Jones, Adjunct Instructor of Mathematics, M.Ed., Stephen F. Austin State Univ.
Terry Ryan, Adjunct Instructor of Mathematics, M.S., Indiana University
A vita for each faculty member is contained in Appendix B.
Anticipated Changes in Staffing
In the Fall of 05 a pilot, using the success center model, of Intermediate Algebra and a redesigned
Basic Algebra course will be completed. It is anticipated that this will evolve into a success center
model for the remedial mathematics courses thus, creating the need for a Director of the Success
Center (also the instructor of record for all remedial mathematics students).
Faculty and/or Student Research
Dr. Rich Avery conducts research on boundary value problems and fixed point theorems. He has
published over twenty-five refereed manuscripts in mathematics journals and co-authored a chapter
in a book on time scales. His current research focuses on boundary value problems for partial
difference equations. The results of the work done with undergraduate students Jeremy Wollman and
Eric Rolland (representing work they did in their capstone experience) resulted in a refereed
publication on partial difference equations.
18
Dr. Glenn Berman conducts research in minors of directed graphs and coloring algorithms. The
results of work done last year with David Konz, an undergraduate, resulted in the presentation of
results at the South Dakota Academy of Sciences meetings.
Dr. Jeffrey Palmer has research interests in the areas of mathematical epidemiology, foraging theory,
and metapopulation dynamics. He has published several papers, has co-authored a book on the Birds
of South Dakota, and has worked with numerous undergraduate students on research projects. Dr.
Palmer is also the editor of the Spring and Fall Seasonal Reports for South Dakota Bird Notes.
Andrew Shiers has been involved in mathematics education on many levels, including experiences in
middle school, high school, community college ,and four-year college. Throughout these
experiences, he has taught and used many teaching strategies, and has been involved in evaluating the
effectiveness of such strategies. In the late 1980s and into the early 1990s, he was involved in
disseminating and implementing National Council of Teachers of Mathematics math standards on the
secondary level in the State of Nebraska. More recently, he has presented at Nebraska Association of
Teachers of Mathematics conferences on integrating writing activities in the secondary math
classroom, as well as using the Geometer’s Sketchpad to introduce and explore selected math topics
in the secondary classroom. Andrew Shiers has written and secured grant funding to integrate tablet
technology into college algebra courses, as well as developing accompanying assessments for these
courses that are administered and graded using tablet technology.
Service to Community
Dr. Avery is a member of the Institutional Effectiveness committee and is one of DSU’s
representatives to the Math Discipline Council which reports to the South Dakota Board of Regents.
He will serve as president of the council during the next year. Dr. Avery reviews numerous
manuscripts every year for mathematics journals and has written and served as Director for two
funded No Child Left Behind Grants. He serves as a Supervisor for LeRoy Township of Lake
County. Dr. Avery is the President Elect of the Nebraska-Southeast South Dakota section of the
Mathematical Association of America.
Dr. Glenn Berman currently serves on the Student Admission Committee. Previously he has served
on the Diversity Committee, the parking committee, and the curriculum committee. Additionally he
has helped with tutoring for assessment tests, proctored assessment tests, and advising of incoming
freshman. He is also the advisor of the Math and Science club, the DSU gaming club, and the
forming DSU radio station, KDSU.
Dr. Palmer is currently the College of Arts & Sciences representative to the DSU Curriculum
Committee and Graduate Council and has served on numerous institutional committees over the
years. He is a member of the statewide Mathematics Discipline Council. Additionally, Dr. Palmer is a
19
Past President Director of the South Dakota Ornithologists’ Union and serves as web master and as a
member of the Rare Bird Records Committee for that organization.
Andrew Shiers has been a DSU faculty member for four years, during which time he has volunteered
to serve on the Entry Level Assessment Committee, as well as proctoring exams on Assessment Day.
He is a member of the Nebraska Association of Teachers of Mathematics and the South Dakota
Council of Teachers of Mathematics. Additionally, he is a member of the local Knights of Columbus
chapter, an international fraternal organization.
Description of Student Organizations
Many mathematics students belong to the Math and Science club. This organization provides
educational opportunities for students and carries out projects which serve the university and
community. The club promotes math and science education through activities highlighting pi and
mole days. In the spring, the members present a chemistry magic show for area elementary students.
A major outreach activity is the offering of a math and science contest for high school students each
year and more recently a middle school contest.
Speakers are invited to campus from such places as the Mammoth Site in Hot Springs, SD. Each fall
the club sponsors a trip to the Nobel lectures at Gustaveus Adolphus University in St. Peter, MN.
About every other year, the club members travel to museums and other events in the region. In
recent years, the club sponsored trips to St. Louis, Winnipeg and Denver.
Dr. Avery has brought students to the University of Nebraska-Lincoln four of the past five years for
the Regional Workshop in the Mathematical Sciences to explore the possibilities of graduate school
and network with area universities. In addition, Dr. Avery has taken students to the Sectional
meeting of the MAA.
Academic and Financial Support
Resources providing academic support to faculty and students in Mathematics include the Karl E.
Mundt Library, a wireless computer infrastructure, and classrooms equipped with computer
projection systems.
Karl E. Mundt Library & Learning Commons
The Karl E. Mundt Library & Learning Commons provides a wide range of library services as well as
a diverse collection of reference and informational materials for the use of the faculty and staff of
Dakota State University. The Library exists to serve as an archive of accumulated knowledge, a
gateway to scholarship, and a catalyst for the discovery and advancement of new ideas. In fulfilling
its obligation to provide knowledge to the University and the scholarly community at large, the
Library collects, organizes, and provides access to recorded knowledge in all formats. The Library
faculty initiates discussions and proposes creative solutions to the information challenges facing the
University and the scholarly community. The Library's faculty and staff actively participate in
20
providing quality service, access, instruction, and management of scholarly information. It is one of
the main sources of knowledge and reference for students in mathematics.
The mission of the Karl E. Mundt Library & Learning Commons is to meet the information needs of
the students, faculty, and staff of Dakota State University and to support the University’s stated
mission and goals. The college and library faculty work together to plan the development of library
resources in order to purchase the most appropriate materials to achieve the educational objectives of
Dakota State University. The total collection contains approximately 175,000 items (physical and
electronic), ranging from books, journals, and other formats that support all subjects the University
offers.
The Karl E. Mundt Library boasts tremendous access to the resources needed by anyone pursuing a
mathematics related research topic. Even though the library does not have an extensive list of books
related to mathematics, they are readily obtainable through interlibrary loan. The library also has
subscriptions to 115 full text online publications in the mathematical sciences, plus access to
citation/abstract information in MathSciNet (1799 journals), Dissertation Abstracts, and other
research databases. The Library tracks periodical and research database usage and subscribes to titles
most in demand.
These and additional resources are available through a variety of means: the South Dakota Library
Network (SDLN), EBSCO Academic Search Premier, ProQuest Research Library, OCLC
FirstSearch, the Internet, and the various indexes accessed by the Mundt Library. In short, there is
little the Library cannot acquire to fill student or faculty needs.
Computer Infrastructure
Within the unit of Computing Services, the Network Services group is responsible for planning,
implementing, and securing network services for campus computing resources. A variety of servers
in the Server Room provides applications hosting home directories, web space, e-mail, and other
central applications. The use of the Citrix server allows students access to Stella and Maple through
the internet.
Working in partnership with the colleges and the institution’s academic support areas, Network
services develops the image of applications installed in each computing laboratory. Network
Services operate a Repair Center, staffed primarily by students, to quickly respond to any computing
or network access problems in campus offices or computing laboratories or with students tablet pc’s.
Advisory and Support Staff
Kari Forbes-Boyte, Dean of Arts and Sciences
Dale Droge, Math and Science Coordinator
Ethelle Bean, Director of the Library
Deb Gearhart, Director of E-Education Services
Nancy Presuhn, Senior Secretary for the College of Arts and Sciences
David Zolnowsky, Chief Information Officer
Craig Miller, Computing Services Manager - Network Services
Robert Dineen, Computing Technician, E – Education Services
21
Financial Support
There are two sources of funds that support the mathematics program. State funds are used for
general operating expenses of the Science Center and support of instruction including printing, office
supplies, and some support of travel. The funds in this account are shared by Biology, Mathematics,
Physical Science and Respiratory Care.
Additional support for professional development and training is provided from funds allocated
through the Vice-President for Academic Affairs office. Faculty apply for support and up to $1000
per year is available for each faculty member.
In addition there have been opportunities through the Bush Grant, Title III, e-education services and
the Governor’s office to apply for support during the summer months to redesign courses.
Budget for Math and Science Programs 2000 - 2005
Fiscal Year
2001
2002
2003
2004
2005
State Funds
$38,298
$29,180
$30,310
$30,310
$30,007
Local Funds
$18,116
$16,644
$16,500
$16,500
$20,000
Total
$56,414
$45,824
$46,810
$46,810
$50,007
Major financial concerns
It is expected that state support of the College of Arts and Sciences, and therefore of the mathematics
program, will continue at current levels. We have all of the resources that we have requested,
including the site license for the most current version of Maple. At this time there are no concerns.
Facilities and Equipment
Current Facilities
The Science Center at Dakota State contains three classrooms, each with a capacity of 50 people, a
250 seat auditorium, two chemistry laboratories, one physics lecture/lab room, a computer laboratory
with Pasco interfaces for the collection of data (SMART lab), and three biology laboratories. One of
the biology labs is set up primarily for microbiology and other advanced courses. It has a capacity of
about 25 students. The other two rooms are general purpose where mostly introductory courses are
taught (capacities of 32 and 48 students). A 300 square foot greenhouse is attached to one of the
general purpose labs. There are two prep rooms for biology, one of which is also used for research
space. There is a small animal room adjacent to one of the prep rooms. The Science Center had one
general access computer lab containing 30 fully networked PC computers which will be converted
into a success/tutor center for the mornings and a classroom for the afternoons during the summer of
22
05. Remaining are five general access computer laboratories on campus, including one in the library,
however nearly all students have their own wireless tablet pc.
Quality of the Facilities
Although the Science Center is more than 30 years old, the laboratories, classrooms and offices are
well maintained and are very serviceable. There are problems with the ventilation and
heating/cooling system, which are currently being addressed by the Physical Plant.
Additional Facilities Needed
No additional facilities are needed at this time. Depending on the success of the pilot and the
direction of remedial mathematics at DSU, it may be necessary to remodel a room into a permanent
Success Center in the near future.
Quality of Current Equipment
Faculty at Dakota State University received a new computer with a memory upgrade in the past year.
The equipment and software used by the faculty is up to date.
Additional Equipment Needed
At this time we have all the equipment and software we have requested and need for the delivery of
our programs.
Assessment and Strategic Plans
Brief History of Assessment: DSU has a long history of program and student assessment at the
undergraduate and graduate level. During Fall 1993, the vice president for academic affairs asked
the faculty-based Assessment Coordinating Committee to develop a formal assessment plan for the
institution. The faculty committee was responsible for designing the institution’s three-tiered
framework for assessment and took specific responsibility for general education assessment. In
April 1995, the NCA reviewers expressed their confidence that DSU “… successfully demonstrated
through its plan and program a deep commitment to the assessment of students’ academic
achievement in a serious and professional manner.” The assessment plan included


