Mathematics and Computer Science

About the Major

With the increased emphasis in science-related fields on more precise modeling of real-world situations, the need for well-trained computer scientists and mathematicians is also increasing. The Mathematics and Computer Science curriculum emphasizes theory and application of mathematical and computer science principles. Obtaining a degree in Mathematics within the framework of a liberal arts curriculum strengthens the student’s understanding of the interrelationship between the sciences, the social sciences, and the humanities.

Some common choices for Mathematics and Computer Science graduates are graduate study and/or research in mathematics or computer science; teaching; or employment in the fields of business (actuarial science, economics, numerical analysis, programming), government (statistics, cryptology, operations research), and medicine (optometry, research medicine). Secondary certification in Math is available. One major is offered, Mathematics, as well as minors in both Mathematics and Computer Science. For the student interested in the management of information systems, an MIS minor is offered as part of the Business curriculum. For those students whose interest is primarily a Business major, a concentration in MIS is offered through the Business and Economics department.

Course Requirements

Two from biology or chemistry or physics or computer science. Choose two from the four following options:

1. BIO 101: General Biology I

Introduction to cell anatomy and organismal biology. The five kingdoms of life are surveyed, emphasizing distinguishing features and lifestyles. In-depth study of major organ systems of multicellular animals. Emphasis on principles underlying living organisms, problems they face and solutions that have evolved. Designed as first of two semesters of a general survey. Three hours lecture; three hours laboratory. NSL

and

BIO 102: General Biology II

Introduction to biochemistry, molecular cell biology and cell energetics. Genetics covered in relation to molecular mechanisms, population biology and evolutionary theory. Survey of botany, including anatomy and physiology of plants. Introduction to ecological principles, including ecosystem organization; interaction of biotic and abiotic factors; and the biosphere. Prerequisite: 101. Three hours lecture; three hours laboratory. NSL

or

2. CHM 101: General Chemistry I

The first semester of a two-semester sequence intended for students majoring in the sciences. The course focuses on the study of atomic structure, nomenclature, stoichiometry, energy, bonding and coordination chemistry. The laboratory work reinforces lecture topics. Prerequisite: concurrent enrollment in MAT 103 or placement above MAT 103. High school chemistry or an introductory chemistry course is strongly recommended. Three hours lecture; three hours laboratory. NSL

and

CHM 102: General Chemistry II

The continuation of General Chemistry I with emphasis on solutions, kinetics, equilibrium, acid-base chemistry, thermodynamics and electrochemistry. The laboratory work reinforces lecture topics and includes qualitative analysis. Prerequisites: CHM 101 and MAT 103. Three hours lecture; three hours laboratory. NSL

or

3. CS 152: Programming and Design II

Advanced programming topics are presented and applied with programming projects and exercises. Topics surveyed include: searching and sorting routines, introductory algorithm analysis, modular software design, abstract data types, recursion, I/O operations and file handling. Students will also become familiar with modular and object-oriented programming techniques. Development and maintenance of software libraries will be introduced along with various software life-cycles. Prerequisite: 150. FT

and

CS 235: Data Structures and File Processing

Issues concerning static and dynamic manipulations of data and storage structures examined through experimentation. Graph and tree manipulations, searching, sorting, merging, dynamic memory allocation, algorithm analysis, classical data structures, recursion and abstract data types are covered. Advanced programming topics presented and applied. Prerequisite: 150. FT

or

4. PHY 101: General Physics I

The first course of a two-semester, algebra- based sequence designed primarily for students pursuing a premedical or science program. The topics include mechanics, fluids, sound and thermodynamics. An emphasis is placed on problem-solving and medical applications of physics. The laboratory experiments serve to supplement and reinforce the lecture topics. Prerequisite: MAT 110 or equivalent. Three hours lecture; three hours laboratory. NSL.

and

PHY 102: General Physics II

A continuation of PHY 101 covering the general topics of electricity magnetism, optics and atomic/nuclear physics. Prerequisite: 101. Three hours lecture; three hours laboratory. NSL

In addition, the following:

CS 150: Programming and Design I

An introduction to software development. Language independent skills for program design, implementation, testing and documentation are developed. Problem-solving and algorithm development are introduced, with activities including developing, coding and debugging programs using a high level language. Other topics include: procedures, functions, I/O routines, control structures and elementary data structures. FT

