Mathematics and Computer Science Self-Study 1

Mathematics and Computer Science

La SalleUniversity

Self-Study 2006

Mathematics and Computer Science at La SalleUniversity

Self-Study 2006

University Mission

La SalleUniversity, dedicated in the traditions of the Christian Brothers to excellence in teaching and to concern for both ultimate values and for the individual values of its students, is a private Roman Catholic University committed to providing a liberal education of both general and specialized studies.

As a Catholic university, La Salle strives to offer, through effective teaching, quality education founded on the idea that one's intellectual and spiritual development go hand in hand, complementing and fulfilling each other. The University has, as its basic purpose, the free search for truth by teaching its students the basic skills, knowledge, and values that they will need for a life of human dignity. The programs of the University also aim at preparing students for informed service and progressive leadership in their communities and to fulfilling the immediate and final goals of their lives.

Goals:

  • to recruit and maintain a distinguished faculty with diverse educational and ethnic backgrounds as guided by the principles of equal opportunity and affirmative action and sustained through programs of development, research assistance, and retraining;
  • to recruit and retain qualified students, while at the same time striving to attract a more diverse student body: socially, geographically, economically, and racially;
  • to maintain class sizes small enough to promote active student participation and a close working relationship between students and faculty;
  • to provide quality support services that assist the learning process;
  • to provide learning experiences in both traditional and non-traditional settings;
  • to continue to foster an atmosphere supportive of interdisciplinary learning;
  • to provide opportunities for part-time undergraduate and graduate study, chiefly oriented toward attainment of degrees, for students whose personal circumstances make full-time study impossible;
  • to provide co-curricular opportunities which are designed to stimulate significant change and growth in the social, emotional, spiritual and physical development of students;
  • to establish advisement procedures which assist students in making valid educational and career choices;
  • to provide resources as appropriate for the transition to a more residential institution of regional scope;
  • to sustain an atmosphere of collegiality and trust in which matters of policy and procedural change are recognized as the mutual province of faculty, students, and administration.

As a ChristianBrothersUniversity, La Salle continues in the Catholic traditions of the innovative educator John Baptist de La Salle, who founded the order. The University engages in programs in which students' personal, social and religious values may take root and in which students may grow in mature attitudes and behavior in all human relationships. The University strives to foster an environment of faith which produces a reciprocal respect among all persons in the community and to establish an atmosphere in which community members may openly bear witness to their convictions on world peace and social justice.

Goals:

  • to continue to encourage the presence and influence of the Christian Brothers on campus;
  • to provide opportunities for worship and celebration and to maintain an active Campus Ministry;
  • to undertake theological and religious study in a systematic and critical way and to investigate interrelationships which emerge with other disciplines;
  • to maintain a fiscal policy which allows the University to attract students from modest income levels;
  • to provide educational opportunities and resources for the economically and educationally disadvantaged;
  • to continue to provide to the residents of the immediate La Salle neighborhood the educational resources and expertise to improve the quality of their lives.

As a private University, La Salle strives to determine its own policies, thus providing the option of private higher education in an area increasingly dominated by large public institutions.

Goals:

  • to maintain autonomous academic admissions standards and an independent structure for governance;
  • to determine our own fiscal, curricular and recruitment policies.

As an undergraduate institution, La Salle is committed to a liberal arts education which assists students in liberating themselves from narrow interests, prejudices, and perspectives, and in learning to observe reality with precision, to judge events and opinions critically and independently, to think logically, to communicate effectively, and to sharpen aesthetic perception. Students are encouraged to seek wisdom; that is, to grasp those basic principles which can give order to particular facts. The University urges students to confront the ultimate questions of human experience: who am I? where does my destiny lie? how am I to reach it?

Goals:

  • to maintain, as the foundation of all learning, a common, comprehensive liberal arts core which will challenge all undergraduate students with courses addressing the analytic process (philosophical and/or scientific), the communication process (oral and written; emitted and received), and the historical, intellectual, and creative growth of humanity;
  • to require students to gain thorough foundational knowledge of the subject matter of one or more disciplines;
  • to expose students to an optimal mix of required and elective courses in a variety of disciplines, providing advisement to help determine the elective choices which best serve the students' educational needs.