entry-level assessment to ensure appropriate course placement,
general education / proficiency assessment to ensure that basic knowledge and skills
were being provided to students and that goals set for the system-wide general
education core curriculum were being met
 major field assessment to ensure that graduates were proficient in their academic
discipline.
The assessment plan for the Math for Information Systems major was developed by the
faculty in conjunction with DSU’s Assessment Plan.
23
DSU’s 2000 Assessment Plan: The 2000 Assessment Plan includes the original three-tiered
structure with the addition of a fourth level to assess the two graduate programs. All of the
policies and procedures were updated to reflect changes in the institution and its academic
programs. The policy related to the Assessment Coordinating Committee can be found at
http://www.departments.dsu.edu/hr/newsite/policies/041500.htm. The institution continues to
use assessment data to monitor progress on institutional goals and to strengthen course
content and programs. A summary of the 2000 Assessment Plan is available at
http://www.departments.dsu.edu/assessment/executive_summarytoc.htm. The assessment
plans for each major were reviewed and updated during 1998-2000.
DSU’s Assessment Program 2000-2005: DSU continues to integrate the assessment process
into the institutional culture. The faculty and administration are committed to the assessment
process and to the use of assessment data to effect institutional change. The faculty-based
Assessment Coordinating Committee meets regularly to review achievement of the goals set
in the 2000 Assessment Plan. The Assessment Coordinating Committee meeting minutes are
sent via e-mail to all faculty and staff. In addition, Assessment Updates are posted on the web
to provide a brief summary of the assessment activities. Each spring, the Deans prepare a
summary of the assessment results from the past year. The College of Arts and Sciences
annual reports are available at
http://www.departments.dsu.edu/assessment/major_field/default.htm. During the past year,
the institution focused on Institutional Effectiveness and each college and functional unit
developed evaluation plans for each of the strategic initiatives. Assessment of the academic
programs is included in DSU’s Strategic Initiative # 4, Academic Programs. Specific
information is available on the intranet (DSU’s password protected site) and at
http://www.departments.dsu.edu/ie. More information on strategic planning can be found in
the next section.
The University also developed an online academic advising site for both students and faculty.
Assessment information is available on these advising sites:
http://www.courses.dsu.edu/onlineadvising/
Goals and Objectives of the Mathematics Program
All students will have a basic knowledge of the fundamental principles and applications of
mathematics.


Students will understand the methods and important concepts of the major disciplines
within mathematics.
Students will be able to apply their knowledge of mathematics to solve new and
unfamiliar problems.
Students will be proficient in the use of computer technology to find information, acquire and
analyze data, explore and understand mathematical concepts, investigate and solve complex
mathematical problems, and communicate results and conclusions.
Students will be able to communicate their knowledge and results effectively for a wide range of
purposes and intended audiences.
24
Graduates of the program will be prepared to enter graduate school to further their career goals in
mathematics or related areas.
Goal specific to the degree in Mathematics for Information Systems:
Graduates of the Mathematics for Information Systems program will be able to gain employment
in business and industry where an understanding of the world of business, information systems,
mathematics, and related areas is required or desirable.
Goal specific to the degree in Mathematics for Education:
Graduates will be effective teachers of mathematics at the secondary level who are well prepared
to integrate the use of computers into their mathematics teaching.
Assessment of the Goals and Objectives of the Mathematics Program
Assessment of program quality and student outcomes is an important component of program
enhancement in the Mathematics Program at Dakota State University. The faculty developed a plan
with several assessment activities for each major that are assessed by multiple criteria. The common
set of assessment measures used include course grades, national exams, graduate surveys, employer
surveys and exit interviews.
Major Field Assessment Activities
The following table summarizes the type of data collected in the major field assessment plans.
Each program has a specific assessment plan with goals, student learning outcomes and
assessment criteria. The assessment plan for the Math for Information Systems major and the
associated data tables is available at the Office of Institutional Effectiveness and Assessment
website at http://www.departments.dsu.edu/assessment/major_field/default.htm. Each year,
the data table is updated to include the students’ test scores, employer and graduate survey
data, placement statistics and other information that is used to evaluate the student learning
outcomes.
Major
Math for
Info.
Systems
Math
Education
Type of
Program
Standardized
Exams
Exit
Interviews
Course
Grades
Placement
Statistics
Graduate
Survey
Employer
Survey
4- year
X
X
X
X
X
X
4-year
X
X
X
X
X
X
Major Field Assessment Plans
On June 24, 2003, the South Dakota Board of Education adapted administrative rules to require
content and pedagogy tests for teacher certification beginning July 1, 2005. Because new teacher
education graduates will not have 3 years of teaching experience by July 2005, they will be required
to successfully pass the state certification exams to meet the No Child Left Behind requirements for
highly qualified teachers. Therefore, teacher education students, planning to graduate in December
25
2003, are strongly encouraged to take the state certification content to establish their highly qualified
status for possible teaching positions in South Dakota or other states. Teacher education students
making application to student teach in Spring 2004 must take the state certification content exam(s).
Because math for secondary education graduates will take the Praxis II exam, they will no longer take
the Major Field Assessment Exam (MFAT) produced by ETS. The effect of this change on
instruction for education students will be closely monitored.
Analysis and Review of the Major Field Assessment: The faculty-based Assessment
Coordinating Committee is responsible for review of the general education assessment plan
and the major field assessment plans. Each year, the Committee reviews the data associated
with the assessment plans (e.g. employer and graduate survey results, major-field assessment
test data and the proficiency test scores.) A summary of the data is available at
http://www.departments.dsu.edu/assessment
The following is a brief summary of the assessment policy changes and discussions (between
2000 and 2005) that relate to the University’s assessment program.
October, 2000: The Assessment Coordinating Committee (ACC) received the results of the
major-field assessment review that was completed by a faculty subcommittee. Each of the
colleges received specific comments on the evaluation of each of their major-field assessment
plans. The Guidelines for Major-Field Assessment Review are available at
http://www.departments.dsu.edu/assessment/mf_reviewguidelines.htm
During 2001 and 2002, the Committee updated the major field assessment policy. The
revised policy is available at http://www.departments.dsu.edu/hr/newsite/policies/031100.htm
and the Deans presented their major-field assessment results to the Assessment Coordinating
Committee. Dr. Eric Johnson, presented the results of the major-field assessment activities.
The Deans will include information on their general education assessment results in their
annual assessment report.
During 2002: The institutional program review process was modified to incorporate
assessment and strategic planning.
During 2004 and 2005, information from the major-field assessment plan was incorporated
into the College of Arts and Science’s Institutional Effectiveness plan under Strategic
Initiative # 4: Academic Programs.
The five-year assessment review cycle will begin during Fall 2005. Each of the major-field
assessment plans will be reviewed by a faculty committee and their suggestions will be
presented to the Assessment Coordinating Committee.
Evaluation of assessment data: All candidates for graduation complete an assessment
activity on DSU Assessment Day. Classes are cancelled one day each semester to facilitate
the testing process. Since 1998, the Math for Information Systems majors complete the Major
Field Assessment Exam (MFAT) in Mathematics; the double majors complete the MFAT in
Computer Science also, both produced by Educational Testing Service. DSU students’
average score has remained within one standard deviation of the national user norm. In
addition, the majority of the DSU students score at or above the 50th percentile when
compared to the user norms. The MFAT provides assessment indicators in three areas: 1.
programming fundamentals, 2. computer organization, architecture and operating systems and
26
3. algorithms, and theory and computational math. The average scores of the DSU students
are also within one standard deviation of the user norms on each of the assessment indicators.
The assessment plans and data tables are available on the web at
http://www.departments.dsu.edu/assessment/major_field/default.htm The Office of
Institutional Effectiveness and Assessment has additional information on the Employer and
Graduate Surveys and the major-field assessment tests.
ETS Major
field
assessment
Test (MFAT)
in Math
DSU Math for
Information
Systems
User Norms
Fall
2000Spring
2001
Fall
2001Spring
2002
Fall 2002Spring
2003
Fall 2003Spring
2004
Fall 2004Spring
2005
Overall
Mean and
Std. Dev.
N=3
155.3
N=3
170.3
N= 3
157.3
N=8
145.8
N=8
151.5
N=25
153.1 / 15.1
Percent Above
(one standard
dev. from the
user norms
mean)
N=25
88%
N=3877
152.4 / 17.7
* includes double majors in Math for Information Systems / Computer Science
Changes made to the curriculum or to the program as a result of assessment findings:
The monitoring of student progress is a critical component of program assessment and
provides the faculty, students and administrators with vital information about program quality.
The curriculum is reviewed on a regular basis and program modifications are submitted to the
University’s Academic Council and Curriculum Committee. Information from graduate and
employer surveys and meetings with prospective employers are used to revise the curriculum
to ensure it meets the needs of the marketplace. Students’ scores on the major field
assessment exams are used as another means of evaluating the curriculum.
Other measures the college faculty use on a regular or periodic basis to aid in the
evaluation of the curriculum and the effectiveness of the teaching/learning process
DSU regularly conducts several surveys that provide information for faculty and
administrators to use in the evaluation of the effectiveness of the teaching and learning
process. A summary of these surveys is available at
http://www.departments.dsu.edu/assessment/Summary%20of%20Surveys.htm.
The Noel Levitz Student Satisfaction Inventory (SSI), the National Survey of Student
Engagement (NSSE) and the Faculty Survey of Student Engagement (FSSE) provide valuable
information on student satisfaction with DSU’s programs and services and the level of
engagement of students in various areas. A summary of the results of the NSSE/ FSSE is
presented to the faculty and staff during orientation in the fall. Each college receives the
results of the Student Satisfaction Inventory for students in their majors; this data provides
information on satisfaction with academic advising, course scheduling and other areas related
to students’ academic success.
DSU graduates are surveyed at one and three years following graduation. Employers of DSU
graduates are surveyed on an annual basis. During 2000-2003, ratings from employers of the
27
graduates in math for information and math education were very high in several areas. For
example, 100% of the employers were very satisfied or satisfied with DSU graduates “ability
to learn on the job” and “knowledge of academic area as it relates to his/her position”.
Students evaluate the teaching / learning process each semester in each class using the SIR II
produced by Educational Testing Services or a locally-developed evaluation instrument.
Interrelationships between the curriculum in the academic programs being reviewed
and the introductory courses in the discipline that are included in the



