chapter 3 mathematical sciences bachelors degrees and

75

Mathematics and statistics departments in the nation’s four-year colleges and universities offer a wide spectrum of undergraduate mathematical sciences courses and majors, sometimes including mathematics education, actuarial science, operations research, and computer science as well as mathematics and statis-tics. This chapter’s fourteen tables describe

• thenumberofbachelorsdegreesawardedthroughthe nation’s mathematics and statistics depart-ments(TableE.1),

• enrollments in mathematical sciences courses(TablesE.2–E.4),

• thekindsofinstructorswhoteachundergraduatecoursesinmathematicsandstatisticsdepartments(TablesE.5–E.12),and

• averageclasssizesandaveragesizesofrecitationsectionsusedinlecture/recitationclasses(TablesE.13–E.14).

Because there is considerable variation among departmental practices based on highest degree offered, we present the data by type of department as well as by level and type of course.

The tables in this chapter expand upon Tables S.2 and S.4 of Chapter 1, and Chapter 5 provides addi-tional detail about first-year courses. Mathematics and statistics courses and enrollments in two-year colleges are discussed in Chapter 6.

Highlights

• The total number of mathematical sciencesbachelors degrees granted through the nation’smathematics and statistics departments in the2004–2005academicyearwasaboutfivepercentbelowthenumbergrantedfiveyearsearlier.Thiswascausedbysharpdeclinesinbachelorsdegreesinmathematics education and computer sciencethatweregrantedthroughmathematicsandstatis-tics departments, declines that more than offsetincreases in the numbers of mathematics andstatisticsmajors.SeeTableE.1.

• Hiddenwithinthefivepercentdecreaseinoverallmathematical sciences bachelors degrees was amajorshiftinthesourceofmathematicalsciences

bachelorsdegrees.Inthe2004–2005academicyear,thenumberofbachelorsdegreesgrantedthroughdoctoralmathematicsdepartmentswas41%largerthanthenumbergrantedduring1999–2000,whilethenumbergrantedthroughmasters-andbach-elors-leveldepartmentsdeclinedby27%and19%respectivelyfromthelevelsof1999–2000.However,bachelors-onlydepartmentscontinuedtograntthelargestnumberofmathematicalsciencesbachelorsdegrees.SeeTableE.1.

• Thepercentageofmathematicalsciencesbachelorsdegrees granted towomendeclined from43% inacademicyear1999–2000to40%in2004–2005.SeeTableE.1.

• Total2005fallenrollmentsinthenation’smath-ematics and statistics departments declined byabout 3% from the levels of fall 2000 and yetremained 8% above the levels of fall 1995. That3% decline resulted from substantial enrollmentlosses in masters-level departments that morethan offset enrollment gains in doctoral depart-ments.Enrollmentsinbachelors-leveldepartmentsremainedessentiallyunchangedfromfall2000.Ifonlymathematicsandstatisticscoursesareconsid-ered,i.e.,ifcomputersciencecoursesareexcluded,thenenrollmentsinfall2005wereessentiallythesameas in fall2000andwereabout11%abovethelevelsoffall1995.SeeTableE.2.

• Totalenrollmentsincalculus-levelcourses(whichincludecourses in linearalgebraanddifferentialequations aswell as calculus courses of variouskinds)rosebyabout3%fromthelevelsoffall2000andwereabout9%abovethe levelsof fall1995.SeeTableE.2.

• Combined enrollments in advancedmathematicsand advanced statistics courses rose by about8%overthelevelsoffall2000andbyabout21%overthelevelsoffall1995.That8%increaseoverfall2000includedaremarkable22%increase inadvanced mathematics and advanced statisticsenrollmentsindoctoralmathematicsdepartmentsand a roughly 31% increase over correspondingdoctoraldepartmentenrollmentlevelsinfall1995.SeeTableE.2.

• In fall 2005, distance education, also calleddistancelearning,wasusedmuchmorewidelyin

Chapter 3

Mathematical Sciences Bachelors Degrees and Enrollments in Four-Year Colleges and Universities

76 2005 CBMS Survey of Undergraduate Programs

two-year colleges than in four-year colleges anduniversities.(CBMSstudies,includingCBMS2005,havedefineddistanceeducationasany teachingmethodinwhichatleasthalfofthestudentsinacoursereceivethemajorityoftheirinstructioninsituations where the instructor is not physicallypresent.)Abouttwo-tenthsofonepercentofenroll-mentsinCalculusIcoursesinfour-yearcollegesand universities in fall 2005 were taught usingdistanceeducationtechniques,comparedtoabout5%ofCalculusIenrollmentsintwo-yearcolleges.Inelementarystatisticscourses,abouttwopercentof enrollments in themathematicsandstatisticsdepartmentsoffour-yearcollegesanduniversitiesweretaughtusingdistancelearning,comparedtoover8%ofcorrespondingenrollmentsintwo-yearcolleges.SeeTableE.4.

• The decline in the percentage of mathematicalscience courses taught by tenured and tenure-eligible faculty that was observed in CBMS2000continued, coupled with an increase in thepercentage of courses taught by “other full-timefaculty,”acategorythatincludespostdocs,visitingfaculty,andalargecohortofnon-doctoralfull-timefaculty.SeeTablesE.5throughE.12.

• Exceptinadvanced-levelcourses,averagesectionsizes in mathematical science courses declinedslightly from the levels recorded in CBMS2000but remained above the size recommended byMathematical Association of America guidelines[MAAGuidelines].SeeTableE.13.

• CBMS2005presentsdataonthesizeofrecitationsectionsusedincalculusandelementarystatisticscoursestaughtinthelecture/recitationformat(seeTable E.14), and distinguishes between doctoralandnon-doctoralfacultyinastudyofwhoteachesfreshmanandsophomorecourses.SeeTablesE.6throughE.12.

Terminology: The two preceding CBMS surveyreportsarecalledCBMS1995andCBMS2000.

RecallthatinCBMS2005,theterm“mathematicsdepartment” includes departments of mathematics,applied mathematics, mathematical sciences, anddepartments of mathematics and statistics. Theterm“statisticsdepartment”referstodepartmentsofstatisticsthatofferundergraduatestatisticscourses.Theterm“mathematicalsciencescourses”coversallcoursesthataretaughtbythenation’smathematicsand statistics departments and includes coursesin mathematics education, actuarial sciences, andoperationsresearchtaughtinamathematicsorstatis-ticsdepartment,aswellascoursesinmathematics,appliedmathematics,andstatistics.Computersciencecourses (and majors) are included in CBMS2005totalswhen the courses (andmajors) are taught in

(grantedthrough)amathematicsorstatisticsdepart-ment.CBMS2005datadoesnotincludeanycoursesor majors that are taught in, or granted through,separate departments of computer science, actu-arialscience,operationsresearch,etc.Departmentsareclassifiedonthebasisofhighestdegreeoffered.Forexample, the term “bachelors-leveldepartment”referstoonethatdoesnotoffermastersordoctoraldegrees.

