Chairing the Mathematical Sciences Department of the 1990s Proceedings of a Colloquium October 27-28, 1989 Arlington, Virginia (1990) / Chapter Skim
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4 Plenary Discussion
4 Plenary Discussion
Pages 37-44
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Lieberman, Stanford University James Glimm, State University of New York, Stony Brook Daniel Gorenstein, Rutgers University 37
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There will always be a caveat concerning maintaining current conditions because we are all subject to the vagaries of the federal government, state governments, donors, and so forth. QUESTION: Is the declining pool of employables an argument for more money?
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Between the David report update and MS 2000, the mathematics community will be provided a great deal of information. It is up to us to use it as best we can, both for our own planning and for convincing others.
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QUESTION: Where can one get national data on teaching load, class size, travel support, levels of computer support, and levels of secretarial support for mathematics departments?
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Their fraction of the undergraduate students may be three or four times the national average for undergraduates as a fraction of the total student body of the university. Their total contribution to the national pool of mathematics majors is a respectable percentage.
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It depends on the resources one has. For example, at a liberal arts college where all teaching is done by faculty, it makes sense to teach calculus in small sections.
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Another aspect is that arts and letters is a separate college. Some of them are requiring mathematics for all graduates.
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