system-wide general education core requirements and proficiency testing
institutional graduation requirements
institutional technology / literacy requirements and proficiency testing
DSU monitors students’ academic progress through the three-tiered assessment program:
upon entry into the University, after completion of 32 or 48 credit hours (general education
assessment) and during the semester in which they graduate (major-field assessment).
Incoming students are evaluated using ACT or COMPASS scores to place them into the
appropriate entry-level courses. Students’ general education knowledge is evaluated after
completion of 32 credit hours for associate degrees or 48 credit hours for baccalaureate
degrees. On DSU Assessment Day, students complete proficiency testing in math, reading,
English and science reasoning. In addition, all DSU students complete an online computer
exam, the Tek.Xam. Students in the Math for Information Systems major had higher scores
than the national norms in all four areas of the ACT CAAP proficiency exam.
Strategic Planning
Strategic Plan of Dakota State University
Beginning in 2002, campus-wide discussions led to a strategic plan which would direct funding and
planning activity for the future. In the process of planning, the DSU community agreed on six
threads which must be woven into the tapestry of DSU’s strategic planning for the next several
years. These include: Retention, Recruitment, Technology/Facilities Infrastructure, Academic
Programs, Campus Management, and Resources.
The plan is intended to guide the institution and is a flexible and living document in that it must and
will change as conditions change. It is intended as a guide for the strategic thinking of the faculty,
staff, and administration of Dakota State University. In the planning process, the committee critically
assessed the external environment, surveyed strengths and challenges and reviewed the campus
mission statement. Strategic issues were identified, outcomes established, goals set and action plans
devised.
Strategic Issue 1: Retention

DSU will enrich the undergraduate experience and build the graduate experience
28
Strategic Issue 2: Recruitment

DSU will increase enrollment through more focused recruitment strategies
Strategic Issue 3: Technology/Facilities Infrastructure

DSU will continually enhance its technology and facilities infrastructure
Strategic Issue 4: Academic Programs

DSU will sustain and enhance the quality of its academic programs
Strategic Issue 5: Campus Management

DSU will manage its resources with optimum efficiency and open communication
Strategic Issue 6: Increase Resources

DSU will expand its revenues from grants, contracts and private donations as a mechanism for
supplementing the institution’s overall budget
Strategic Goals of the College of Arts and Sciences
The College of Arts and Sciences has produced a plan that encompasses the DSU strategic initiatives,
but focuses on how the goals and objectives will be addressed at the college level. The plan is
included in Appendix F.
Goal 1: Retention

With conscientious advising, and by offering a variety of high-quality programs and courses,
the College will retain greater numbers of students.
1. The level of satisfaction of students in the College will increase, and students
in College majors will be retained correspondingly.
2. College courses will be taught in ways leading to greater success and
convenience for students.
Goal 2: Recruitment


Regional K-12 students and K-12 faculty will know and interact with College of Arts and
Sciences faculty.
 College faculty will increase their visibility in regional schools.The College
will sponsor and encourage interactions with students and faculty via the web.
 The College will bring students and faculty onto the DSU campus.
As prospective students learn of the success of current DSU students and graduates, they will
be attracted to the College’s programs in increasing numbers.
 The College will publicize student satisfaction on web pages or brochures or
both.
 The College will publicize small class on web pages or brochures or both.
29
Goal 3: Technology

College faculty will expand the use of computers and scientific technology in appropriate and
imaginative ways in courses throughout the College.
 Faculty and students will use wireless mobile computers in traditional
classrooms and in laboratories.
 Faculty and students will use specialized graphics labs and Macintosh labs.
 Faculty will have computer projection systems available for use in all
appropriate courses.
 Subject to available funding, science faculty will have additional and updated
equipment to use in conjunction with computers and other scientific
equipment.
Goal 4: Academic Programs

Within a framework of assessment and program reviews, College faculty will evaluate present
courses and programs, and they will plan and promote new curricula – including graduate
degrees.
 The College will review current programs.
 New curricula will be planned and promoted.
Goal 5: College Management

The College of Arts and Sciences will manage its resources with efficiency.
 Subject to considerations of budget impact, the College will be organized into
units that align disciplines.
 The College will manage its financial resources with efficiency.
Goal 6: Research, Scholarship and Grant Writing