MAT 115: Introductory Statistics

A course in basic statistical concepts and techniques for the non-mathematics major. Topics include descriptive statistics, measures of central tendency and dispersion, probability theory, standardized probability distributions, correlation and regression, inferential statistics, confidence intervals, hypothesis testing and analysis of variance. Prerequisite: 098/100 or Mathematics Placement Exam results. NS

MAT 130: Calculus and Analytic Geometry I

Review of functions and introduction to the concepts of limits, differentiation and integration. Use of the derivative and analytic geometry for sophisticated graphing of functions and relations. Application of the derivative and definite integral to the study of problem-solving techniques in the physical sciences. Prerequisite: 110 or Mathematics Placement Exam results. NS

MAT 140: Calculus and Analytic Geometry II

Continuation of the study of the derivative and definite integral for problem-solving, involving more challenging functions. Topics include techniques of integration, improper integrals, numerical approximation techniques, conics, sequences and series, and polar coordinates. Prerequisite: 130. NS

MAT 205: Discrete Mathematics

An introduction to basic techniques and modes of reasoning for discrete problem-solving. Topics include set theory, mathematical logic, mathematical induction, number theory, recurrence relations, counting, graphs and lattices. Prerequisite: 103 or Mathematics Placement Exam results. FT

MAT 207: Introduction to Linear Algebra

Vector spaces, matrices, linear transformations, characteristic values and quadratic forms. Prerequisite: 140. NS, FT

MAT 242: Calculus and Analytic Geometry III

Continuation of 140 and introduction to multivariable calculus. Prerequisite: 140. NS, FT

MAT 308: Introduction to Abstract Algebra

Concepts and methods of abstract algebra: groups, rings, integral domains and fields. Prerequisite: 207. NS, FT

MAT 321: Advanced Calculus

Metric spaces; limits and continuity; differentiation and integration; sequences and series of functions. Prerequisites: 205, 242. NS, FT

MAT 410: Senior Research Seminar

Students explore primary scientific literature, develop a research project and conduct mathematical research or exploration. A substantial research paper and seminar presentation is required. Prerequisite: open to juniors by permission and to seniors. WI

Three additional 300-level courses in mathematics

Note: Students who take CHM 101 and 102 or BIO 101 and 102 or CS 152 and 235 for requirements are strongly advised to take PHY 101 and 102 as electives.

Alpha Delta Theta Math Club

The Math Club is dedicated to fostering a greater understanding of mathematics on campus.

The Math Club recently traveled to two events, a seminar on cryptology at Shippensburg University, and the Shenandoah Undergraduate Mathematics and Statistics Conference at James Madison University. Check out the story:

Wilson Math Club Travels to Shippensburg and James Madison Universities for Seminar, Conference

By Natalya Yashina
President, Wilson Math Club

On Oct. 22 and 23, Alpha Delta Theta (the Math Club) of Wilson College participated in two events – one at Shippensburg University and other at James Madison University in Virginia.

On Friday, Oct. 22, seven Alpha Delta Theta members and their adviser, Dr. Karen Adams, visited SU for a seminar on cryptology presented by Tim McDevitt, a professor from Elizabethtown College. ADT member Shonnamarie Partlow, with help from other club members, participated in a cryptology simulation.

After the seminar, ADT members and Dr. Adams headed to JMU in Harrisonburg, Va., to participate in yet another event, this one called the SUMS (Shenandoah Undergraduate Mathematics and Statistics) conference. This trip was made possible by a travel grant provided by JMU. The president of Alpha Delta Theta, Natalya Yashina, applied for the travel grant in July 2010. In September, she received a notification from Dr. Brown of JMU that the math club was awarded the travel grant, which included two nights at a hotel for eight members and the adviser. 

The SUMS conference started on Oct. 23 with an opening speaker, Dr. Ravi Ramakrishna from Cornell University. Dr. Ramakrishna spoke about the importance of the elliptic curves and “what it means to look at a donut arithmetically.” Over the course of the conference, ADT members selected from a variety of student presentations and faculty panels. The sessions were divided into finance-related talks, pure mathematics talks and science-related talks. Alpha Delta Theta members attended the sessions of their interest. Adria Spikes, club public relations manager, and Yashina attended finance-related talks, such as The S&P 500, Reality vs. Black Scholes Model, presented by Andrew Snyder-Beattie from University of Michigan. Brinita Ricks, ADT’s treasurer and Molly Folsom, both of whom are math majors at Wilson, found pure math talks more interesting and attended talks such as Numerical Power Series Solutions to Initial Value Ordinary Differential Equations, among others. Ovsanna Movsesyan, ADT’s publications manager and a pre-med major, attended talks related to biochemistry, such as Model Development for Lignocellulosic Biofuels, presented by Amir Ahmadi (Morehead University) and Helen Vo (UC Berkley).