Table E.1: Bachelors degrees granted between July 1, 2004 and June 30, 2005

CBMS2000 revealed a one percent decrease inthe number of bachelors degrees awarded throughthenation’smathematicsandstatisticsdepartmentsbetweenthe1994–1995academicyearandthe1999–2000academicyear.CBMS2005foundacontinuationof that trend, with the total number of bachelorsdegrees granted through the nation’s mathematicsandstatisticsdepartmentsdroppingfrom22,614inthe1999–2000academicyearto21,440inthe2004–2005academicyear,adeclineofabout5%.

If one looks only at the nation’s mathematicsdepartments(whichgrantedabout97%ofthe21,440U.S.bachelorsdegreesinmathematicsandstatistics),oneseesavarietyofbachelorsdegreeprogramsinabroadrangeofmathematicalsciences—mathematics,applied mathematics, statistics, actuarial science,mathematics education, and (particularly amongdepartments in four-year colleges) also computerscience. The total number of bachelors degreesgranted through the nation’s mathematics depart-mentsdeclinedslightly(aboutone-halfof1%)betweenthe1995and2000CBMSsurveysandfellbyanother6%between2000and2005,withtheresultthatthetotal number of bachelors degrees granted throughmathematicsdepartmentsinthe2004–2005academicyear was about 94% of the number granted in the1994–1995academicyear.

The number of statistics majors receiving theirbachelorsdegreesthroughstatisticsdepartmentsinthe2004–2005academicyearrosebyabout56%fromthelevelsreportedinCBMS2000for1999–2000andwasabout9%abovethe1994–1995level.Althoughthisgrowthrateisimpressive,itdoesnothaveamajorimpactonthetotalnumberofmathematicalsciencesbachelorsdegreesproducedintheU.S.becausebach-elorsdegreesawardedthroughstatisticsdepartmentsmakeuplessthan3%ofthenation’stotalnumberofmathematicsandstatisticsmajors.

TableE.1presentsdataonseveralsubcategoriesof the broad mathematical sciences major withinmathematics departments. Mathematics education,statistics,andcomputersciencearelistedseparately,withallothermajorsgranted throughmathematicsdepartmentslumpedintothemathematicscategory.Thenumberofmajorsinthatremaindercategoryrose

Enrollments in Four-Year Colleges and Universities 77

byabout7%overCBMS2000 levelsandwasabout2% higher in 2004–2005 than in 1994–1995. That7% increase was counterbalanced by decreases ineachoftheothersurveyedbachelors-degreecatego-ries(statistics,mathematicseducation,andcomputerscience)inmathematicsdepartments.Forexample,thenumberofmathematicseducationmajorsinmath-ematicsdepartmentsdecreasedfrom4,991reportedin CBMS2000 to 3,370 in CBMS2005, a decline ofabout 32%, and the number of computer sciencemajors graduating from mathematics departmentsfell from3,315 in the1999–2000academic year to2,604inthe2004–2005year,adeclineofabout21%.SeeFigureE.1.2.

Table E.1 in CBMS1995, CBMS2000, andCBMS2005canbeused tostudy thegenderdistri-butionofmathematicalsciencesbachelorsdegrees.Inthe1994–1995academicyear,about42%ofthemath-ematicalsciencesbachelorsdegreesgrantedthroughmathematicsandstatisticsdepartmentswereawardedtowomen,about43%in1999–2000,andabout40%inthe2004–2005academicyear.Thereissomevaria-tionbasedontypeofdepartment.Forexample,thepercentageofbachelorsdegreesawarded towomenbydoctoralmathematicsdepartmentsdeclinedfrom43% in 1994–1995 to 40% in 1999–2000, and to37% in 2004–2005. The corresponding percentagesin masters-only and bachelors-only mathematicsdepartments bounced around between 1994–1995and2004–2005anddonotrevealasteadytrend.Thepercentageofmathematicseducationdegreesawardedtowomenthroughmathematicsdepartmentsrosefrom49%in1994–1995toabout60%in2004–2005(withmost of the increase occurring between1994–1995and1999–2000).Amongcomputersciencebachelorsdegrees granted through mathematics departmentsin2004–2005,only18%wenttowomen,downfrom24%in1999–2000.Inthenation’sstatisticsdepart-ments,about38%ofbachelorsdegreeswereawardedtowomenin1994–1995,about43%in1999–2000,and about 42% in 2004–2005. In mathematicsdepartments,womenaccountedforabout48%ofallbachelorsdegreesawardedin2004–2005,downfrom59%in1999–2000.SeealsoFigureE.1.2.

Table E.1 reveals a potentially important shiftin the kinds of mathematics departments throughwhich mathematical sciences majors earned theirbachelors degrees. Figure E.1.3 shows a jump inthepercentage of all bachelors degrees frommath-

ematics departments that were awarded throughdoctoral mathematics departments, with a corre-spondingdropinthepercentageofbachelorsdegreesawardedbynon-doctoraldepartmentsbetween1999–2000and2004–2005.Thedeclinesformasters-levelmathematicsdepartmentsareparticularlylarge;thenumber of majors produced by those departmentsdropped 27% from levels reported in CBMS2000.Someofthatdeclinemayhavebeenaconsequenceofchangesbetween2000and2005intheAmericanMathematicalSociety(AMS)departmentalclassifica-tion that was the basis for CBMS studies in 2000and2005.However,CBMS2005isnotthefirstCBMSsurvey to report a major decline in the number ofbachelors degrees granted through masters-levelmathematics departments; CBMS2000 reported a17% decline in bachelors degrees granted throughmasters-level departments between the academicyears1994–1995and1999–2000.

Asseparatedepartmentsofcomputersciencearecreated, mathematics departments lose computerscience enrollments and majors. Consequently, itmakessensetotrackthenumberofbachelorsdegreesawardedthroughmathematicsdepartments,excludingcomputersciencedegrees, inorder tostudybache-lorsdegreeproductivityofmathematicsdepartments.CBMS1995showedthatinthe1994–1995academicyear,19,593non-computer-sciencebachelorsdegreeswere awarded through the nation’s mathematicsdepartments.CBMS2000andCBMS2005showthattotaldroppedbyabout4%between the1994–1995and1999–2000academicyears,andbyanother4%between the 1999–2000 and 2004–2005 academicyears,reaching18,222inacademicyear2004–2005foratotaldeclineofabout7%fromtenyearsearlier.

DatafromCBMS1995,CBMS2000,andCBMS2005showthatbachelors-levelmathematicsdepartmentsconsistently produced at least 40% of the non-computer-sciencebachelorsdegreesgrantedthroughmathematicsdepartments,withdoctoraldepartments’percentagerisingfrom31%in1995to40%in2005.The percentage of non-computer-science bachelorsdegreesgrantedthroughmasters-levelmathematicsdepartmentsdropped from30%in1995, to20%in2000,to19%in2005.AgraphofthesepercentagescloselyresemblesthegraphinFigureE.1.3.