Department Mission

Learning has the highest priority in the department of Mathematics and Computer Science. In La SalleUniversity’s Academic Bulletin, we are reminded that our goals include helping our students to observe reality with precision, to think logically, and to communicate effectively. With the ultimate goal of developing all of our students as self-learners, our faculty strives to research and implement teaching strategies that effectively serve all of our students.

Students should leave La Salle prepared to begin professional careers and to pursue graduate studies. To these ends, we work to provide a classical foundation in the core of the discipline, introduce current theories, research areas, and technologies, and demonstrate the links between theory and its embodiment in the world of applications. Our programs do not provide a study that simply concludes with degree completion. Rather, the programs are designed to generate the questions for continued learning. Participants in our programs, both students and faculty, expand their thirst for learning and develop a deeper appreciation and respect for related disciplines.

Goals:

  • to remain current and to embrace the rapid changes in technology;
  • to provide our students with the ability to both use and develop computing technology;
  • to demonstrate the usefulness, pervasiveness, inherent beauty, and logical foundations of mathematics;
  • to empower our students with traditional discipline studies coupled with new digital media to expand their collegiate and professional careers;
  • to promote an understanding of the social and ethical implications of computing;
  • to work with all departments to ensure that our service courses meet the needs of their majors.

Composition of the Department

The Department of Mathematics and Computer Science consists of twenty full-time permanent and one semi-retired one-quarter time permanent faculty. (Descriptions of the faculty’s background can be found in the Faculty Section.) Several full-time faculty members have release time to fulfill administrative responsibilities. A number of adjunct instructors (on average, sixteen each semester) are used to teach our computer literacy and mathematics numeracy courses, both required by the university core curriculum. There is one full-time undergraduate Administrative Assistant and one full-time graduate Administrative Assistant. There is one full-time technology specialist. We currently have 235 declared majors and 87 active graduate students. (Enrollment history can be found in the Curriculum Section.)

Degree Offered

During the last 25 years, the department has evolved from one supporting a B. A. in Mathematics to a department supporting six undergraduate majors and two graduate programs.

Introduction of the B.A. in Mathematics
1978 / Introduction of the B. A. in Computer Science
1992 / Introduction of the B. S. in Computer Science
1993 / Introduction of the M.A. in Computer Information Science
1998 / Introduction of the B. A. in Dart
1999 / State approval for changing the MA - CIS to MS - CIS
2000 / Introduction of the B. S. in Information Technology
2001 / Introduction of the M. S. in Information Technology Leadership
2004 / Introduction of the B. S. in Mathematics

The combination of required and elective courses within each program allows the design of a course of study based on personal interest and career objectives.

Curriculum

Our majors are a diverse group with different talents, goals, and learning styles. To better serve our students, we have established programs that recognize these differences. Both our computer science and mathematics programs include a B.S. for those who might pursue graduate school and a B.A. for those planning to enter the profession upon graduation (if not before). We take care that having separate tracks does not mean that the different curricular goals are pitted against each other. Rather, we find it imperative that students share foundation classes during their first two years. Most entering students are not ready to choose a track. A shared foundation enables them to make an informed decision and it helps them to learn to respect and work with those having distinct talents and goals. (See Appendices A and B for Curriculum Diagrams and Model Rosters.)

Because of the nature of our programs, most require several courses in related disciplines. Both mathematics programs require courses in computing and physics. Our computer science B.A. program includes courses in mathematics, business, and physics. Our computer science B.S. program requires four mathematics courses as well as four physics courses. Our information technology majors are required to complete two mathematics courses and two physics courses. Our goal is to provide as complete an education in the area as is feasible within a four-year timeframe. Mathematics and Physics are natural inclusions in a computing science education. Likewise, physics and computer science are natural inclusions in a mathematics education. An additional benefit derived from these requirements is the relative ease with which students may minor in a related discipline.