College faculty will expand research, scholarship, artistic endeavors, and grant writing.
 Research and scholarship will increase for College faculty.
 Artistic endeavors will increase by arts faculty.
 Grant applications will increase.
30
Appendix A :
ADVISING CHECKSHEET
Major: Math Education - EFFECTIVE 2004-2005
Revised 8/30/04
Student:
Advisor:
Catalog
Year:
Address:
Email:
Web
Address:
Date Math Education Declared:
Date Admitted to Teacher Education:
Date Admitted to Student Teaching:
Anticipated Graduation Date:
Minor(s):
Built-in
Endorsements:
K-12 Educational Technology*
Additional
Endorsements:
*All teacher education graduates receive a K-12 Educational Technology Endorsement. This endorsement is built
into ALL of the Education Programs at Dakota State University. The courses leading to the endorsement are
marked with the following symbol . Coursework for ALL education endorsement programs must be completed
with a grade of “C” or higher according to the South Dakota Administrative Rules for Certification 24:15:03:07.
FIELD EXPERIENCE PLACEMENTS / GRADE LEVEL
Level I:
Level III:
Student Teaching:
Level II:
Signatures indicate understanding of program requirements and expectations.
Student’s Signature
Date
Advisor’s Signature
Date
31
GENERAL EDUCATION BLOCK
STUDENTS MUST COMPLETE 30 HOURS OF SYSTEM-WIDE GENERAL EDUCATION COURSES IN THEIR FIRST 64 CREDIT HOURS.
(1) No grade less than a “C”; must be completed prior to admission to Teacher Education
(2) Requires field experience
(3) Requires prerequisite course(s)
Coursework for education endorsement programs must be completed with a grade of “C” or higher according to the South Dakota Administrative Rules for Certification 24:15:03:07.
 Indicates courses leading to the K-12 Educational Technology Endorsement.
(*) Students are required to complete two courses (6 credit hours) that provide a global and/or cultural diversity perspective. An asterisk indicates courses in the social sciences and
humanities/arts that will meet this cultural diversity requirement.
Course Number
ARTS AND
HUMANITIES
NATURAL SCIENCES
Course Title
Select six credits in two disciplines from the following courses:
ART 111 – Drawing I
ART 121 – Design I
ARTH 100 – Art Appreciation*
ARTH 211 – History of World Art I*
ARTH 212 – History of World Art II*
ARTH 231 – Survey of Art, Music, Theatre*
ENGL 210 – Introduction to Literature3*
ENGL 211 – World Literature I3*
ENGL 212 – World Literature II3*
ENGL 221 – British Literature I3*
ENGL 222 – British Literature II3*
ENGL 241 – American Literature I3*
ENGL 242 – American Literature II3*
ENGL 268 – Literature*
HUM 254 – World Civilizations*
MUS 100 – Music Appreciation*
MUS 110 – Basic Music Theory I (4 cr.)
MUS 233 – Survey of Music History & Literature*
PHIL 100 – Introduction to Philosophy
PHIL 200 – Introduction to Logic
THEA 100 – Introduction to Theatre*
THEA 131 – Introduction to Acting
THEA 200 – Theatre History*
Select two of the following four credit courses:
BIOL 101 – Biology Survey I/Lab #
BIOL 151 – General Biology I/Lab #
BIOL 165 – General Zoology/Lab3
BIOL 201 – General Botany/Lab3
CHEM 112 – General Chemistry I/Lab3
CHEM 114 – General Chemistry II/Lab3
PHYS 111 – Intro to Physics I/Lab3 # #
PHYS 113 – Intro to Physics II/Lab3
PHYS 211 – University Physics I/ Lab3 # #
PHYS 213 – University Physics II/ Lab3
Cr
6
8
# - Students may receive credit for only one of these biology courses.
# # - Students may receive credit for only one of these physics courses.
CSC
CSC 105 – Introduction to Computers,
3
CIS
CIS 130 – Visual Basic Programming, 3
3
COMMUNICATION
ENGL 101 – Composition I1
3
COMMUNICATION
ENGL 201 – Composition II3
3
SOCIAL SCIENCES
Select one of following three credit courses:
ECON 201 – Principles of Microeconomics3*
ECON 202 – Principles of Macroeconomics3*
GEOG 101 – Introduction to Geography*
HIST 256 – World History*
POLS 100 – American Government
SOC 100 – Introduction to Sociology*
SOC 150 – Social Problems*
SOC 285 – The Information Society*
3
MATH 123
Calculus I3 Minimum grade of “C” required
4
WELLNESS
WEL 100 & 100L – Wellness for Life & Wellness Lab
2
SOCIAL SCIENCES
Select one of following three credit courses:
HIST 151 – US History I*
HIST 152 – US History II*
SOCIAL SCIENCES
PSYC 101 – General Psychology
ORAL
COMMUNICATION
SPCM 101 – Fundamentals of Speech1
OR
SPCM 215 – Public Speaking
3
3
3
Grade
Year
Transfer/Substitute/Comments
32
Admission to Teacher Education Requirements: A 2.6 GPA; completion of EDFN 338, ENGL 101, EPSY 302, MATH 102, SPCM 101 & SPED 100
with no grade less than “C”; successfully complete Praxis I Pre-Professional Skills Test and computer competency tests.
PRE-PROFESSIONAL BLOCK
Course Number
Course Title
Cr
CIS 350
Comp. Hardware, Data Commun. & Networking 
3
CSC 150
Computer Science I: Principles of Programming
3
EDFN 338
Foundations of American Education1, 2, Level I
2
EPSY 302
Educational Psychology1, 2, 3 Level 1
3
MATH 125
Calculus II 3 Minimum grade of “C” required
4
SPED 100
Exceptionalities1, 2, Level 1
Intro. to Persons with
Grade
Year
Transfer/Substitute/Comments
Grade
Year
Transfer/Substitute/Comments
Grade
Year
Transfer/Substitute/Comments
3
MAJOR REQUIREMENT COURSES
Course Number
Course Title
Cr
CSC 206
Advanced Computer Applications 3
EDFN 365
Computer-Based Technology & Learning 
EDFN 366
Teaching Using Video Conferencing 
1
EDFN 465
Multimedia & Web Development in Education
2
MATH 201
Intro. to App. Math
3
MATH 281
Introduction to Statistics3
3
3
2, Level 2
3
MATH 315
Linear
Algebra3
3
MATH/CSC 316
Discrete Mathematics
3
MATH 341
Mathematical Concepts for Teachers I 3
MATH 342
Mathematical Concepts for Teachers II
3
3
3
OR
MATH 361
MATH
Modern Geometry (3) 3
Select 9 credits from the following:
MATH 225 Calculus III (4) 3
MATH/CSC 318 Adv. Discrete Math (3) 3
MATH 321 Differential Equations (3) 3
MATH 381 Intro to Probability & Statistics (3) 3
MATH 413 Abstract Algebra I (3) 3
MATH 418 Mathematical Modeling (3) 3
MATH 492 Topics (1-6)*
MATH 471 Numerical Analysis I (3) 3
MATH 475 Operations Research (3) 3
MATH 491 Independent Study (3) 3
MATH 498 Undergrad Research/Scholarship (2) 3
9
*May be repeated several times provided student does not
enroll in the same Special Topics course.
SCTC 203
SCTC 403
Computer Applications in the Natural Sciences 3
Advanced Computer Appl. in the Natural Sciences
Electives
2
3
2
2
SUPPORTING CORE COURSES
Course Number
HLTH 201
Course Title
ATOD Prevention Education (optional course, but encouraged)
Cr
2
33
EARLY PROFESSIONAL BLOCK
Early Professional Block courses must be completed concurrently with the Advanced Professional Block courses semester and require admission to teacher education.
Course Number
EDFN/SOC 475
EPSY 330
INED/HIST 411
SEED/ENGL 450
Course Title
Cr
Human Relations
Year
Transfer/Substitute/Comments
3
Human Growth and Development
South Dakota Indian
Grade
2, Level 2, 3
3
Studies3
7-12 Teaching Reading in the Content Area
3
2, 3, Level 2
3
ADVANCED PROFESSIONAL BLOCK
All SEED courses require admission to teacher education.
Course Number
SEED 302
SEED 303
Course Title
Secdy & Mdle Level Content Mthds: Math
Cr
2,3 Level 3
Secondary & Middle Level Content Methods: Minor
Grade
Year
Transfer/Substitute/Comments
2
3
1
STUDENT TEACHING SEMESTER
Admission to student teaching required for enrollment in SEED 488.
Course Number
SEED 401
Course Title
Cr
Methods of Educational Technology
Grade
Year
Transfer/Substitute/Comments
1
(SEED 401 serves as a methods course for Computer Ed. minor)
SEED 471
SEED 488
Secondary Education Classroom Management (recommended)
1
7-12 Student Teaching
10
MINOR
Course Number
Course Title
Cr
Grade
Year
Transfer/Substitute/Comments
EDUCATION ENDORSEMENTS
Coursework for education endorsement programs must be completed with a grade of “C” or higher according to the South Dakota Administrative Rules for
Certification 24:15:03:07.
ADDITIONAL ENDORSEMENTS
Prefix & #
Course Title
HR
GR
YR
Transfer/Substitute/Comments
34
Appendix B : Vitas
RICHARD I. AVERY
College of Natural Sciences, Dakota State University
http://www.homepages.dsu.edu/averyr/
EDUCATION:
Doctor of Philosophy in Mathematics
December 1997, University of Nebraska-Lincoln
Research Area: Difference Equations (Boundary Value Problems)
Advisor: Professor Allan Peterson
Master of Science in Mathematics
May 1996, University of Nebraska-Lincoln
Master of Arts in Teaching Secondary Education
May 1992, University of New Hampshire
Bachelor of Science in Mathematics Education, Magna Cum Laude
May 1991, University of New Hampshire
TEACHING EXPERIENCE:
Fall 2003 to Present
Associate Professor of Mathematics
College of Arts and Sciences, Dakota State University
Fall 1998 to Summer 2003
Assistant Professor of Mathematics
College of Natural Sciences, Dakota State University
Fall 1997 to Spring 1998
Visiting Assistant Professor of Mathematics
Department of Mathematics and Statistics, Utah State University
Fall 1994 to Summer 1997
Graduate Teaching Assistant
Department of Mathematics and Statistics, University of Nebraska-Lincoln
Fall 1993 to Spring 1994
International Baccalaureate Mathematics Teacher
St. John’s School, Tumon Bay, Guam
35
PUBLISHED RESEARCH PAPERS IN REFEREED JOURNALS:
A Note Concerning a Discrete Two Dimensional Diffusion Problem and Random Walks,
International Journal of Pure and Discrete Mathematics, Volume 14 (2004), Number 1, 103-109
(with G. Berman).
Existence of Solutions for a One Dimensional p-Laplacian on Time Scales,
Journal of Difference Equations and Applications,
Volume 10 (2004), Number 10, 889-896 (with D. Anderson and J. Henderson).
Existence of Three Positive Pseudo-Symmetric Solutions for a One Dimensional Discrete pLaplacian, Journal of Difference Equations and Applications, Volume 10 (2004), Number 6, 529539 (with J. Henderson).
An Even-Order Three-Point Boundary Value Problem on Time Scales,
Journal of Mathematical Analysis and Applications, Volume 291 (2004),
514-525 (with D. Anderson).
The Five Functionals Fixed Point Theorem Generalized to Multivalued Maps,
Journal of Nonlinear and Convex Analysis, Volume 4 (2003), Number 3,
455-462 (with R. Agarwal, J. Henderson and D. O’regan).
Double Solutions of Boundary Value Problems for Ordinary Differential Equations with Impulse,
Dynamics of Continuous, Discrete and Impulsive Systems (Series A: Mathematical Analysis),
Volume 10 (2003), Number 1,
1-10 (with J. Henderson, M. Benchohra, and S.K. Ntouyas).
Existence and Uniqueness of Solutions to Discrete Diffusion Equations,
Advances in Difference Equations IV, Computers & Mathemtics with Applications, Volume 45
(2003), 1075-1085 (with D. Anderson and J. Davis).
Existence of Three Positive Pseudo-Symmetric Solutions for a One Dimensional p-Laplacian,
Journal of Mathematical Analysis and Applications, Volume 277 (2003), 395-404 (with J.
Henderson).
Fixed Point Theorem of Cone Expansion and Compression of Functional Type,
Journal of Difference Equations and Applications, Volume 8 (2002), Number 11, 1073-1083 (with
D. Anderson).
Existence of Three Positive Solutions to a Second-Order Boundary Value Problem on a Measure
Chain, Dynamic Equations on Time Scales, Journal of Computational and Applied Mathematics,
Volume 141 (2002), Number 1-2, 65-73 (with D. Anderson).
Existence and Uniqueness of Solutions to a Discrete Transport Equation,