4112

2282

(36%)

6393

296

470

(61%)

766

64

69

(52%)

133

413

58

(12%)

471

4884

2879

(37%)

7763

1350

1027

(43%)

2377

401

628

(61%)

1029

44

41

(48%)

85

314

72

(19%)

386

2109

1768

(46%)

3877

3358

2482

(43%)

5839

645

930

(59%)

1575

17

6

(26%)

23

1412

335

(19%)

1747

5431

3752

(41%)

9183

8820

5791

(40%)

14610

1341

2028

(60%)

3369

125

116

(48%)

241

2139

465

(18%)

2603

12424

8399

(40%)

20823

237

184

(44%)

421

237

184

(44%)

421

120

73

(38%)

193

120

73

(38%)

193

357

257

(42%)

614

357

257

(42%)

614

8820

5791

(40%)

14610

1341

2028

(60%)

3369

482

373

(44%)

855

2139

465

(18%)

2603

12780

8656

(40%)

21437

Mathematics majors

(including Act Sci, Oper

Res, and joint degrees)

Men

Women

(Percentage of women)

Total Math degrees

Mathematics Education

majors

Men

Women

Total Math Ed degrees

Statistics majors

Men

Women

Total Stat degrees

Computer Science majors

Men

Women

Total CS degrees

Total degrees - Men

Total degrees - Women

Total all degrees

Univ

(PhD)

Univ

(MA)

Coll

(BA)

Total

Math

Depts

Univ

(PhD)

Univ

(MA)

Total

Stat

Depts

Total

Math &

Stat Depts

Bachelors degrees in

Math and Stat Depts

Mathematics Departments Statistics Departments

TABLE E.1 Bachelors degrees in mathematics, mathematics education, statistics, and computer science in

mathematics departments and in statistics departments awarded between July 1, 2004 and June 30, 2005, by

gender of degree recipient and type of department.Jan 2, 07; Sept 18; 8/8, 2006

Note: Round-off may make row and column sums seem inaccurate.


Univ (PhD) 1995

Univ (PhD) 2000

Univ (PhD) 2005

Univ (MA) 1995

Univ (MA) 2000

Univ (MA) 2005

Coll (BA) 1995

Coll (BA) 2000

Coll (BA) 2005

0 1000 2000 3000 4000 5000 6000 7000Number of Bachelors Degrees

Men

Women

FIGURE E.1.1 Bachelors degrees in mathematics departments awarded between July

1 and June 30 in the academic years 1994-1995, 1999-2000, and 2004-2005, by

gender and type of department.

August 8, 2006; April 23, 2007

Univ (PhD) 1995

Univ (PhD) 2000

Univ (PhD) 2005

Univ (MA) 1995

Univ (MA) 2000

Univ (MA) 2005

Coll (BA) 1995

Coll (BA) 2000

Coll (BA) 2005

0 1000 2000 3000 4000 5000 6000 7000

Mathematics & Statistics

Mathematics Education

Computer Science

FIGURE E.1.2 Number of bachelors degrees granted in academic years 1994-1995, 1999-2000, and

2004-2005 by type of major and type of department.

Sept 18; August 8, 2006


BB

B

J

J

J

H

H

H

F F F

1994-1995 1999-2000 2004-2005

0

10

20

30

40

50

B Mathematics, PhD Departments

J Mathematics, MA Departments

H Mathematics, BA Departments

F Statistics Departments

FIGURE E.1.3 Percentage of mathematical sciences bachelors degrees (including computer

science) awarded through mathematics and statistics departments of various kinds in academic

years 1994-1995, 1999-2000, and 2004-2005.

Oct 27; Oct 10

BB

B

J

J J

H

H

H

F F F

1994-1995 1999-2000 2004-20050

10

20

30

40

50

60

B Mathematics, PhD Departments

J Mathematics, MA Departments

H Mathematics, BA Departments

F Statistics Departments

FIGURE E.1.4 Percentage of mathematics and statistics bachelors degrees (excluding computer

science) awarded through mathematics and statistics departments of various kinds in academic

years 1994-1995, 1999-2000, and 2004-2005.

Oct 27; April 23, 2007


Tables E.2 and E.3: Undergraduate enrollments and number of sections offered in mathematics and statistics departments

CBMS2005TableE.2dividesmathematicalsciencesdepartmentenrollmentsintothreebroadcategories:mathematicscourses,statisticscourses,andcomputerscience courses. Total enrollments in all fall-termcoursesinmathematicsandstatisticsdepartmentsatfour-yearcollegesanduniversitiesdeclinedbyabout3%fromlevelsrecordedinCBMS2000.Thiswasduetoapronounceddeclineinthenumberofcomputerscience enrollments in mathematics departments,from 123,000 in fall 2000 to 57,000 in fall 2005.Statisticsenrollmentsinmathematicsandstatisticsdepartmentsincreasedbyabout6%,andmathematicsenrollmentsheldessentiallysteadyatfall2000levels.The decline in computer science enrollments morethanoffsetslightenrollmentincreasesinthecombina-tionofallmathematicsandstatisticscourses.Eventhoughtotalenrollmentsdroppedfromfall2000levels,theywereabout8%abovethelevelsoffall1995.

TableE.2reveals that thechange in totalenroll-ments varied considerably among departmentsof different kinds. Figure E.2.3 shows that enroll-ment growth in doctoral mathematics departmentsoutstripped enrollment growth in bachelors-levelmathematics departments, while in masters-leveldepartments,therewasadecline.Betweenfall2000and fall 2005, for example, enrollment in doctoralmathematics departments grew by about 7% (from720,000 to 769,000), while total enrollments inmasters-level departments dropped by over 20%(from 534,000 to 417,000), and total enrollment inbachelors-level departments increased marginally(from654,000to659,000).Thereported22%enroll-ment decline in masters-level departments may bemisleading.Asnotedabove,someofthedecreasewasduetochangesmadeintheAmericanMathematicalSociety departmental classification system between2000and2005.

Combinedfall-termstatisticsenrollmentsinmath-ematicsandstatisticsdepartmentsgrewbyabout6%between2000and2005,comparedtoan18%increasebetween1995and2000.Themajority(about70%)ofallstatisticscourseenrollmentswereinmathematicsdepartments,andthemajorityofstatisticsenrollmentsinmathematicsdepartmentswereinbachelors-leveldepartments. (See Figure E.2.2.) Statistics courseenrollmentsinmathematicsdepartmentsgrewby20%betweenfall1995andfall2000,andby6%betweenfall2000andfall2005.

Total enrollments in calculus-level courses aresometimes used as a predictor for growth in thenumberofscience,technology,engineering,andmath-ematics(STEM)professionals.PreviousCBMSstudiesincluded linear algebra and differential equationscourses as calculus-level courses, and CBMS2005

continuedthatpractice. (SeparateenrollmenttotalsforindividualcalculuscoursesaregiveninAppendixIofthisreport.)Thenation’scombinedcalculus-levelenrollmentsgrewbyabout6%betweenfall1995andfall2000,andgrewbyanother3%betweenfall2000andfall2005.Thatgrowthwasconcentratedprimarilyin doctoral-level mathematics departments. In fall2005,calculus-levelenrollments indoctoraldepart-mentswereup14%fromtheleveloffall2000,andupalmost30%fromtheleveloffall1995.Bycontrast,calculus-level enrollments in masters departmentsdroppedbyalmostathirdbetweenCBMS2000andCBMS2005,andinfall2005wereabout29%belowthelevelsoffall1995.Onceagainwenotethatsomeofthisdecreasemayhavebeenanartifactofchangesin the AMS departmental classification system.Bachelors-leveldepartmentssawtheircalculus-levelenrollmentsreboundto1995levels,afteramarkeddecreasebetweenfall1995andfall2000.