Our programs encourage students to engage in research projects (either as independent study or as joint faculty-student projects) and to participate in internship and co-op placements. Faculty connections with professional and public organizations and with industry help to ensure that our curricula are up-to-date and consistent with professional and industry standards, and they provide additional opportunities for student research, internships and co-op placements. These experiences enhance our academic programs and our students’ graduate school and professional career opportunities.

The Department supports a student-centered Mathematics and Computer Science Organization. Students are encouraged to participate in both the academic and social programs sponsored by this club, including monthly symposia, during which students and/or faculty members present the results of their research. Student work is typically the result of either an independent study or participation in La SalleUniversity’s faculty/student research program. Our students have presented at regional conferences including Moravian College Student Mathematics Conference and Saint Joseph's University Sigma Xi Student Research Symposium.

Program Details

In the Fall of 2002, the department revised our Computer Science B.A. curriculum. The changes were the result of numerous conversations with local industry leaders, who expressed concern that our while are graduates possessed excellent technology skills, their understanding of the business model was limited, at best. The Computer Science B.A. program assures that all students completing this major will understand the basics of the computing field (Data Communication, Database Management Systems, and Concepts of Programming with GUIs), understand the basics of modern business practices (Business Perspectives), understand the basics of mathematics for computing (Discrete Structures I and II),be well-versed in object-oriented design and programming techniques (Object Programming and Introduction to Algorithms and Data Structures), and be able to demonstrate a comprehensive knowledge of the material (Project Design and Project Implementation).

The department designed and implemented the Computer Science B.S. program in 1988. This program is more traditional and adheres to the guidelines developed by CSAB. Computer Science B.S. majors share many computer science courses with the B.A. majors, including the introductory courses, advanced computer science courses, and the capstone courses (Project Design and Project Implementation). In addition to in-depth study of computer science, B.S. majors complete four mathematics courses and four science courses. The B.S. program is geared toward those students intending to enroll in graduate school. Both the B.A. and the B.S. programs prepare students to make immediate and continuous contributions to the computing field.

In the Fall of 2002, the department implementedthe Information Technology major. This program is intended for those students who are interested in the design and maintenance of computing networks and client support systems. IT majors will graduate with an understanding of the basics of the computing field and mathematical computing, and will have in-depth coursework in network-related areas (LANs and Network Administration, Client-Support Systems, Applied Operating Systems, Introduction to LINUX Administration, and Information Security). IT majors are also required to obtain real-world experience through a three-credit internship.

The Mathematics B.A. program …

The Mathematics B.S. program …

Fulfillment of Specific goals

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Scope and Complexity of Courses

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Enrollment History

The information below providesa picture of enrollment trends.

Enrollment Figures
MTH BA / MTH
BS / MTH
ED / CSC BA / CSC BS / CSC evening / IT / IT
evening / DArt / DArt evening / CIS / ITL / Total
1994 / 45 / 19 / 37 / 77 / 181
1995 / 40 / 21 / 43 / 12 / 69 / 51 / 236
1996 / 32 / 26 / 58 / 10 / 71 / 59 / 256
1997 / 34 / 23 / 51 / 12 / 82 / 115 / 317
1998 / 39 / 22 / 55 / 44 / 64 / 21 / 110 / 355
1999 / 30 / 28 / 11 / 25 / 53 / 6 / 76 / 150 / 379
2000 / 33 / 26 / 27 / 54 / 39 / 26 / 18 / 113 / 13 / 116 / 465
2001 / 40 / 19 / 53 / 44 / 37 / 30 / 16 / 126 / 16 / 88 / 19 / 488
2002 / 40 / 8 / 50 / 17 / 24 / 44 / 18 / 149 / 11 / 82 / 28 / 471
2003 / 27 / 10 / 51 / 18 / 19 / 42 / 22 / 118 / 11 / 100 / 51 / 469
2004 / 19 / 12 / 6 / 47 / 16 / 16 / 30 / 22 / 87 / 4 / 63 / 34 / 372
2005 / 14 / 6 / 20 / 40 / 16 / 11 / 37 / 19 / 69 / 3 / 49 / 38 / 322

Numerous national and regional studies (e.g., the National Commission on Mathematics and Science Teaching for the 21st Century, the Council of the GreatCitySchools and Recruiting New Teachers, Inc.) have documented the critical and growing shortage of mathematics teachers in middle and secondary schools throughout the United States. The current figure for MTH/ED majors gives us hope that things are improving at La SalleUniversity. The number of mathematics majors remains a concern.