International Journal of Differential Equations and Applications, Volume 4 (2002), Number 2, 117123 (with E. Rolland and J. Wollman).
Corollary to the Five Functionals Fixed Point Theorem,
Nonlinear Studies, Volume 8 (2001), Number 4, 451-464 (with D. Anderson and J. Henderson).
36
Twin Solutions of Boundary Value Problems for Ordinary Differential Equations and Finite
Difference Equations, Advances in Difference Equations III, Computers & Mathematics with
Applications, Volume 42 (2001), 695-704 (with C.J. Chyan and J. Henderson).
Multiple Positive Solutions to a Third Order Discrete Focal Boundary Value Problem, Advances in
Difference Equations III, Computers & Mathematics with Applications, Volume 42 (2001), 333-340
(with D. Anderson).
Three Positive Fixed Points of Nonlinear Operators on Ordered Banach Spaces,
Advances in Difference Equations III, Computers & Mathematics with Applications, Volume 42
(2001), 313-322 (with A. Peterson).
Two Positive Fixed Points of Nonlinear Operators on Ordered Banach Spaces,
Communications on Applied Nonlinear Analysis, Volume 8 (2001), Number 1, 27-36 (with J.
Henderson).
Three Fixed Points of Ray Avoiding Mappings on a Finite Dimensional Space,
Mathematical and Computer Modelling, Volume 32 (2000), 587-598.
An Extension of the Five Functionals Fixed Point Theorem,
International Journal of Differential Equations and Applications, Volume 2 (2000), Number 3, 275290 (with J. Henderson).
Three Symmetric Positive Solutions for Lidstone Problems by a Generalization of the LeggettWilliams Theorem, Electronic Journal of Differential Equations, Volume 2000 (2000), Number 40,
1-15 (with J. Davis and J. Henderson).
Three Symmetric Positive Solutions for a Second Order Boundary Value Problem,
Applied Mathematics Letters, Volume 13 (2000), 1-7 (with J. Henderson).
A Generalization of the Leggett-Williams Fixed Point Theorem,
MSR Hot-Line, Volume 3 (1999), Number 7, 9-14.
Existence of Multiple Positive Solutions to a Conjugate Boundary Problem,
MSR Hot-Line, Volume 2 (1998), Number 1, 1-6.
Multiple Positive Solutions of a Discrete Second Order Conjugate Problem,
PanAmerican Mathematical Journal, Volume 8 (1998), Number 3, 1-12 (with A. Peterson).
Three Positive Solutions to a Discrete Focal Boundary Value Problem,
Positive Solutions of Nonlinear Problems, Journal of Computational and Applied Mathematics,
Volume 88 (1998), 103-118 (with D. Anderson and A. Peterson).
Three Positive Solutions of a Discrete Second Order Conjugate Problem,
PanAmerican Mathematical Journal, Volume 8 (1998), Number 2, 79-96.
Multiple Positive Solutions of an nth Order Focal Boundary Value Problem,
PanAmerican Mathematical Journal, Volume 8 (1998), Number 1, 39-55.
37
PUBLISHED RESEARCH IN CONFERENCE PROCEEDINGS:
Multiple Positive Solutions of a Partial Difference Equation,
Proceedings of Dynamic Systems and Applications Volume III, 49-59, Dynamic Publishers Inc,
Atlanta, 2001.
SUBMITTED RESEARCH PAPERS IN REFEREED JOURNALS:
A Fourth-Order Four-Point Right Focal Boundary Value Problem,
Rocky Mountain Journal of Mathematics, (with D. Anderson).
Discrete Two Dimensional Diffusion Problem on a Half Plane,
Dynamic Systems and Applications, (with G. Berman).
CHAPTER CO-AUTHOR:
Advances in Dynamic Equations on Time Scales, Birkhauser, Boston, 2003,
Chapter 7. Positive Solutions of Boundary Value Problems, 189-250 (with D. Anderson, J. Davis, J.
Henderson and W. Yin).
PROFESSIONAL PRESENTATIONS:
MAA Nebraska/Southeast South Dakota Section Meeting,
Discrete Diffusion on a Strip,
University of Nebraska – Lincoln, April 2, 2005.
MAA Nebraska/Southeast South Dakota Section Meeting,
Discrete Centered Laplacian,
University of Nebraska – Kearney, April 2, 2004.
Sixth Annual Regional Workshop in the Mathematical Sciences
Partial Difference Equations,
University of Nebraska – Lincoln, November 8, 2003.
MAA Nebraska/Southeast South Dakota Section Meeting,
A Fourth Order Boundary Value Problem,
University of South Dakota, March 28, 2003.
Fifth Annual Regional Workshop in the Mathematical Sciences,
p-Laplacian Boundary Value Problems,
University of Nebraska-Lincoln, October 26, 2002.
Fourth Annual Regional Workshop in the Mathematical Sciences,
Iteration and Partial Difference Equations,
University of Nebraska-Lincoln, November 3, 2001.
MAA Nebraska/Southeast South Dakota Section Meeting,
Finding the Green’s Function for a Discrete Diffusion Equation,
Doane College, March 30, 2001.
Third Annual Regional Workshop in the Mathematical Sciences,
38
Fixed Points and Solutions of Boundary Value Problems,
University of Nebraska-Lincoln, October 28, 2000.
Midwest Differential Equations Conference,
Twin Positive Fixed Points of Nonlinear Operators on Ordered Banach Spaces,
Concordia College (Moorhead, Minnesota), October 20, 2000.
MAA Nebraska/Southeast South Dakota Sectional Meeting,
An Extension of the Five Functionals Fixed Point Theorem,
Nebraska Wesleyan University, April 28, 2000.
953rd American Mathematical Society Meeting,
Improvements to the Leggett-Williams Fixed Point Theorem,
University of Notre Dame, April 8, 2000.
Second Annual Regional Workshop in the Mathematical Sciences,
Existence of Solutions to a Discrete Lidstone BVP,
University of Nebraska-Lincoln, November 20, 1999.
Third International Conference on Dynamic Systems and Applications,
Multiple Positive Solutions of a Partial Difference Equations,
Morehouse College, May 26, 1999.
Regional Workshop in the Mathematical Sciences,
The Green’s Function for a Partial Difference Equation,
University of Nebraska-Lincoln, February 27, 1999.
Mathematical Sciences Colloquium,
Existence of Solutions to Discrete Boundary Value Problems,
University of South Dakota, October 21, 1998.
Third Midwest-Southeastern Atlantic Joint Regional Conference on Differential Equations,
Multiple Positive Solutions to a Discrete Second Order Conjugate BVP,
Vanderbilt University, November 8, 1997.
Rocky Mountain Mathematics Consortium,
Three Positive Solutions to a Discrete Second Order Conjugate BVP,
University of Wyoming, July 16, 1997.
Conference on Applied Mathematics,
Multiple Positive Solutions of an nth Order Focal BVP,
University of Central Oklahoma, February 22, 1997.
PAPER REVIEWER FOR RESEARCH JOURNALS:
PanAmerican Mathematical Journal
39
Journal of Difference Equations and Applications
Applied Mathematics Letters
Computers & Mathematics with Applications
Journal of Mathematical Analysis and Applications
Electronic Journal of Differential Equations
International Journal of Mathematics and Mathematical Sciences
Taiwanese Journal of Mathematics
Mathematical and Computer Modelling
Acta Applicandae Mathematicae
Journal of Computational and Applied Mathematics
GRANTS FUNDED:
Alternative Delivery (Internet) of Math Concepts I,
DSU Distance Education/Alternative Delivery Summer Grant for 1999
Redesign of the Internet Delivery of Math 341: Math Concepts I,
Summer 2000 Governor Janklow Faculty Award for Teaching with Technology
Internet Delivery of Math Concepts II for Teachers,
Summer 2001 Governor Janklow Advanced Faculty Award for Teaching with Technology
Redesign of Math 102: College Algebra to utilize Tablet PC Technology,
Summer 2004 Governor Rounds Grant.
Mathematics and Technology,
Title II Part-A No Child Left Behind Improving Teacher Quality Program (2004).
Math and Science Inquiry Based Labs,
Title II Part-A No Child Left Behind Improving Teacher Quality Program (2005).
DSU R2R of Math 101,
DSU Title III Re-design of Developmental Courses (2005).
Assessing Basic Skills in Math 341,
DSU Technology Effectiviness Assessment Grants (2005).
40
Andrew Shiers
~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~
104 North Washington Avenue #3 ● Madison, South Dakota 57042
(308) 233-0424 ● email: Andrew.Shiers@dsu.edu
EDUCATION:
University of Nebraska, Lincoln, Nebraska. Master of Arts For Teachers, 1990.
Major: Mathematics & Statistics; Minor: Curriculum & Instruction
Creighton University, Omaha, Nebraska. Bachelor of Science, 1985.
Major: Mathematics
Creighton University School of Law, Omaha, Nebraska. Juris Doctor, 1995.
Major: Law
PROFESSIONAL EXPERIENCE:
Mathematics Instructor
College of Arts & Sciences
Dakota State University, Madison, South Dakota.
Taught college-level mathematics courses.
Mathematics Teacher
Hebron (Nebraska) Public Schools.
Taught high school mathematics.
August, 2001 – present
August, 1998 – August, 2001
Adjunct Instructor
June, 1993 - present
Metropolitan Community College, Omaha, Nebraska.
Taught college-level mathematics courses on a part-time basis.
Adjunct Instructor
August, 1997 - May, 1998
Central Community College, Grand Island, Nebraska.
Supervised independent study mathematics students on a part-time basis.
Mathematics Teacher
Petersburg (Nebraska) Public Schools.
Taught junior high and senior high mathematics.
August, 1991 - August, 1992
Mathematics Teacher
Norfolk (Nebraska) Catholic High School.
Taught junior high and senior high mathematics.
August, 1985 - May, 1991
Deputy Adams County Attorney
February, 1996 – July, 1998
Hastings, Nebraska
Prosecuted adult and juvenile criminal defendants, performed associated research, and pursued related appeals.
PROFESSIONAL PRESENTATIONS:
Using Geometer's Sketchpad in Geometry & Algebra, Nebraska Association of Teachers of Mathematics, Spring
Conference, 2005.
Geometer's Sketchpad Projects for High School Teachers, No Child Left Behind Grant Presentations, Dr. Richard
Avery, Principal Investigator, Dakota State University, 2004 – 2005.
Integrating Writing Activities in the High School Math Classroom, Nebraska Association of Teachers of Mathematics,
Spring Conference, 1989.
PROFESSIONAL ORGANIZATION MEMBERSHIPS:
Member, Mathematics Association of America.
Member, National Council of Teachers of Mathematics.
41
Member, South Dakota Council of Teachers of Mathematics.
Member, Nebraska Association of Teachers of Mathematics.
Member, Nebraska Bar Association
GRANTS:
Integrating Tablets in College Algebra Course, course redesign grant, Wireless Mobile Computing
Initiative, funded by the South Dakota Board of Regents, 2004.
Nebraska Math Scholars Program, participant, funded by the National Science Foundation,
administered by the University of Nebraska-Lincoln, 1987 – 1989.
COMMUNITY ACTIVITIES:
Member, Knights of Columbus
Volunteer, Volunteer Income Tax Assistance (VITA).
Creighton University.
Volunteer, Christian Appalachian Project.
Sponsored by the St. Thomas More Newman Center, Vermillion, South Dakota.
REFERENCES:
Dr. Eric Johnson
Dean, College of Arts & Sciences
Dakota State University
820 North Washington Avenue
Madison, SD 57042
(605) 256-5270
Dr. Dale Droge
Associate Professor of Biology/Math & Science Coordinator,
College of Art & Sciences
Dakota State University
820 North Washington Avenue
Madison, SD 57042
(605) 256-5196
Dr. Philip Sandberg
Former Dean, DSU College of Natural Sciences
205 Frost Lane
Mandeville, LA 70448
(985) 951-8608
Dr. Mel Thornton
Associate Professor of Mathematics (Retired)
Department of Mathematics
University of Nebraska-Lincoln
3405 M Street
Lincoln, NE 68510
(402) 477-7597
42
Jeffrey S. Palmer
PROFESSIONAL ADDRESS
College of Arts & Sciences
Dakota State University
Madison, SD 57042
Telephone: (605) 256-5190
Electronic Mail: jeff.palmer@dsu.edu
RESIDENCE
821 NW 5th Street
Madison, SD 57042
Telephone: (605) 256-9745