Thecombinationofalladvancedmathematicsandupper-levelstatisticsenrollmentsinmathematicsandstatistics departments is another predictor for thenumberoffutureSTEMprofessionals,andisalsoapredictorforthenumberofmathematicsandstatis-ticsmajors.Combinedupper-levelenrollmentsroseto169,000infall2005,analmost8%increaseoverfigures reported in CBMS2000 and an almost 21%increase over corresponding figures in CBMS1995.The largest gains were in doctoral mathematicsdepartments, where the combination of advancedmathematics and upper-level statistics enrollmentsrosebyabout22%fromthelevelsoffall2000andbyabout31%whencomparedwithfall1995.Masters-level mathematics departments saw an 8% declinein the number of upper-division mathematics andstatisticsenrollmentsbetween2000and2005,andaroughly9%declinefromthelevelsoffall1995.Inbachelors-levelmathematicsdepartments,advancedmathematics and upper-level statistics enrollmentswere essentially unchanged from fall 2000 levels,andwereupbyabout12%comparedtofall1995.Instatisticsdepartments,upper-levelenrollmentsgrewbyabout15%betweenfall2000andfall2005,withalmostallofthegrowthoccurringindoctoralstatis-ticsdepartments.Comparedtofall1995,upper-levelenrollmentinstatisticsdepartmentsinfall2005rosebyalmost44%.

TableE.3reflectsdepartmentalteachingeffort infall2005inadifferentway,byshowingthenumberofsectionsofferedratherthanthetotalenrollment.Thetotalnumberofsectionsofferedbythenation’smathematics and statistics departments droppedbyabout2%(asdidtotalenrollments).Thenumberofsectionsofferedbydoctoralmathematicsdepart-ments rose by about 9% between fall 2000 andfall 2005, while the number of sections offered bymasters-levelmathematicsdepartmentsdroppedby


about23%.Thenumberofsectionsofferedbybach-elors-level mathematics departments rose by morethan3%betweenfall2000andfall2005,asdidthenumberofsectionsofferedbystatisticsdepartments.The number of sections of calculus-level courses

grewbyabout14%betweenfall2000andfall2005in the nation’s doctoral and bachelors-level math-ematics departments, and there was a 29% dropin the number of calculus-level sections offered bymasters-levelmathematicsdepartments(comparedto

55

(60,59)

269

(222,258)

345

(264,302)

52

(41,43)

720

(587,662)

30

(23,38)

15

(10,12)

44

(33,50)

3

(4,5)

1

(0,1)

1

(2,2)

5

(6,8)

769

(626,720)

60

(84,59)

190

(193,227)

88

(124,131)

24

(25,24)

362

(426,441)

32

(35,35)

9

(7,12)

42

(42,47)

11

(18,33)

1

(3,7)

1

(4,6)

13

(25,46)

417

(493,534)

87

(78,101)

248

(198,238)

154

(150,137)

36

(30,35)

525

(456,511)

86

(57,63)

10

(11,11)

96

(68,74)

30

(52,52)

6

(10,9)

3

(6,8)

39

(68,69)

659

(592,654)

201

(222,219)

706

(613,723)

587

(538,570)

112

(96,102)

1607

(1469,1614)

148

(115,136)

34

(28,35)

182

(143,171)

44

(74,90)

8

(13,17)

5

(12,16)

57

(99,123)

1845

(1711,1908)

42

(46,46)

20

(16,17)

62

(62,63)

0

(0,0)

0

(0,0)

0

(0,0)

0

(0,0)

62

(62,63)

13

(3,8)

3

(0,3)

16

(3,11)

1

(1,1)

0

(0,0)

0

(0,0)

2

(1,1)

18

(4,12)

54

(49,54)

24

(16,20)

78

(65,74)

2

(1,1)

0

(0,0)

0

(0,0)

2

(1,1)

80

(66,75)

Mathematics courses

Precollege

Introductory (incl. Precalc)

Calculus

Advanced Mathematics

Total Math courses

Statistics courses

Elementary Statistics

Upper Statistics

Total Stat courses

CS courses

Lower CS

Middle CS

Upper CS

Total CS courses

Total all courses

Univ

(PhD)

Univ

(MA)

Coll

(BA)

Total

Math

Depts

Univ

(PhD)

Univ

(MA)

Total

Stat

Depts

Mathematics Departments Statistics Departments

TABLE E.2 Enrollment (in thousands) in undergraduate mathematics, statistics, and computer science

courses (including distance-learning enrollments) in mathematics and statistics departments by level of course

and type of department, in fall 2005. (Numbers in parentheses are (1995,2000) enrollments.)

Fall 2005 (1995,2000) enrollments (1000s)Jan 2, 07; Sept

18;Sept 2, 2006;

Note: Due to round-off, row and column sums may appear inaccurate.


a23%enrollmentdeclineincalculus-levelcoursesinsuchdepartments).Thenumberofadvancedmathe-maticsandstatisticssectionsindoctoralmathematicsdepartments grew by about 18% (compared with a22%enrollment increase).Thenumberofadvancedsections in masters-level departments dropped by

about9%(comparedtoan8%enrollmentdecrease),andthenumberofadvancedsectionsofferedbybach-elors-levelmathematicsdepartmentsgrewbyabout3%eventhoughenrollmentwasunchangedfromfall2000.

All Computer Science

Adv. Mathematics & Statistics

Calculus-level Courses


Introductory Mathematics

Precollege-level Courses

0 100 200 300 400 500 600 700 800

Enrollment in Thousands

Univ (PhD)

Univ (MA)

Coll (BA)

FIGURE E.2.1 Enrollment (thousands) in undergraduate mathematics, statistics, and computer science

courses in four-year college and university mathematics departments by type of course and type of

department in fall 2005.

Sept 18, 2006

Statistics, MA

Statistics, PhD

Mathematics, BA

Mathematics, MA

Mathematics, PhD

0 10 20 30 40 50 60 70 80 90 100

Enrollment in Thousands


Upper-level Statistics

FIGURE E.2.2 Enrollment (thousands) in undergraduate statistics courses by level of course and type

of department in fall 2005.

Sept 18; Sept 2, 2006


B

B

B

JJ

J

H

H H

F F F

Fall 1995 Fall 2000 Fall 2005

0

100

200

300

400

500

600

700

800

En

rollm

en

ts in

Th

ou

sa

nd

s

B PhD, Mathematics

J MA, Mathematics

H BA, Mathematics

F MA+PhD, Statistics

FIGURE E.2.3 Undergraduate enrollment (in thousands) in doctoral, masters, and bachelors

mathematics departments, and in a combination of all masters and doctoral-level statistics

departments, in fall 1995, fall 2000, and fall 2005.