During this trip, one of the ADT members was assigned a roommate from the University of California San Diego, Arlene Rodriguez. Rodriguez attended SUMS as a poster presenter and won a prize for her poster. University of California San Diego is one of the six schools in the United States that offers a Women with Children program. Rodriguez is a senior at UCSD and is enrolled in Women with Children program.

The closing ceremony speaker, Cliff Stoll of Berkeley, was quite entertaining. The topic of his presentation, Low-Dimensional Topology for Fun and Profit (or how to extract money from the 4^th dimension), was very unusual. At the end of his presentation, Stoll was awarding a few items that he used during his presentation. Anush Petrosyan, Alpha Delta Theta member and a freshman from Armenia, won a Klein bottle.

Alpha Delta Theta would like to thank JMU for the travel grant and Dean Hendrickson (Wilson College) and the math department at Wilson College for providing transportation and meals. Alpha Delta Theta members are hoping to participate in SUMS next year as speakers.

Student Learning Goals

Goal 1: Mathematical Communication. Students will read and write in mathematical contexts.

The following outcomes align with the WC Institutional Learning Goal W1 Communication. 

Outcomes:  communication skills are demonstrated by the student’s ability to

• Read and write rigorously in mathematical arguments;
• Present information both in writing and orally.

Goal 2:  Mathematical Reasoning.  Students will analyze, synthesize, and interpret texts, images, experiences, or other information mathematically.

The following outcomes align with the WC Institutional Learning Goal W2 Critical and Creative Thinking.

Outcomes:  critical and/or creative thinking skills are evidenced by the student’s ability to

• Demonstrate quantitative literacy;
• Solve problems of both an obvious and more complex nature;
• Review and analyze information to make a quantitative judgment of significance; or solve theoretical or practical problems.

Goal 3:  Mathematical Modeling.  Students will formulate and apply mathematics to solve a broad spectrum of complex problems.

The following outcomes align with the WC Institutional Learning Goal W7 Integration and Application of Learning.

Outcomes:  integration of skills and knowledge is demonstrated by the student’s ability to

• Make connections between theory, problem-solving and applications;
• Identify and use appropriate technology to simulate and visualize mathematical ideas.

Goal 4:  Mathematical Research. Students will conduct research, collaboratively or independently, using methods and tools that are appropriate to the mathematics.

The following outcome aligns with the WC Institutional Learning Goal W3 Research.

Outcome:  Research skills are evidenced by the student’s ability to effectively implement the research process in the major.

The following outcome aligns with the WC Institutional Learning Goal W7 Integration and Application of Learning.

Outcome:   Integration of skills and knowledge are evidenced by the student’s ability to extend ideas or ask new questions.

Goal 5:  Interdisciplinary Knowledge. Students will achieve a depth of knowledge in mathematics and breadth of knowledge through study in the sciences, social sciences, humanities, histories, languages and the arts.

The following outcome aligns with the WC Institutional Learning Goal W6 Disciplinary and Interdisciplinary Knowledge.

Outcome : Depth and breadth of knowledge are evidenced by the student’s ability to demonstrate proficiency in mathematics through required coursework in the major, including at least one capstone experience such as a senior thesis.

The following outcome aligns with the WC Institutional Learning Goal W7 Integration and Application of Learning

Outcome:  Integration of skills and knowledge is demonstrated by the student’s ability to:

• Place mathematics within the overall context of the natural sciences and the liberal arts;
• Understand the historical and contemporary contexts in which mathematics is practiced.

Computer Labs

The Department of Mathematics and Computer Science has established a Laboratory which is staffed by advanced mathematics and/or computer science students and equipped with technological resources, such as computer programs, which are used as appropriate to the student’s learning goals.

There are three Computer Laboratories located on campus. They are equipped with computers, appropriate software (compilers, word processors, database managers, etc.), network connections, printing facilities and high speed Internet access. These labs are available to students any time classes are not scheduled. Lab based courses such as CS110, CS115, CS150, CS210, CS235, CS344 and others are taught in the labs so that concepts can be put into practice immediately. In addition to the computer labs, a number of computers and associated software and facilities are available in each dormitory common area and library. Network and Internet connections are also available in each residence hall.