EDUCATION
Washington State University; Pullman, Washington
Ph.D. in Mathematics, May 1990
M.S. in Mathematics, August 1987
Graduate Study in Genetics and Cell Biology, 7/84-5/85
Bemidji State University; Bemidji, Minnesota
Graduate Study in Mathematics, 9/83-5/84
B.S. in Biology, May 1984
B.A. in Mathematics, Summa Cum Laude, May 1983
PROFESSIONAL EXPERIENCE
Professor of Mathematics 8/03-present
College of Arts & Sciences; Dakota State University
Associate Professor of Mathematics 8/97-8/03
College of Natural Sciences; Dakota State University
Assistant Professor of Mathematics 8/91-8/97
College of Natural Sciences; Dakota State University
Visiting Assistant Professor 6/96
Department of Plant Breeding & Biometry; Cornell University
Postdoctoral Research Associate 6/90-6/91
Department of Plant Breeding & Biometry; Cornell University
Graduate Teaching Assistant 6/85-5/87, 8/87-5/88, 8/88-5/89, 8/89-5/90
Department of Pure and Applied Mathematics; Washington State University
Graduate Research Assistant 6/87-8/87, 6/88-8/88, 6/89-8/89
Department of Pure and Applied Mathematics; Washington State University
Graduate Teaching Assistant 8/84-5/85
Program in Genetics and Cell Biology; Washington State University
Graduate Research Assistant 7/84-5/85, 5/90
Program in Genetics and Cell Biology; Washington State University
43
MATHEMATICS TEACHING EXPERIENCE
College of Arts & Sciences; Dakota State University
Intermediate Algebra, College Algebra, Quantitative Methods, Precalculus,
Survey of Calculus, Calculus I, Calculus II, Introduction To Statistics, Foundations of
Mathematics, Linear Algebra, Differential Equations, Math Concepts for Teachers I,
Introduction to Probability and Statistics, Mathematical Modeling, Advanced Special Topics
Department of Pure and Applied Mathematics; Washington State University
Intermediate College Algebra, Precalculus Algebra, Precalculus, Trigonometry, Finite
Mathematics, Calculus for Life Scientist's, Calculus II
Department of Mathematics and Computer Science; Bemidji State University
Basic Algebra, Beginning College Algebra
RELATED EXPERIENCE
Member of Panel Discussion “Mathematics Background: High School to College
Transition” Ninth Annual Joint Meeting of the South Dakota Science Teachers Association and
the South Dakota Council of Teachers of Mathematics. Huron, South Dakota; 1-3 February
2001.
Member of Panel Discussion "Math Placement at SD Public Institutions" Eighth
Annual Joint Meeting of the South Dakota Science Teachers Association and the South Dakota
Council of Teachers of Mathematics. Huron, South Dakota; 4-5 February 2000.
Presented a Minicourse "Teaching Mathematics With Foraging Games" at the
National Council of Teachers of Mathematics Western Regional Conference; Denver, Colorado;
19-21 February 1998.
Developed and presented the mathematical modeling component for an Eisenhower
Workshop "Computer-Based Science/Math Studies of Global
Change"; Dakota State University; 4-8 August 1997.
Developed and presented a 30 hour workshop "Mathematical Modeling For
Secondary Teachers" for the 1995 Joining Forces Summer Institute
sponsored by the South Dakota National Science Foundation Statewide
Systemic Initiative; 7/95
Attended Creating Connections; 1994 South Dakota Science and Mathematics
Teaching Academy sponsored by the South Dakota National Science
Foundation Statewide Systemic Initiative; 6/94
Invited participant for workshop “Teaching Differential Equations With
Computer Experiments"; Washington State University; 6/93
Taught General Chemistry I and General Chemistry II; Dakota State University;
8/92-5/93
Taught Biology 104, a laboratory course for Biology majors; Washington State
University; Spring 1985
Developed computer exercises for use in the genetics portion of Freshman level
biology courses; Washington State University; Fall 1984
Conducted problem sessions for a Junior/Senior level Genetics course; Bemidji
State University; Spring 1984
44
RESEARCH EXPERIENCE
Breeding birds of the pine-juniper-shrub habitat of southwestern South Dakota
Experimental and theoretical studies of the foraging behavior of Downy
Woodpeckers and Black-capped Chickadees
Investigation of theoretical models in mathematical epidemiology and
predator-prey dynamics in patchy environments
Analysis of a deterministic model for axonemal motion
Worked for one year on a plasmid subcloning project employing basic techniques
of recombinant DNA technology
Experimental work on the effects of cAMP on cell division
PUBLICATIONS
J.S. Palmer. 2003. The 2003 Spring Season. South Dakota Bird Notes 55: 68-79.
J.S. Palmer. 2003. The 2002 Fall Season. South Dakota Bird Notes 53: 13-23.
D.A. Tallman, D.L. Swanson, and J.S. Palmer. 2002. Birds of South Dakota.
Midstates Printing Inc., Aberdeen, South Dakota.
D.L. Swanson, J.S. Palmer, E.T. Liknes, and K.L. Dean. 2002. Breeding avifauna of
the restricted pine-juniper-shrub habitat in the southwestern Black Hills. South Dakota Bird
Notes 54: 34-41.
J.S. Palmer. 2001. The 2001 Spring Season. South Dakota Bird Notes 53: 53-66.
J.S. Palmer. 2001. The 2000 Fall Season. South Dakota Bird Notes 53: 11-19.
D.L. Swanson, J.S. Palmer, E.T. Liknes, and K.L. Dean. 2000. A breeding
population of Virginia's Warblers in the southwestern Black Hills of South
Dakota. Southwestern Naturalist 45(1): 39-44.
J. S. Palmer. 2000. The 2000 Spring Season. South Dakota Bird Notes 52: 65-75.
J.S. Palmer. 2000. The 1999 Fall Season. South Dakota Bird Notes 52: 16-23.
J.S. Palmer. 2000. A Late Surf Scoter in Kingsbury County. South Dakota Bird
Notes 52: 8.
J.S. Palmer and R.F. Schenck. 2000. A Record Early Sabine’s Gull in Kingsbury
County. South Dakota Bird Notes 52: 9.
J.S. Palmer. 1999. The 1999 Spring Season. South Dakota Bird Notes 51:69-79.
J.S. Palmer. 1999. The 1998 Fall Season. South Dakota Bird Notes 51:19-27.
J.S. Palmer. 1998. First South Dakota Record of Virginia's Warbler. South Dakota
Bird Notes 50:89-90.
J.S. Palmer. 1998. The 1998 Summer Season. South Dakota Bird Notes 50:93-100.
J.S. Palmer. 1998. The 1998 Spring Season. South Dakota Bird Notes 50:70-83.
J.S. Palmer. 1998. The 1997 Fall Season. South Dakota Bird Notes 50:17-27.
J.S. Palmer. 1997. The 1997 Summer Season. South Dakota Bird Notes 49:101-107.
J.S. Palmer. 1997. The 1997 Spring Season. South Dakota Bird Notes 49:66-79.
J.S. Palmer and D.M. Palmer. 1997. Pacific Loon Record for South Dakota. South
Dakota Bird Notes 49:59-60.
J.S. Palmer. 1997. The 1996-97 Winter Season. South Dakota Bird Notes 49:47-51.
J.S. Palmer. 1997. The 1996 Fall Season. South Dakota Bird Notes 49:21-31.
J.S. Palmer. 1996. Patch residence times of Downy Woodpeckers. Proceedings of
the South Dakota Academy of Science 75: 107-110.
J.S. Palmer. 1996. The 1996 Summer Season. South Dakota Bird Notes 48:104-111.
J.S. Palmer. 1996. The 1996 Spring Season. South Dakota Bird Notes 48: 76-87.
J.S. Palmer. 1996. The 1995-96 Winter Season. South Dakota Bird Notes 48: 43-47.
45
J.S. Palmer. 1996. The 1995 Fall Season. South Dakota Bird Notes 48: 18-27.
J.S. Palmer and B.M. Carlson. 1995. Teaching the scientific method by means of
computer simulation. In: Computers on Campus, National Conference,
Conference Proceedings; Houston, Texas; 12-15 November 1995.
B.M. Carlson and J.S. Palmer. 1995. Computer simulation of the prey model.
In: Proceedings of the 28th Small College Computing Symposium; Augustana
College, Sioux Falls, South Dakota; 21-22 April 1995.
J.S. Palmer. 1995. The 1995 Summer Season. South Dakota Bird Notes 47: 94-99.
J.S. Palmer. 1995. The 1995 Spring Season. South Dakota Bird Notes 47: 68-79.
J.S. Palmer. 1995. The 1994-95 Winter Season. South Dakota Bird Notes 47: 38-43.
J.S. Palmer. 1995. The 1994 Fall Season. South Dakota Bird Notes 47(1): 16-23.
J.S. Palmer and Wei-Jen Harrison. 1994. Interactions and Reactions. In: Newsletter
for the Consortium for Ordinary Differential Equations Experiments; Winter
1994.
S.P. Blythe, C. Castillo-Chavez, J.S. Palmer, and M. Cheng. 1991. Toward a unified
theory of mixing and pair formation. Mathematical Biosciences 107: 379-405.
J.S. Palmer, C. Castillo-Chavez, and S.P. Blythe. 1991. State-dependent mixing and
state-dependent contact rates in epidemiological models. Biometrics Unit Tech. Report BU-1122M, Cornell Univ., Ithaca, N.Y.
J.S. Palmer, S.P. Blythe, and C. Castillo-Chavez. 1991. Two-group mixing
processes and disease dynamics in single-sex populations. Biometrics Unit
Tech. Report BU-1111-M, Cornell Univ., Ithaca, N.Y.
C.K. Omoto, J.S. Palmer, and M.E. Moody. 1990. Cooperativity in axonemal
motion: analysis of a four-state, two-site kinetic model. Proc. Natl. Acad. Sci.
88: 5562-5566.
J.S. Palmer. 1990. Deterministic mathematical models for the spread of acquired
immunodeficiency syndrome (AIDS): the qualitative impact of potential
intervention strategies. Ph.D. Thesis under Dr. Michael E. Moody;
Department of Pure and Applied Mathematics; Washington State University;
Pullman, Washington; May 1990.
J.S. Palmer. 1989. Important considerations for the control of AIDS. In : WSU
Graduate and Professional Student Association Research Exposition
Proceedings; Washington State University, Pullman, Washington; 10-14 April
1989.
M.E. Moody and J.S. Palmer. 1988. Modelling the spread and control of AIDS. In:
Modelling and Control in Biomedical Systems, Selected papers from the
International Federation of Automatic Control Symposium, C. Cobelli and L.
Mariani (Eds.); Venice, Italy; 6-8 April 1988.
PROFESSIONAL PRESENTATIONS
“Winter Foraging Behavior of Downy Woodpeckers” South Dakota Ornithologists’
Union Fall Meeting; Pierre, South Dakota; October 2000.
"Nonrandom Mixing and Disease Dynamics in Single Sex Populations" invited
seminar at the Department of Mathematical Sciences, University of South
Dakota, Vermillion, South Dakota; 28 March 2000.
"Interactive Interdisciplinary Learning in Science and Mathematics" 2000 Winter
Faculty Development Conference sponsored by The Collaboration for the
Advancement of College Teaching and Learning; Minneapolis, Minnesota;
46
17-18 February 2000.
"Bathtubs, Ice Cubes and Epidemics" Eight Annual Joint Conference of the South
Dakota Science Teachers Association and the South Dakota Council of
Teachers of Mathematics. Huron, South Dakota; 4-5 February 2000.
"Relative Abundance of Summer Birds at Lake Herman State Park" South Dakota
Ornithologists' Union Fall Meeting; University of South Dakota; Vermillion,
South Dakota; 1-3 October 1999.
"Dynamical Systems in the Secondary Curriculum: Difference and Differential
Equations" National Council of Teachers of Mathematics Western Regional
Conference; Denver, Colorado; 19-21 February 1998.
"Interactive Interdisciplinary Learning in Science and Mathematics" 1997 Winter
Faculty Development Conference sponsored by The Collaboration for the
Advancement of College Teaching & Learning; Bloomington, Minnesota;
20-21 February 1997.
"Initial Results from an Experimental Test of the Patch Model." South Dakota
Ornithologists' Union Fall Meeting; South Dakota State University;
Brookings, South Dakota; 11-12 October 1996.
"Patch Residence Times of Downy Woodpeckers." Eighty-first Annual Meeting of
the South Dakota Academy of Science; South Dakota State University;
Brookings, South Dakota; 12-13 April 1996.
"Teaching the Scientific Method via Computer Simulation." Computers on Campus,