Jan 2, 07; Sept 2, 2006


1363

(1493)

5518

(5032)

7696

(6768)

2625

(2392)

17202

(15685)

629

(827)

869

(580)

1498

(1407)

114

(92)

61

(24)

61

(98)

236

(214)

18935

(17306)

1902

(1772)

5543

(6506)

3237

(4551)

1622

(1936)

12303

(14765)

924

(1064)

714

(638)

1638

(1702)

512

(1553)

121

(465)

83

(527)

715

(2545)

14656

(19012)

3862

(4388)

9895

(8987)

7388

(6438)

3507

(3415)

24652

(23228)

3191

(2372)

771

(728)

3962

(3100)

1629

(2557)

739

(590)

444

(868)

2811

(4015)

31425

(30343)

7126

(7653)

20955

(20525)

18321

(17757)

7754

(7743)

54157

(53678)

4744

(4263)

2354

(1946)

7098

(6209)

2254

(4202)

921

(1079)

587

(1493)

3762

(6774)

65017

(66661)

696

(786)

499

(476)

1195

(1262)

11

(4)

2

(0)

0

(0)

13

(4)

1208

(1266)

186

(123)

156

(122)

342

(245)

22

(12)

14

(2)

0

(8)

36

(22)

378

(267)

882

(909)

654

(598)

1537

(1507)

33

(16)

16

(2)

0

(8)

49

(26)

1586

(1533)

Mathematics courses

Precollege level


Calculus


Total Math courses

Statistics courses


Upper Statistics

Total Stat courses

CS courses

Lower CS

Middle CS

Upper CS

Total CS courses

Total all courses

Univ

(Phd)

Univ

(MA)

Coll

(BA)

Total

Math

Depts

Univ

(PhD)

Univ

(MA)

Total

Stat

Depts

Mathematics Departments

Number of sections: Fall 2005 (Fall 2000)

Statistics Departments

TABLE E.3 Number of sections (not including distance-learning) of undergraduate mathematics, statistics,

and computer science courses in mathematics and statistics departments, by level of course and type of

department, in fall 2005 with fall 2000 figures in parentheses. (CBMS2000 data from Table E.10.)

Sept 19; 8/8/ 2006



Table E.4: Distance education in four-year colleges and universities

The terms “distance education” and “distancelearning”havebeenbroadlydefinedinrecentCBMSstudies to mean any learning format in which themajority of students receive at least half of theirinstructioninsituationswheretheinstructorisnotphysicallypresent.Thisincludes,forexample,corre-spondencecourses(electronicorpaper),coursesthatuse broadcast lectures, and courses taught via theinternet.Someuniversitieshave experimentedwithteachingtheircalculuscoursesinlargecomputerlabs,where students interact with sophisticated tutorialprogramsinlieuofinteractingwithaninstructor.

CBMS2000askedaboutthenumberofsectionsofagivencoursetaughtusingdistance-learningmethods,andfollow-upcallsinfall2000revealedthattobethewrongquestion.Insomecases,alldistance-learningstudentswereenrolledinasinglesectionofacourse,with the result that average section size estimatesmay have been inflated in the CBMS2000 report.Withthatinmind,CBMS2005askeddepartmentsto

reportseparatelythenumberofstudentsenrolledindistance-learningsectionsofagivencourseandthenumberofstudentsenrolledinnon-distance-learningsections. Table E.4 summarizes the results for thetypesofcoursesmostfrequentlytaughtusingdistanceeducationinfall2005andshowsthat,infall2005,distanceeducationwasnotwidelyusedinfour-yearcolleges and universities. Among four-year math-ematics departments, only in elementary statisticscoursesdiddistanceenrollmentsexceed2%oftotalenrollments,andinCalculusIcoursesthepercentagewas insignificant. The middle column of Table E.4allows comparisons with the situation in two-yearcolleges,wheredistanceeducationismorecommon.Forexample,attwo-yearcolleges,distance-educationenrollments were about five percent of total enroll-mentincertainprecalculusandCalculusIcourses,andaccountedformorethan8%oftotalenrollmentsinelementarystatisticscourses.Formoredetailsonthe use of distance education in two-year colleges,seeChapter6.


2489

5856

593

577

238

3075

1987

60

3525

91

3085

18

9485

8

8203

4

1400

77

3703

6

1572

1

3620

270

83

9894

9276

97

2980

81

6891

9

2000

3

7423

1073

04

-- -- -- -- -- 990

-- -- -- -- --

4430

3

Pre

colle

ge L

evel

Col

lege

Alg

ebra

.

Trig

inom

etry

, & P

reca

lcul

us

Cal

culu

s I

Cal

culu

s II

Diff

eren

tial E

quat

ions

&

Line

ar A

lgeb

ra

Ele

men

tary

Sta

tistic

s

Dis

tanc

e-le

arni

ng

Enr

ollm

ents

Oth

er

Enr

ollm

ents

Dis

tanc

e-le

arni

ng

Enr

ollm

ents

Oth

er

Enr

ollm

ents

Dis

tanc

e-le

arni

ng

Enr

ollm

ents

Oth

er

Enr

ollm

ents

TA

BL

E E

.4E

nrol

lmen

ts in

dis

tanc

e-le

arni

ng c

ours

es (

mea

ning

at l

east

hal

f of t

he s

tude

nts

rece

ive

the

maj

ority

of t

heir

inst

ruct

ion

in s

ituat

ions

whe

re th

e in

stru

ctor

is n

ot p

hysi

cally

pre

sent

) an

d in

oth

er s

ectio

ns fo

r va

rious

fres

hman

and

sop

hom

ore

cour

ses,

by

type

of d

epar

tmen

t, in

fall

2005

.

Fou

r-ye

ar M

athe

mat

ics

Dep

artm

ents

Tw

o-ye

ar M

athe

mat

ics

Dep

artm

ents

Sta

tistic

s D

epar

tmen

ts

Jan

2, 0

7; N

ov

19;

Sep

t 18

; S

ept

5, 2

006;

FO

RM

ER

LY

DIS

T.1

6 IN

CH

2;

Ap

r 23

, 200

7

Not

e: F

or s

ome

dist

ance

-lear

ning

enr

ollm

ents

in th

is ta

ble,

the

Sta

ndar

d E

rror

(S

E)

was

ver

y la

rge.

See

the

SE

App

endi

x.


Tables E.5 to E.12: Who taught undergraduate mathematics and statistics in fall 2005?

Chapter 3 of the CBMS2000 report containedseveralsetsoftables,allproducedfromthesamedataset.CBMS2000TablesE.4toE.9presentedresultsaspercentagesofenrollments,e.g.,thepercentageofintroductory-levelenrollments taughtby tenuredortenure-eligible faculty.TablesE.12 throughE.18ofthatreportpresentedthesameinformationintermsofthenumber of sections.Becausethedatatransfor-mationneeded toproducepercentage-of-enrollmenttablesfromresponsestoCBMS2000questionnairesmadecertainproblematicassumptions,standarderror(SE)valuesforTablesE.4toE.9werenotcalculated.ThisconcernledtheCBMS2005projectdirectorstopresent2005dataintermsofnumbersandpercent-agesofsectionsofvariouskinds.As longasone iscarefultocomparethepercentage-of-sectionstablesinCBMS2005withpercentage-of-sectionstablesfromCBMS2000,historicaltrendscanbestudied,andtheheadingofTablesE.5toE.12inCBMS2005containsa reference to the proper comparison table fromCBMS2000. For example, Table E.5 of CBMS2005shouldbecomparedwithTableE.12ofCBMS2000.