As reported in Computing Research News, (Vol 17, No. 3, May, 2005), “the percentage of incoming undergraduates indicating they would major in computer science (which includes engineering and technical) declined by over 60% between the Fall of 2000 and 2004, and is now 70% lower than its peak in the early 1980s.” Gina Poole ( writes “there are a couple of reasons [for the decline in science and engineering degrees]: one is a myth, believed by parents, students, and high school guidance counselors, that computer science and engineering jobs are all being outsourced to China and India. This is not true. The percentage of the total number of jobs in this space is quite small – less than 5%.”

The number of undergraduates majoring in computer-related disciplines (CSC and IT) at La Salle has not seen a dramatic decrease since the late 80’s. We have not, however, recovered from that slump.

Data on Retention and Graduation Rates

Data compiled on undergraduates who enrolled as first or second majors in our programs from 1995 to 1999 indicate that graduation rates for those students compare favorably to the graduation rates of the overall undergraduate population at the University.

6 –Year Graduation Rates
Cohort / Size / All Majors Percent Graduating / Percent Graduating Who Majored in Computer Science, Information Technology or Math
1995 / 741 / 70.4% / 66.7%
1996 / 648 / 73.6% / 74.2%
1997 / 834 / 70.7% / 67.4%
1998 / 663 / 69.5% / 76.2%
1999 / 802 / 70.3% / 62.5%
1995-99 Unweighted Average / ------/ 70.9% / 69.4%

Several recent graduates have enrolled in graduate school immediately after completing their undergraduate degrees. We have alumni studying mathematics at LeHighUniversity, the University of Utah, and Temple, and others studying computer science at Drexel, Temple, and NortheasternUniversity. On average, approximately two graduating seniors enter graduate school immediately following their graduation from La SalleUniversity. Anecdotal evidence suggests that several others begin part-time graduate study within five years after earning their undergraduate degrees.

Core Courses Offered By the Department

La SalleUniversity’s core curriculum includes five Powers courses that every student must complete, including a Mathematics course. When the present core curriculum was implemented in 2002, we designed a new mathematics course which would fulfill the core mathematics requirement for many students, including Nursing and Humanities majors. MTH 150, Mathematics: Myths and Realities, is offered every semester. This three-credit course was designed to foster an understanding of mathematical data and their meanings. On average, we offer twelve sections of this course during the Fall and Spring semesters. One Mathematics adjunct is responsible for teaching two sections each semester; the other sections are taught by full-time faculty members. Business majors take MTH 114, Applied Business Calculus, to fulfill the mathematics requirement. This four-credit course was designed by our mathematics faculty in cooperation with members of the School of Business Administration. One Mathematics adjunct is responsible for teaching one section during the year; the other sections are taught by full-time faculty members. Science and Mathematics majors take MTH 120, Calculus and Analytic Geometry I, to fulfill the mathematics requirement.

The University’s core Powerscore also includes an Information Technology requirement. Business, Nursing, and Humanities majors take CSC 151, Introduction to Computing Using Packages, to fulfill this requirement. Typically, thirty sections of this three-credit course are offered over the course of the academic year, and most are taught by adjuncts. The department relies heavily on staff from the Information Technology Department and the Audio-Visual Services Department to staff this course. Science majors take CSC 152, Introduction to Computing, Mathematics and Science Applications, to fulfill the Information Technology requirement. A waiver test is offered during the summer preceding a student’s first year. This test is used to ascertain a student’s comfort with file management, word processing, and spreadsheets. A score of at least 70% is needed to be waived from the Information Technology requirement. Approximately one-fourth of the rising freshmen take the waiver exam; the others choosing to register for the appropriate course. While the percentage of students passing the test has increased during the last decade, it has only reached approximately 40%. Mathematics majors take CSM 154, Mathematics Technologies, to fulfill the requirement; Computer Science and Information Technology majors take any 200-level CSC or CSIT course.