National Conference sponsored by the University of South Carolina Division
of Continuing Education; Houston, Texas; 12-15 November 1995.
"Foraging Games." Midcontinent Institute's Fourth Annual Innovations in
Education Conference; Minot State University; Minot, North Dakota; 9-12
November 1995.
"Foraging Games." Third Annual Joint Conference of the South Dakota Science
Teachers Association and the South Dakota Council of Teachers of
Mathematics. Huron, South Dakota; 3-4 February 1995.
"College Algebra Reform." Second Annual Joint Conference of the South Dakota
Science Teachers Association and the South Dakota Council of Teachers of
Mathematics; Huron, SD; 4-5 February 1994.
"Species Association Analysis of South Dakota Breeding Bird Atlas Data."
Seventy-eighth Annual Meeting of the South Dakota Academy of Science; South Dakota School
of Mines and Technology; Rapid City, South Dakota; 16-17 April 1993. Abstract in Proceedings
of the South Dakota Academy of Science 72: 288-289.
"State-Dependent Mixing and Sexually Transmitted Disease Dynamics." Seventyseventh Annual Meeting of the South Dakota Academy of Science; Augustana
College; Sioux Falls, South Dakota; 10-11 April 1992. Abstract in Proceedings of the South
Dakota Academy of Science 71: 175.
"State-Dependent Mixing and Sexually Transmitted Disease Dynamics." Annual
Meeting of the Society for Mathematical Biology; Santa Fe, New Mexico;
18-21 August 1991.
"A Biological Interpretation of the General Solution to the Social/Sexual Mixing
Problem." Seminar at the Biometrics Unit Discussion Series; Cornell
University; Ithaca, New York; September 1990.
"Social/Sexual Mixing Processes, Mathematics and Biology." Seminar at the
Department of Ecology and Systematics; Cornell University; Ithaca, New
York; September 1990.
"Sexual Behavior Modification and Control of the AIDS Epidemic." Invited
47
seminar at the Department of Mathematics; Kalamazoo College; Kalamazoo,
Michigan; February 1990.
"Important Considerations for the Control of AIDS." Ecolunch seminar at
Washington State University; November 1989.
"A Mathematical Model for the Spread and Control of the AIDS Epidemic." Sixtysecond Annual Meeting of the Northwest Scientific Association; Tri-Cities
University Center; Richland, Washington; 22-24 March 1989. Abstract in
Northwest Science 63: 68.
GRANTS AND AWARDS
Principle Investigator “MACSTECH Scholars” funded through the CSEMS
Program of the NSF, 10/02- present
Principle Investigator “Avian Biodiversity in the Black Hills- Theoretical Models,
Current Trends, and Future Prospects” funded by EPSCoR Research Experiences for South
Dakota College Faculty, 5/03-present
Principle Investigator “Internet Delivery of Math 102: College Algebra” funded by
Governor Janklow’s Faculty Awards for Teaching with Technology,
5/01-8/01
Co-investigator "Breeding Birds of the Limited Pine-Juniper-Shrub habitat in
Southwestern South Dakota" funded by the U.S. Fish and Wildlife Service
Region 6 Neotropical Migratory Bird Program Small Grant Study Proposal;
5/98-7/98
Co-investigator "Breeding Birds of the Restricted Pine-Juniper-Shrub Habitat in
Southwestern South Dakota" funded by the SD Department of Game Fish and
Parks Wildlife Division Small Grants Program; 5/98-7/98
Co-investigator “Bird Populations of Shelterbelt Habitats in Lake County, South
Dakota” funded by the SD Department of Game Fish and Parks Wildlife
Division Small Grants Program 5/97-8/98.
Co-investigator "Smart Lab, An Integrated Interdisciplinary Science/Math
Laboratory" funded by NSF Division of Undergraduate Education; Dakota
State University
Visiting Assistant Professor; Supported by NSF Grant DEB-925370 (Presidential
Faculty Fellowship Award) to C. Castillo-Chavez; Cornell University; 6/96
Co-investigator; "Achieving Long-Term Educational Reform Through Systemic
Changes in Math & Science Teaching" funded by the South Dakota NSF-SSI;
Dakota State University 6/94-6/96
Principle Investigator "College Algebra Reform" funded by a Bush Foundation
Summer Instructional Development Grant; Dakota State University; 6/94-8/94
Faculty Research Initiation Grant; Dakota State University; 6/92-6/94
COMMITTEES
College of Natural Sciences, Dakota State University
Curriculum Committee (current); Promotion and Tenure Guidelines
Taskforce; Faculty Senate; Faculty Development Planning Committee;
Library Committee; Mathematics, Chemistry, Biology, Physics and Computer
Science Search Committees; Mathematics Search Committee Chair; Housing Requirements
Exemption Committee; College of Natural Sciences Dean Search Committee; Who's Who
48
Committee; University Scholars Program Committee; Mainframe Task Force; Computer
Resources Allocation Committee (current); Student Opinion Survey Committee; Faculty Senate
Attendance Policy Committee; Commencement and Honors Committee (current), Admissions
Committee Alternate (current)
Statewide Mathematics Discipline Council; Chair 9/99-9/00, Member 9/99-present
ADDITIONAL ACTIVITIES
Member: Mathematical Association of America
Member: South Dakota Academy of Science
South Dakota Ornithologists' Union Seasonal Reports Editor for South Dakota Bird
Notes; quarterly journal of the South Dakota Ornithologists' Union
President, Vice President, Board of Directors (current), and Rare Bird Records
Committee Member (current); South Dakota Ornithologists' Union
President, Head Elder, and Council Member; Our Savior’s Lutheran Church;
Brookings, South Dakota
Evaluation Specialist for Bush Faculty Development Grant; Dakota State University
Advisor for Math and Science Club; Dakota State University
Organized College of Natural Sciences Seminar Series; Dakota State University
Prepared species maps for South Dakota Breeding Bird Atlas Project
49
Kimberly D. Jones
College of Arts and Sciences, Dakota State University
Education:
Master of Education
August 2000, Stephen Austin State University
Bachelor of Science in Education
May 1995, University of Mary-Hardin Baylor
Associate of Arts
May 1991, Temple College
Teaching Experience:
Fall 2003 to Present
Instructor of Mathematics
College of Arts and Sciences, Dakota State University
Fall 1997 to Sprint 2000
Middle School Mathematics and Science
Nacogdoches Independent School District, Nacogdoches, Texas
Fall 1995 to Spring 1997
Fifth Grade Mathematics and Science Teacher
Calallen Independent School District, Corpus Christi, Texas
Participation in Grants Funded:
Presentation of Geometer’s Sketchpad
Fall 2004
Funded by No Child Left Behind
Redesign of Math 101: Intermediate Algebra
Summer 2005
Funded by Title III
Presentation of Vernier Lab Program
Summer 2005
Funded by No Child Left Behind
50
Glenn R. Berman
College of Arts and Sciences, Dakota State University
EDUCATION:
Doctor of Philosophy in Mathematics
May 2001, Louisiana State University
Research Area: Graph Theory (minors of oriented graphs)
Advisor: Professor Guoli Ding
Master of Science in Mathematics
May 1996, Louisiana State University
Bachelor of Arts in Mathematics
1989 University of California at Santa Cruz
TEACHING EXPERIENCE:
Fall 2001 to Present
Assistant Professor of Mathematics
College of Arts and Sciences, Dakota State University
Fall 1998 to Summer 2001
Instructor of Mathematics
Lynchburg College
Fall 1995 to Spring 1998
Instructor and Graduate Assistant
Department of Mathematics, Louisiana State University
Fall 1991 to Summer 1993
Graduate Teaching Assistant
Department of Mathematics, West Virginia University
Spring 1989 to Spring 1990
Mathematics Teacher
El Cerrito and Pinole Valley High Schools
PUBLISHED RESEARCH PAPERS IN REFEREED JOURNALS:
A Note Concerning a Discrete Two Dimensional Diffusion Problem and Random Walks,
International Journal of Pure and Discrete Mathematics, Volume 14 (2004), Number 1, 103-109
(with R. Avery).
51
SUBMITTED RESEARCH PAPERS IN REFEREED JOURNALS:
Discrete Two Dimensional Diffusion Problem on a Half Plane,
Dynamic Systems and Applications, (with R. Avery).
PROFESSIONAL PRESENTATIONS:
MAA Nebraska/Southeast South Dakota Section Meeting,
Orientations of three connected graphs with no K_3^* Minor.
University of South Dakota, March 28, 2003.
PAPER REVIEWER FOR RESEARCH JOURNALS:
Journal of Mathematical Analysis and Applications
Journal of Computational and Applied Mathematics
GRANTS FUNDED:
Internet Delivery of Trigonometry
Summer 2001 Governor’s Grant
52
Appendix C : College of Arts and Sciences Strategic Goals
(May 5, 2005 draft)
Functional
Unit
Strategic Goal 1:
RETENTION
Alignment:
To help increase
DSU’s retention
Outcomes / Objectives-What
specifically do I want to achieve?
After review of the data, these
objectives should create an
opportunity to make improvements.
Evaluation Measures- How will I
Standards of Performance- Where would you like to be
measure progress? Include more than (specific numbers) in a specified time period?
one measure that demonstrates that
the objectives have been met.
1A1. Noel Levitz Student Satisfaction
SMART- Specific, Measurable,
Attainable, Results-oriented, Time Inventory ratings for students majoring
in the College of Arts and Sciences
based
1A2. Employer Survey for graduates
from the College of Arts and Sciences
1A3. Graduate Survey for graduates in
the College of Arts and Sciences
1A4. DSU retention and graduation data
College of Arts and
Sciences
1. With conscientious
advising, and by
offering a variety of
high quality programs
and courses, the
College will retain
greater numbers of
students.
1A. The level of satisfaction of students
in the College will increase, and students
in College majors will be retained
correspondingly.
1B1. Subject to available funding, class
sizes of general education courses and
pre-general education courses will be
lowered (section size data).
1B2. College courses will be scheduled
in a wider range of times. (Course
scheduling data)
1B3. Additional college courses will be
offered each year via the Internet and
DDN (Course scheduling data)
1B4.Increased retention of College
students (DSU retention and graduation
data)
1A1. By 2007, 3-5% increase in satisfaction
with “Content of courses within my major is
valuable”, “The instruction in my major field
is excellent”, “My academic advisor is
knowledgeable about requirements in my
major”
1A2.By 2007, 10% increase in responses of “Good” or “Very
good” for the six questions about job-related skills
1A3. By 2007, 10% increase in responses of “Satisfied” or “Very
Satisfied” for the six questions about job-related skills.
1A4a. 1% increase in first-year to secondyear retention each year
53
1B. College courses will be taught in
ways leading to greater success and
convenience for students.
1A4b. .5% increase in first-year to graduation retention in each
4-year window.
1B1a.Pre-general education section sizes will be reduced each
year to a maximum enrollment of 16 by 2007.
1B1b. Most general education section sizes will be reduced each
year to a maximum enrollment of 25 (and no classes over 40) by
2007.
1B2a. By 2007, within any two-year window, at least two
evening classes will be scheduled.
1B2b. By 2007, within any two-year window, at least two early
morning classes will be scheduled
1B3a.By 2007, four or more (graduate and undergraduate)
classes will be offered each year via internet.
1B3b By 2007, three or more courses will be offered each year
via DDN