ThefacultycategoriesusedinCBMS2005TablesE.5toE.12aretenuredandtenure-eligible(TTE)faculty,other full-time faculty (OFT),which is thesetofallfull-timefacultywhoarenotintheTTEcategory,part-time (PT) faculty, and graduate teaching assistants(GTAs). In caseswheredepartmental responsesdidnotaccountforallsectionsofagiventypeofcourse,there is also an “unknown” column. For example,postdoctoralfacultyandscholarlyvisitorswhoteachcourseswouldbeincludedintheOFTcategory.

Table E.12 of the CBMS2000 study reportedmarkedchangesbetweenfall1995andfall2000inthepercentageofsectionstaughtbyvarioustypesoffaculty in mathematics and statistics departments.CBMS2000 reported that, when comparedwith fall1995data, thepercentageofsectionstaught in fall2000 by tenured and tenure-eligible (TTE) facultyhaddropped,sometimesbya largeamount,withacorrespondingincreaseinthepercentageofsectionstaughtbyotherfull-time(OFT)faculty,acategorythatincludesscholarlyvisitors,postdocs,full-timeinstruc-torsandlecturers,andanincreaseinthenumberofsectionstaughtbypart-timefaculty.CBMS2000alsofoundapronounceddropinthenumberofsectionstaughtbygraduateteachingassistants(GTAs)betweenfall 1995 and fall 2000. (See also [LM].) (In CBMSsurveys,tosaythataGTAteachesasectionmeansthat she or he is the instructor of record for thatsection.Teachingassistantswhosuperviserecitationsectionsforalargerlecturecoursearenotcountedasteachingtheirownsectionofthecourse.)

TableE.5inthecurrentreportshowsthatbetweenfall2000andfall2005,thedeclineinthepercentageofsectionstaughtbyTTEfacultycontinued,exceptamong sections of computer science courses. Formathematics courses as a whole, the percentagetaught by TTE faculty dropped by six percentagepoints, from 52% in fall 2000 to 46% in fall 2005.At the same time, the percentage of mathematicssections taught by OFT faculty rose by six points,andthepercentageofmathematicssectionstaughtbyGTAsrosebytwopercentagepoints,from7%to9%.The percentage of statistics courses taught by TTEfacultydroppedbyelevenandtenpercentagepointsin mathematics and statistics departments respec-tively,withacorrespondingriseinteachingbyOFTfaculty.OnlyincomputersciencesectionswasthereamarkedincreaseinthepercentageofsectionstaughtbyTTEfaculty.

In some cases the change in the percentage ofsections taught by TTE faculty was surprisinglylarge.Forexample,betweenfall2000andfall2005,the percentage of statistics sections taught by TTEfacultyindoctoralmathematicsdepartmentsdroppedfrom63%to39%,andtheanalogouspercentageinmasters-levelmathematicsdepartmentsdroppedfrom72% to 49%. Figures E.4.1, E.4.2, and E.4.3 showthepercentagesofvarioustypesofcoursestaughtbydifferentkindsofinstructorsinfall2005.

CBMS2005 Tables E.6 through E.12 examinethe fine structure of the global data in Table E.5,presenting data on courses at various levels of thecurriculum(pre-college-level,introductory-level,andcalculus-level,elementarystatistics,introductory-levelcomputerscience,middle-levelcomputerscience,andadvanced-levelmathematicsandstatisticscourses).The tables show the numbers of sections taughtby different types of instructors, and they includeimportant new data: the category of OFT faculty issubdivided into those who had a doctoral degreeand those who did not. In order to allow compar-isons with previous CBMS studies, one column ofthe tables presents the number of sections taughtby all OFT faculty, independent of degree earned,andasecondcolumnshowsthenumberofsectionstaughtbydoctoralOFTfaculty.Thisrefinementwasintroduced to make a distinction between sectionstaughtbypostdocsandscholarlyvisitorsontheonehand, and by non-doctoral full-time instructors ontheother.Forexample,TableE.6showsthatofthe7,126sectionsofpre-college-levelcoursesofferedinmathematicsdepartmentsinfall2005,about9%weretaughtbyTTE faculty,4%bydoctoralOFT faculty,21%bynon-doctoralOFT faculty, etc. (It is also ofinteresttonotethatthenumberofpre-collegesectionsdroppedbetweenfall2000andfall2005,from7,653to7,126.)Bycontrast,TableE.8shows thatof the18,321 sections of calculus-level courses taught in


mathematicsdepartments,about61%weretaughtbyTTEfaculty,about10%bydoctoralOFTfaculty,andabout7%bynon-doctoralOFTfaculty.

CBMS2000 reported that between fall 1995 andfall2000,thepercentageofmathematicsdepartmentsectionstaughtbygraduateteachingassistants(GTAs)declined,often toapronounceddegree.CBMS2005datasuggestsareversalofthattrend.Forexample,infall2000,about9.5%ofprecollegesectionsweretaught by GTAs, while in fall 2005 the percentagewas14.6%. In introductory-level courses (includingCollegeAlgebra,Precalculus,MathematicsforLiberalArts,etc.),thepercentageofsectionstaughtbyGTAswasessentiallyunchanged from fall2000 levels. Incalculus-levelsections,thepercentagerosefrom6.4%to7.6%.Onlyinelementarystatisticsandlower-levelcomputersciencewasthereadeclineinthepercentageofsectionstaughtbyGTAs.Inelementarystatistics,thepercentagedroppedfromabout9%ofallelemen-tary statistics sections taught in mathematics andstatisticsdepartmentscombinedtoabout6%(TableE.9).

Tables E.5 and E.6 contain what appears to beanomalousdata;theyreportthatsomemathematicssections in bachelors-only departments are taughtbyGTAs.Follow-uptelephonecallstovariousbach-elors-level mathematics departments revealed that

some departments “borrow” GTAs from graduatedepartments at their own universities, and somedepartments classified as bachelors-level when theCBMS2005 sample frame was set up subsequentlycreated masters programs, often Master of Arts inTeachingprograms,andwereusingtheirnewGTAstoteachcoursesinfall2005.Thisanomalywillreap-pearinChapter5,whichlooksatfirst-yearcoursesinconsiderabledetail.

Table E.12 in CBMS2005 is new. Earlier CBMSstudiesmadetheassumptionthatallupper-divisionsectionsweretaughtbytenuredandtenure-eligible(TTE) faculty. To test that assumption, CBMS2005asked departments to specify how many of theirupper-divisionsectionsweretaughtbyTTEfaculty.In mathematics departments, about 78% of allupper-division mathematics and statistics coursesweretaughtbyTTEfaculty.Lookingatmathematicsand statistics courses in these departments sepa-rately,onesees thatTTE faculty taughtabout84%ofallupper-divisionmathematicscoursesofferedinfall2005andabout59%ofallupper-levelstatisticscourses.Instatisticsdepartments,74%ofallupper-levelcoursesweretaughtbyTTEfacultyinfall2005.CBMS2005hasnodataonwhotaughttheremainingupper-divisioncourses.


