|
MATHEMATICS UNDERGRADUATE PROGRAM |
![](3D"UgradBooklet2007-9_files/image002.gif")
2007
– 2009
THE
DEPARTMENT OF MATHEMATICS
FURTHER ASSISTANCE IS
AVAILABLE FROM:
Dr. Douglas Meade,
Undergraduate Director
LeConte 300E
Phone: 777-6183
E-mail: ugraddir@math.sc.edu
Dr. Anton Schep,
Assistant Chair
LeConte 300C
Phone: 777-6190
E-mail: achair@math.sc.edu
Dr.
Loren W. Knapp,
Assistant Dean
PSC 109
Phone: 777-2505
E-mail: lwknapp@cosm.sc=
.edu
Dr.
Jerrold Griggs,
Chair
LeConte 409
Phone: 777-4225
E-mail: chair@math.sc.edu
Dr.
Matthew Miller,
Graduate Director
LeConte 411
Phone: 777-3770
E-mail: graddir@math.sc.edu
Note: Students interested in the Ma=
ster
of Arts in Teaching (MAT) degree may obtain information from the Graduate
Director.
IMPORTANT USC WEBSITES=
College of Arts and Sciences http://www.cas.sc.edu/
Department of Mathematics http://www.math.sc.edu/
VIP=
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nbsp; &nbs=
p; &=
nbsp; https://vip.sc.edu/
Bla=
ckboard &=
nbsp; &nbs=
p; https://blackboard.sc.edu/
Note: Stude=
nts
use the Visual Information Processing (VIP) system to register for courses,
make fee payments, review grades, vote in student elections, etc..
A GUIDE FOR UNDERGRADUATE MAJORS
IN
MATHEMATICS<= o:p>
2007-2009
WHAT IS
MATHEMATICS
Did you ever notice those little whirlpools, or
vortices, that are swept downstream from the piers of a bridge, or that spin
off the end of your oar when you are rowing a boat? That same thing happens in the
slipstream of a car or an airplane, or in the wind blowing past a tall
building. In some instances i=
t may
be a small effect, but at higher velocities they may affect the drag on a c=
ar
or an airfoil, and in extreme cases the resonance produced may be large eno=
ugh
to bring down bridges or the cooling towers of a power station. In studying the case of a wind tun=
nel or
any other situations, a scale model has to be built and modified every time
changes are desired.
Here is where the mathematics comes in; we build=
a
mathematical model. The only =
real
construction that goes on here is in our minds. By formulating the mathematical eq=
uations
that govern the process, we can attempt to solve them mathematically to obt=
ain
a description of what will happen in the real world. This is not always an easy process=
. Often the models have to be so com=
plicated
to take into account all the factors involved that solving them explicitly =
is
impossible. However, sophisti=
cated
mathematical techniques can be used to generate approximate solutions on
high-speed computers. The
mathematics allows us to build the model, to go as far as we can with
theoretical means to solve it, to organize it in a suitable form for comput=
er
processing, and to analyze the results.&nb=
sp;
Frequently, the results obtained provide new insights into the
mechanisms involved, thereby enabling the mathematical model to be improved=
.
The process is called computer simulation. It is used extensively in the desi=
gn of
automobiles and airplanes, in energy resource discovery and recovery, and to
understand complex industrial processes such as chemical reactions or the
reactions that occur inside a nuclear reactor. This is mathematics at work. Remember that the computer only do=
es
what it is told to do (very quickly, of course), and so highly trained
mathematical scientists, teamed with specialists from other areas, are
essential to the success of such ventures.=
Industry is increasingly turning to mathematical modeling and comput=
er
simulation as the primary tools in its research and development operations,
particularly since the advent of the supercomputer.
Does all of mathematics require the use of a
computer? Not at all, but the=
process
of discovery in any area of mathematics is similar to that in modeling and
simulation. The problem is
formulated in mathematical terms, modeled, analyzed, perhaps only partially
resolved, modified, analyzed again, and so on, until a solution is obtained=
. And all of science is so inherently
mathematical that expertise in mathematics is essential nowadays in virtual=
ly
every branch of science and engineering, and even in business administration
and the social sciences.
Mathematics is indeed the language of science, the universal means of
expression, the source of communication between diverse disciplines.
CAREER
OPPORTUNITIES IN
MATHEMATICS
In today's world of rapidly expanding technology,
there are many career opportunities for the well-qualified mathematician.
An excellent source for information about career=
s in
the mathematical sciences is the Mathematical Association of America
(MAA). The pamphlets "Ca=
reers
in the Mathematical Sciences" and “More Careers in the Mathemati=
cal
Sciences,” provide an indication of the variety of careers available =
to
persons with interest and preparation in the mathematical sciences. Copies may be obtained from the
Department of Mathematics Undergraduate Office in LeConte College 413. The following websites are excelle=
nt
sources of career information in mathematics, applied mathematics and actua=
rial
science:
&=
nbsp; www.maa.org/students/career.html
&=
nbsp; www.ams.org/careers/home.html
&=
nbsp; www=
.beanactuary.com
&=
nbsp; www.siam.org/careers/
The following is a partial list of employers who
were recruiting math majors on campus during recent years:
&nb=
sp;
&nb=
sp; Bell
South
&nb=
sp; Blue Cross/Blue
Shield of South Carolina
&nb=
sp; Central Intellige=
nce
Agency
&nb=
sp; Colonial Life
&nb=
sp; Computer Services Corporation (CSC)
&nb=
sp; Computer
Task Group
&nb=
sp; Duke Power Compa=
ny
&nb=
sp; Educational
&nb=
sp; Electronic Data
Systems (EDS)
&nb=
sp; First Federal of Charleston
&nb=
sp; Fleet
&nb=
sp; Liberty Life Insura=
nce
&nb=
sp; Microsoft Corporation
&nb=
sp; National Security Ag=
ency
&nb=
sp; Naval Air Systems Command<=
/a>
&nb=
sp; Naval Surface Weapons Center
&nb=
sp; National Cash Register (NCR=
)
&nb=
sp; Provident Life and Accident
Insurance Co.