1B4a. 10% increase in first-year to second-year retention each
year
1B4b. 5% increase in first-year to graduation retention in each
four-year window
54
COLLEGE OF ARTS AND SCIENCES
Functional
Unit
Strategic Goal 2:
RECRUITMENT
Alignment:
To help increase DSU’s
recruitment
College of Arts and
Sciences
Outcomes / Objectives-What
specifically do I want to achieve? After
review of the data, these objectives
should create an opportunity to make
improvements.
SMART- Specific, Measurable,
Attainable, Results-oriented, Time
based
1. Regional K-12 students and
1A. College faculty will increase their
K-12 faculty will know and
visibility in regional schools.
interact with College of Arts and
Sciences faculty.
Evaluation Measures- How will I
measure progress? Include more than
one measure that demonstrates that the
objectives have been met.
Standards of Performance- Where
would you like to be (specific numbers)
in a specified time period?
Direct and indirect measures
(Surveys, tests, volume of activity,
measures of service quality)
1A. College faculty will give presentations
about academic subjects.
1A. A minimum of three presentations will
be made by the College in area schools each
year.
1B. The College will sponsor and encourage 1B. Web pages will be constructed to provide 1B. The College academic websites will
interactions with students and faculty via the information about college academic subjects. receive a minimum of 500 hits per semester.
web.
1C.The College will bring students and
faculty onto the DSU campus.
1C1. The College will sponsor math-science
contests.
1C1a. Each year the on-campus math-science
contest will be sponsored that will bring a
minimum of 50 high school students and high
school faculty to campus.
1C1b. Each year the on-campus math-science
contest will be sponsored that will bring a
minimum of 50 middle school students and
middle school faculty to campus.
1C2. The College will sponsor
multimedia/web contests.
1C2. Each year the on-campus
multimedia/web contest will be sponsored
that will bring a minimum of 50 high school
students and high school faculty to campus.
1C3. Each year 300 high school students will
attend the Mundt speaking contest.
1C3. The College will continue to promote
the Mundt speaking contest.
2. As prospective students learn
of the success of current DSU
students and graduates, they will
be attracted to the College’s
programs in increasing numbers.
2A. The College will publicize student
satisfaction (described in Goal 1, 1a, 1b, 1c,
1d1, and 1d.2) on web pages or brochures or
both.
2B. The College will publicize small class
sizes (described in Goal 1, 2a, 2a1 and 2a2)
on web pages or brochures or both.
2A. DSU application and enrollment data.
2B. DSU application and enrollment data.
2A1. New first-year enrollments in College
programs will increase 2% per year.
2A2. Transfer student enrollments in the
College will increase 1% per year.
2B1. New first-year enrollments in College
programs will increase 4% per year.
2B2. Transfer student enrollments in the
55
College will increase 2% per year.
56
COLLEGE OF ARTS AND SCIENCES
Functional
Unit
College of Arts and
Sciences
Strategic Goal 3:
TECHNOLOGY
Outcomes / Objectives-What
specifically do I want to achieve? After
review of the data, these objectives
should create an opportunity to make
improvements.
Evaluation Measures- How will I
measure progress? Include more than
one measure that demonstrates that the
objectives have been met.
Standards of Performance- Where
would you like to be (specific numbers)
in a specified time period?
Alignment:
To help enhance DSU’s
technology/facilities
infrastructure
SMART- Specific, Measurable,
Attainable, Results-oriented, Time
based
Direct and indirect measures
(Surveys, tests, volume of activity,
measures of service quality)
1. College faculty will expand
the use of computers and
scientific technology in
appropriate and imaginative
ways in courses throughout the
College.
1A. Faculty and students will use wireless
mobile computers in traditional classrooms
and in laboratories.
1A1. Courses that use wireless mobile
computing.
1A1. Each year, two additional classes will
use wireless mobile computing.
1A2. Student satisfaction with wireless
mobile computing will increase (SIRII
survey).
1A2. Student satisfaction on the SIRII survey
for questions 46 and 47 will increase .1 each
year.
1B. Faculty and students will use specialized 1B1. Courses that use specialized labs.
graphics labs and Macintosh labs.
1B2. Courses that use Macintosh labs.
1C. Faculty will have computer projection
systems available for use in all appropriate
courses.
1D. Subject to available funding, science
faculty will have additional and updated
equipment to use in conjunction with
computers and other scientific equipment.
1B1. Each year, two additional classes will
use specialized labs.
1B2. Each year, two additional classes will
use Macintosh labs.
1C. Classrooms and labs will have projection 1C. By 2004-05, all appropriate College
systems.
classrooms and labs will have a permanent
computer projection system.
1D. Specialized scientific equipment will be 1D1. Faculty will teach with the FT-IR
available for science courses including the
Spectrometer in at least two additional
following:
classes each year.
1D2. Each year, at least one additional piece
FT-IR Spectrometer
of specialized scientific equipment will be
incorporated into advanced science courses,
Fluorimeter
and interfaces with computers will be used
Gas Chromatograph
for data collection.
1D3. At least one additional student will use
Computer Interfaced Spec 20
the specialized scientific equipment for
Video and Still Digital Microscopy and
capstone experiences each year.
Macroscopy Capabilities
57
COLLEGE OF ARTS AND SCIENCES
Functional
Unit
College of Arts and
Sciences
Strategic Goal 4:
ACADEMIC PROGRAMS Outcomes / Objectives-What
specifically do I want to achieve? After
review of the data, these objectives
should create an opportunity to make
improvements.
Evaluation Measures- How will I
measure progress? Include more than
one measure that demonstrates that the
objectives have been met.
Alignment:
To sustain and enhance
DSU’s academic programs
Direct and indirect measures
(Surveys, tests, volume of activity,
measures of service quality)
SMART- Specific, Measurable,
Attainable, Results-oriented, Time
based
1. Within a framework of
1A. The College will review current
assessment and program reviews, programs.
College faculty will evaluate
present courses and programs,
and they will plan and promote
new curricula – including
graduate degrees.
2B. New curricula will be planned and
promoted.
1A1. Evaluation by external reviewers.
1A2. On campus assessment (portfolios,
major-area exams, employer surveys, and
graduate surveys).
Standards of Performance- Where
would you like to be (specific numbers)
in a specified time period?
1A1. Beginning in the spring, 2004, an
average of at least one program will be
reviewed by an external reviewer each year.
1A2. Each year, faculty will review all
available assessment data and make
recommendations for curricular changes.
2B1. Undergraduate curriculum proposals.
2B1a. At least one new baccalaureate
program will be proposed prior to 2007.
2B1b. Two or more proposals for curriculum
revision will be submitted prior to 2007.
2B2. Graduate curriculum proposals for
degrees and certificates.
2B2a. At least one new graduate program
will be proposed prior to 2007.
2B2b At least two graduate certificates will
be proposed prior to 2007
2B3. Graduate course offerings.
2B3a. At least one graduate content course
related to K-12 education will be offered
each year (for example for teachers seeking
Highly Qualified certification).
2B3b. At least one graduate course outside
of education will be offered each year (for
example for multimedia or graphics
managers.)
58
COLLEGE OF ARTS AND SCIENCES
Functional
Unit
College of Arts and
Sciences
Strategic Goal 5:
COLLEGE
MANAGEMENT
Outcomes / Objectives-What
specifically do I want to achieve? After
review of the data, these objectives
should create an opportunity to make
improvements.
Evaluation Measures- How will I
measure progress? Include more than
one measure that demonstrates that the
objectives have been met.
Alignment:
To assist DSU’s campus
management
SMART- Specific, Measurable,
Attainable, Results-oriented, Time
based
Direct and indirect measures
(Surveys, tests, volume of activity,
measures of service quality)
1. The College of Arts and
Sciences will manage its
resources with efficiency.
1A. Subject to considerations of budget
impact, the College will be organized into
units that align disciplines.
1A1. Divisions will be created.
1A2. Departments will be created.
Standards of Performance- Where
would you like to be (specific numbers)
in a specified time period?
1A1. By 2007, two divisions of the College
will be established:
1. the Division of Mathematics and Natural
Sciences
2. the Division of Arts, Communication, and
Social Sciences.
1A2. By 2007, eight organized departments
will be established –
1. Art and Computer Graphics
2. Biology
3. Chemistry, Forensic Science, and Physics
4. English, Foreign
Language, and
Mass
Communication
1B. The College will manage its financial
resources with efficiency.
1B1.Balance of College operating budgets.
1B2. Balance of fee accounts.
5. Mathematics
6. Music, Speech, and Theatre
7. Respiratory Care
8. Social Sciences
1B1. Each fiscal year will end with a near
zero positive balance.
1B2. Each fiscal year will end with a
positive balance sufficient to cover essential,
but unanticipated, expenses in the near future.
59
COLLEGE OF ARTS AND SCIENCES
Functional
Unit
College of Arts and
Sciences
Strategic Goal 6:
RESEARCH.
SCHOLARSHIP, AND
GRANT WRITING
Outcomes / Objectives-What
specifically do I want to achieve? After
review of the data, these objectives
should create an opportunity to make
improvements.
Evaluation Measures- How will I
measure progress? Include more than
one measure that demonstrates that the
objectives have been met.
Standards of Performance- Where
would you like to be (specific numbers)
in a specified time period?
Alignment:
To help DSU increase
resources
SMART- Specific, Measurable,
Attainable, Results-oriented, Time
based
Direct and indirect measures
(Surveys, tests, volume of activity,
measures of service quality)
1. College faculty will expand
research, scholarship, artistic
endeavors, and grant
applications.
1A. Research and scholarship will increase
for College faculty.
1A1. Scholarly conference presentations.
1A1. By 2007, the College will increase
scholarly conference presentations by 3%.
1A2. Scholarly publications.
1A2. By 2007, the College will increase
scholarly publications by 3%
1B1. Artistic performances.
1B1. By 2007, performances in music and
theatre will increase by 3%.
1B2. Artists’ showings.
1B2. By 2007, artists’ showings will increase
by 2%.
1C1. By 2007, the number of grant
applications in mathematics and sciences will
increase by 10%.
1B. Artistic endeavors will increase by arts
faculty.
1C. Grant applications will increase.
1C1. Grant applications in mathematics and
sciences.
1C2. Grant applications in arts,
communication, and social sciences.
1C2. By 2007, the number of grant
applications in arts, communication, and
social sciences will increase by 10%.