35

(42)

45

(48)

54

(60)

46

(52)

24

(16)

20

(19)

20

(13)

21

(15)

14

(17

)

22

(22

)

23

(21

)

20

(20

)

21

(21

)

8 (5)

1 (0)

9 (7)

6 (4)

6 (6)

3 (6)

5 (6)

172

02

(156

85

)

123

03

(147

65

)

246

52

(232

28

)

541

57

(536

78

)

39

(63

)

49

(72

)

59

(59

)

52

(63)

41

(53

)

64

(71

)

46

(56)

44

(9)

33

(9)

13

(13

)

24

(11

)

22

(8)

27

(9)

23

(8)

7

(11

)

15

(11

)

25

(22

)

19

(17

)

7

(14

)

7 (5)

7

(12

)

9

(14

)

1 (1

)

0

(0

)

2

(4

)

14

(20

)

0 (4

)

11

(18

)

2 (3)

2 (7)

3 (6)

2 (5)

15

(5)

2

(12

)

12

(6)

14

98

(14

07

)

16

39

(17

02

)

39

62

(31

00

)

70

99

(62

09

)

11

95

(12

62

)

342

(24

5)

15

37

(15

07

)

39

(59

)

43

(47

)

80

(56

)

70

(53

)

38

(17

)

8

(11

)

9

(18

)

11

(15

)

9 (6)

18

(35

)

9

(15

)

11

(22

)

7 (3)

0 (0)

0 (0)

0 (0)

6

(15

)

30

(7)

1

(11

)

7

(10

)

236

(21

4)

715

(2545

)

2811

(4015

)

3762

(6774

)

13

(4

)

36

(22)

49

(26)

Math

Dep

ts

Univ

(P

hD

)

Univ

(M

A)

Coll

(BA

)

To

tal M

ath

Dep

ts

Sta

t D

ep

ts

Univ

(P

hD

)

Univ

(M

A)

To

tal S

tat

Dep

ts

TT

E

%

OF

T

%

PT

%

GT

As

%

Ukn

%

No

. o

f

Math

se

cti

on

s

TT

E

%

OF

T

%

PT

%

GT

As

%

Ukn

%

No

. o

f

Sta

t

secti

on

s

TT

E

%

OF

T

%

PT

%

GT

As

%

Ukn

%

No

. o

f

CS

se

cti

on

s

Perc

enta

ge

of

ma

the

ma

tics

sectio

ns t

au

gh

t b

y

Pe

rce

nta

ge

of

sta

tistics

se

ctio

ns t

au

gh

t b

y

Pe

rce

nta

ge

of C

S

se

ctio

ns ta

ug

ht b

y

To

o fe

w c

ase

s in

the

sa

mp

le to

ma

ke

relia

ble

estim

ate

s

To

o f

ew

ca

se

s in

the

sa

mp

le t

o m

ake

relia

ble

estim

ate

s

TA

BL

E E

.5P

erc

enta

ge o

f se

ctio

ns,

exclu

din

g d

ista

nce

le

arn

ing

, o

f m

ath

em

atics,

sta

tistics,

an

d c

om

pu

ter

scie

nce

co

urs

es ta

ug

ht b

y

tenure

d/t

enure

-elig

ible

(T

TE

), o

the

r fu

ll-tim

e (

OF

T),

pa

rt-t

ime

(P

T),

gra

du

ate

te

ach

ing

assis

tan

ts (

GT

As),

an

d u

nkn

ow

n (

Ukn

) in

ma

the

ma

tics

depart

ments

and s

tatistics d

ep

art

me

nts

by t

yp

e o

f d

ep

art

me

nt

in f

all

20

05

, w

ith

fa

ll 2

00

0 fi

gu

res in

pa

ren

the

se

s. (C

BM

S2

00

0 d

ata

fro

m T

ab

le E

.12

.)

De

c 8

;Se

pt

19

; 8

/14

/06

; fo

rme

r E

12


Mathematics, PhD

Mathematics, MA

Mathematics, BA

0 10 20 30 40 50 60Percentage of Mathematics Sections

Tenured/Tenure-eligible

Other Full-time

Part-time

GTA

FIGURE E.5.1 Percentage of mathematics sections in mathematics departments whose instructors were

tenured/tenure-eligible faculty, other full-time faculty, part-time faculty, and graduate teaching assistants (GTA), by

type of department in fall 2005.

Oct 15(darken TTE color); Sept 18; 8/14/06; Apr 23, 2007

Statistics, PhD

Statistics, MA

Mathematics, PhD

Mathematics, MA

Mathematics, BA

0 10 20 30 40 50 60 70Percentage of Statistics Sections


Other Full-time

Part-time

GTA

FIGURE E.5.2 Percentage of statistics sections whose instructors were tenured/tenure-eligible faculty, other full-time

faculty, part-time faculty, and graduate teaching assistants (GTA), by type of mathematics or statistics department in fall

2005.

Oct 15(darken TTE color); Sept 18;August 14, 2006; Apr 23, 2007


Mathematics, PhD

Mathematics, MA

Mathematics, BA

0 10 20 30 40 50 60 70 80Percentage of Computer Science Sections


Other Full-time

Part-time

GTA

FIGURE E.5.3 Percentage of computer science sections taught in mathematics departments whose instructors were

tenured/tenure-eligible faculty, other full-time faculty, part-time faculty, and graduate teaching assistants (GTA), by type of

mathematics department in fall 2005. (Percentages do not sum to 100% due to "unknown" instructor percentages.)

Dec 8;Oct15(darken TTE color); Sept 18;rev 8/14/06; April 23, 2007

Tenured/

tenure-

eligible

29

(25)

55

(120)

576

(1387)

660

(1532)

Other

full-time

(total)

312

(216)

491

(475)

980

(698)

1783

(1389)

Other

full-time

(doctoral)

34

(na)

43

(na)

209

(na)

286

(na)

Part-time

579

(618)

616

(807)

2091

(1829)

3286

(3254)

GTA

376

(482)

641

(221)

23

(26)

1040

(729)

Ukn

66

(152)

99

(149)

192

(448)

357

(749)

Total

sections

1363

(1493)

1902

(1772)

3862

(4388)

7126

(7653)

Mathematics

Departments

Univ (PhD)

Univ (MA)

Coll (BA)

Total

TABLE E.6 Number of sections, not including distance learning, of precollege-level courses

in mathematics departments taught by various types of instructor, by type of department in fall

2005, with fall 2000 figures in parentheses. (CBMS2000 data from Table E.13.)

Number of precollege-level sections taught by

Jan 2, 07; Dec 8;Sept 19; rev 8/14/06;

former E13; SRU=E5



588

(683)

1849

(2007)

4079

(4397)

6517

(7087)

1457

(1159)

1373

(1747)

2385

(1407)

5215

(4313)

341

(na)

197

(na)

423

(na)

960

(na)

1176

(1261)

1657

(1760)

2998

(2676)

5831

(5697)

1902

(1714)

295

(419)

0

(0)

2196

(2133)

394

(215)

369

(573)

432

(507)

1196

(1295)

5517

(5032)

5543

(6506)

9895

(8987)

20955

(20525)

Mathematics

Departments

Univ (PhD)

Univ (MA)

Coll (BA)

Total

Tenured/

tenure-

eligible

Other

full-time

(total)

Other

full-time

(doctoral) Part-time GTA Ukn

Total

sections

TABLE E.7 Number of sections (excluding distance learning) of introductory-level courses

(including precalculus) in mathematics departments taught by various types of instructors, by

type of department in fall 2005, with fall 2000 figures in parentheses. (CBMS2000 data from

Table E.14.)