&nb=
sp; Resource Bancshares Resource G=
roup
(RBMG)
&nb=
sp; Smith Data Processing
&nb=
sp; South Carolina Department of Education=
&nb=
sp; Spring
Industries
&nb=
sp; State Farm Insurance
&nb=
sp; Texas Instruments
&nb=
sp; United States Air Force
&nb=
sp; United States Bureau of Labor Statistics
&nb=
sp; United States Bureau of the Census
&nb=
sp; United States Coast Guard
&nb=
sp; United States Department of Energy
&nb=
sp; United States General Accounting Office
&nb=
sp; United States Office of Comptroller of t=
he
Currency
&nb=
sp; Westinghouse
&nb=
sp; Xerox
The electronic version of this brochure includes
hyperlinks to employment information at many of the above corporations and
agencies. The URL is www.math.sc.ed=
u/undergrad/ugradbrochure.html.
Additional career information can be found on the
Careers link on the Mathematics Department’s homepage (http://www.math.sc.edu/careers=
.html). The
US Department of Labor, Bureau of Labor Statistics, maintains an Occupation
Outlook Handbook at http://www.bls.gov/=
oco/. This is an excellent source of gen=
eral
information about almost any career.
Job prospects depend on one's educational backgr=
ound
and personal interest. A
mathematics major is encouraged to take several courses in a field that use=
s or
is closely related to mathematics.
Popular examples include education, statistics, biology or other
physical science, business, finance, and computer science. A double major in mathematics and
computer science, or mathematics and statistics, is particularly attractive=
to
employers. The actuarial emph=
asis
combines a major in mathematics with a strong background in statistics and =
risk
management (insurance). This
program is particularly suited for students interested in becoming an actua=
ry.
MATHE=
MATICS
AT USC
The
Department computing facilities are excellent. In
addition to various University mainframe and workstation computers available
via the campus network and in numerous satellite PC laboratories, the
Department houses a number of computer-equipped classrooms and open computer
labs. A large collection of
mathematical and statistical software is installed on these computers for u=
se
in courses and research.
DEGREE PROGR=
AMS
The Department of Mathematics offers the Bachelo=
r of
Science degree in Mathematics. The
major is completed with 128 semester hours of overall coursework. Mathematics majors may select from=
one
of five emphases:
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=
·
=
·
In addition to the major requirements, each stud=
ent
is required to complete a minor (18 hours of courses related to a common to=
pic)
or a cognate (12 hours of integrated courses from a single department) in a=
discipline
related to, but distinct from the major. Note that the Actuarial and Educat=
ion
emphases automatically include a cognate and/or minor.
The department also offers a five-year program of
study leading to a Bachelor of Science degree and a Master of Science degre=
e in
Mathematics. The program is
designated to permit an outstanding student to obtain both a bachelor’=
;s
degree and a master’s degree in mathematics in five years. Students interested in pursuing th=
is
option should contact the Graduate Director during the first two years of
undergraduate studies.
ADVISING
When you enroll as a mathematics major, the Dire=
ctor
of Undergraduate Studies will initially advise you. Mr. Robert Murphy will be yo=
ur
advisor until you have completed calculus (Math 241 or Math 250). A permanent advisor will be assign=
ed to
you as you begin to take upper division mathematics courses. Your advisor w=
ill
assist you in formulating your program of study and preparing for the begin=
ning
of your career (or further education). While the advisor’s role is to
provide guidance, the student has final responsibility for staying fully
informed on University deadlines and relevant academic policies.
It is essential that you meet with your advisor =
each
semester so that you can plan your course of studies for the following
semester. The advisement process must be completed before the student can
register for the next semester. Your academic advisor will post sign-up she=
ets
for academic advisement appointments during each semester’s advisement
period. To increase your likelihood of getting the courses you want and
need, please be certain to be advised during the regular advisement period.=
.
Problems do arise, of course, and we encourage y=
ou
to discuss them with your advisor at any time, whether they are academic or
personal in nature. When you =
have a
special problem that is beyond your advisor's authority (such as variations=
on
requirements or special cognates), or when your advisor is not available and
you need assistance, see the Director of Undergraduate Studies.
At the beginning of your last year before
graduation, when you have earned 95 credit hours, you should ask your advis=
or
to complete a Major Program Card.
AWARDS AND
SCHOLARSHIPS
The Department of
Mathematics and
Outstanding
Undergraduate Student in Mathematics Education
…
presented yearly to an outstanding undergraduate student in mathematics
education who has exhibited excellence in the mathematics program.
Outstanding
Undergraduate Student in Mathematics
…
presented yearly to an outstanding undergraduate student who has exhibited
excellence in the mathematics program.