THE UNIVERSITY OF NORTH CAROLINA AT ASHEVILLE
FACULTY SENATE
Senate Document Number [4m3490S [0m
Date of Senate Approval [4m3/29/90 [0m
Signature of Senate Chair [4m_______________________[0m Date [4m__________[0m
Action of Vice Chancellor:
Approval [4m_______________________[0m Date [4m______________[0m
Denied [4m_______________________[0m Date [4m______________[0m
Reasons for denial and suggested modifications:
- - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - -
Statement of Faculty Senate Action:
APC #22-A: Catalog Changes in Mathematics
Effective Date: Fall, 1990
2. ELIMINATE MATH 161 (Enrichment Mathematics)
RATIONALE: This course has not been taught for at least six
years and will probably not be taught any time soon. It is
intended for high school students only, who would probably
not get to see the catalog. Those for whom the catalog is
actually written, college students, may not take the course.
3. ELIMINATE STAT 125 (Introduction to Statistics and Data
Analysis)
RATIONALE: STAT 125 is almost identical to STAT 185. There
is about an 80% overlap between the two. All departments
which require STAT 125 for their majors have indicated that
STAT 185 will suit them just as well, if not better. Their
students would actually be better served if they choose the
latter, since STAT 185 may fulfill the general education
mathematics requirement and STAT 185 is always offered in
multiple sections.
Page 2
4. CHANGES FOR STAT 185 (Statistical Foundations of Quantitative
Methods)
a) CHANGE TITLE TO "Introductory Statistics."
b) DELETE "... non-parametric and Bayesian Statistics."
c) INSERT "and" before the words, "regression methods."
d) DELETE "... at the entry level of Mathematics 163 or
its equivalent."
RATIONALE: The title of the course was rather cryptic and
has probably been the major reason why other departments
have remained with STAT 125.
Non-parametric and Bayesian statistics have not been
taught in STAT 185. The description of a course should
reflect the topics that will be covered. It is understood
that if an instructor wishes to include special topics not
listed in a description, he may do so as long as basic
content will not be sacrificed.
The placement of students into STAT 185 may or may not
be equivalent to the entry level of MATH 163. (This year
it was not.) By associating MATH 163 with STAT 185 we seem
to cause confusion. Every year there are a number of students
in our MATH 163 classes thinking that it is a prerequisite
to STAT 185.
5. CHANGE prerequisite of MATH 157:
DELETE the words "Prerequisite: 155" and
ADD "Prerequisite: MATH 104 or satisfactory performance
on the mathematics placement exam."
RATIONALE: The concept of requiring education students
to take MATH 155 in addition to MATH 157 did not originate
with the Mathematics Department. Members of the Education
Department wanted it that way when MATH 155 was first
designed and offered for credit, so we in mathematics
complied by replacing the old prerequisite of MATH 157
(which is the same as the one we are now proposing) with
the requirement MATH 155. Now that NCATE is requiring UNCA
to cut back on the number of hours for teacher certification,
the Mathematics Department does not oppose the Education
Department's proposal to drop the MATH 155 requirement from
MATH 157.
Page 3
6. CHANGE following option statement for MATH 155 requirement
(p. 54 of catalog) as follows:
DELETE present statement and INSERT: To be exempt from
Math 155 students must successfully complete one of the
following: STAT 185; MATH 163, 164, 191 or 192; the
two course sequence MATH 157-8; or any Mathematics course
at the 200-level or above. Because of its unusual content,
a student is permitted to take MATH 155 for college credit
even if one or more of these higher level courses were taken.
RATIONALE: This makes it possible for teachers to be
certified and to qualify for a Bachelor's degree without
having to take MATH 155. The level of MATH 157-158 is
roughly equivalent to that of MATH 155, but the content
is totally different for the two courses.
7. New Declaration of Major Policy (p. 171 of Catalog)
Declaring a major in Mathematics requires the student to
complete a Declaration of Major form which must be signed
by the department chairman. In order to be approved for
a major in Mathematics, the student must have completed
Math 191, 192, and 280 with a grade of C or better in each
of these three courses.
RATIONALE: With a current count of more than 40 majors,
the department feels that many of these students should
not be majoring in Mathematics. Serious problems of
credibility occur when students, previously accepted as
majors and managing to "squeeze through" the required
course work, cannot pass the Senior Competency exam
(presently the GRE - see in this connection, Item 8 below).
Thus, the department has decided to significantly strengthen
its Declaration of Major Policy. It is observed that other
departments have similar, stringent policies in this regard
appearing in the current Catalog.
8. (Under "III. Other departmental requirements", pp. 171,
172, 173, for each of the 4 tracks):
[1mREPLACE EXISTING STATEMENT BY:[0m
Satisfactory completion of the Major Field Achievement
Test in Mathematics, and the satisfactory presentation
of one seminar in MATH 380.
RATIONALE: It has been decided that this new examination
developed by ETS (which, like the GRE, is a standarized test
with national norms) is more appropriate for our students
than the GRE.