Number of introductory-level sections taught by

Jan 2,07;Sept 19; 8/14/06; former E14;

SRU=E.6


3199

(3522)

2196

(3053)

5754

(4854)

11149

(11429)

1860

(1134)

375

(614)

900

(820)

3135

(2568)

1155

(na)

159

(na)

526

(na)

1841

(na)

726

(762)

402

(652)

520

(409)

1648

(1823)

1261

(1087)

16

(42)

107

(0)

1384

(1129)

650

(263)

249

(190)

108

(355)

1006

(808)

7696

(6768)

3237

(4551)

7388

(6438)

18321

(17757)

Mathematics

Departments

Univ (PhD)

Univ (MA)

Coll (BA)

Total

Tenured/

tenure-

eligible

Other

full-time

(total)

Other

full-time

(doctoral) Part-time GTA Ukn

Total

sections

TABLE E.8 Number of sections (excluding distance learning) of calculus-level courses in

mathematics departments taught by various types of instructor, by type of department in fall

2005, with fall 2000 figures in parentheses. (CBMS2000 data from Table E.15.)

Number of calculus-level sections taught by

Dec 8;Sept 19; August 14, 2006 ;SRU = E7


145

(307)

441

(589)

1738

(1087)

2324

(1983)

144

(196)

80

(51)

224

(247)

219

(130)

185

(146)

366

(402)

770

(678)

111

(104)

75

(23)

186

(127)

73

(na)

34

(na)

90

(na)

197

(na)

60

(na)

22

(na)

82

(na)

104

(157)

250

(195)

987

(691)

1341

(1043)

88

(174)

24

(9)

112

(183)

136

(198)

15

(20)

0

(0)

151

(218)

172

(254)

0

(11)

172

(265)

25

(35)

34

(114)

100

(192)

159

(341)

180

(58)

7

(29)

187

(87)

629

(827)

924

(1064)

3191

(2372)

4744

(4263)

696

(786)

186

(123)

882

(909)

Mathematics

Departments

Univ (PhD)

Univ (MA)

Coll (BA)

Total Math Depts

Statistics

Departments

Univ (PhD)

Univ (MA)

Total Stat Depts

Tenured/

tenure-

eligible

Other

full-time

(total)

Other

full-time

(doctoral)

Part-

time GTA Ukn

Total

sections

Elementary

Statistics

Number of elementary-level statistics sections

taught by

TABLE E.9 Number of sections (excluding distance learning) of elementary level

statistics taught in mathematics departments and statistics departments, by type of

instructor and type of department in fall 2005 with fall 2000 figures in parentheses.

(CBMS2000 data from Table E.16.)

Jan 2, 07; Dec 8; Sept

19;rev 8/14/06; former

E16 then E9; SRU = E9



31

(41)

187

(559)

1199

(1162)

1416

(1762)

44

(26)

50

(204)

168

(549)

262

(779)

24

(na)

0

(na)

55

(na)

79

(na)

10

(8)

127

(677)

256

(504)

393

(1189)

14

(6)

0

(0)

0

(12)

14

(18)

15

(11)

149

(113)

6

(330)

169

(454)

114

(92)

512

(1553)

1629

(2557)

2254

(4202)

Mathematics

Departments

Univ (PhD)

Univ (MA)

Coll (BA)

Total Mathematics

Depts

Tenured/

tenure-

eligible

Other full-

time

(total)

Other full-

time

(doctoral)

Part-

time GTA Ukn

Total

sections

Number of lower-level computer science

sections taught by

TABLE E.10 Number of sections (excluding distance learning) of lower-level computer science

taught in mathematics departments, by type instructor and type of department in fall 2005, with

fall 2000 figures in parentheses. (CBMS2000 data from Table E.17.)

Jan 2, 07; Sept 19; August 14, 2006 former E17, then E9,then E8.E9; SRU = E10


19

(12)

72

(286)

613

(422)

703

(720)

36

(8)

11

(27)

98

(93)

145

(128)

19

(na)

0

(na)

70

(na)

89

(na)

3

(0)

6

(106)

6

(65)

15

(171)

3

(0)

0

(0)

0

(0)

3

(0)

0

(4)

33

(46)

22

(10)

55

(60)

61

(24)

121

(465)

739

(590)

921

(1079)

Mathematics

Departments

Univ (PhD)

Univ (MA)

Coll (BA)

Total Math Depts

Tenured/

tenure-

eligible

Other full-

time

(total)

Other full-

time

(doctoral)

Part-

time GTA Ukn

Total

sections

Number of middle-level computer science sections

taught by

TABLE E.11 Number of sections (excluding distance learning) of middle-level computer science

taught in mathematics departments, by type of instructor and type of department in fall 2005, with

fall 2000 figures in parentheses. (CBMS2000 data from Table E.18.)

Jan 2, 07; Sept 19; August 14, 2006; former E.18 then E11 then

E10;SRU=E11



Tables E.13 and E.14: Data on section sizes

Table E.13 summarizes data on average sectionsizesforawidearrayofcourses.Exceptinupper-levelmathematicsandstatisticscourses,averagesectionsize declined between fall 2000 and fall 2005. TheMathematicalAssociationofAmerica(MAA)hasrecom-mended30astheappropriatemaximumclasssizeinundergraduatemathematics[MAAGuidelines],andinfall2005,nationalaveragesectionsizesweresome-what above that recommended limit. In particular,sectionsizesindoctoraldepartmentsoftensubstan-tiallyexceededthatMAAguideline.

AfterthepublicationofCBMS2000,somedoctoraldepartmentchairsaskedfordataontheaveragereci-tation size for calculus courses that are taught inlecture/recitation mode. CBMS2000 could provideonlyveryroughestimates,butthoseestimatesweregoodenough toconvinceseveraldeans toaddGTAslots to their doctoral mathematics departments.CBMS2005 collected better data on recitation sizesinvariouscalculuscoursesandinelementarystatis-ticscourses,andthesedataarepresentedbytypeofdepartmentinTableE.13.

2184

1382

2941

6506

434

359

604

1398

7904

2625

1622

3507

7754

869

714

771

2354

10108

Advanced statistics courses

Univ (PhD)

Univ (MA)

Total advanced statistics

Total all advanced courses

343

140

483

483

499

156

654

654

Advanced mathematics courses

Univ (PhD)

Univ (MA)

Coll (BA)

Total advanced mathematics

Advanced statistics courses

Univ (PhD)

Univ (MA)

Coll (BA)

Total advanced statistics

Total all advanced courses

Sections taught

by TTETotal sections Statistics Departments

Sections taught

by TTETotal sectionsMathematics Departments

TABLE E.12 Number of sections of advanced mathematics (including operations research) and statistics courses in mathematics

departments, and number of sections of advanced statistics courses in statistics departments, taught by tenured and tenure-eligible

(TTE) faculty, and total number of advanced level sections, by type of department in fall 2005. (Data for fall 2000 are not available.)

Dec 8;Sept 18; 08/14/2006; new table; formerly E8, E11; SRU = E8



40

(39)

48

(51)

45

(45)

20

(18)

47

(46)

17

(21)

25

(50)

19

(39)

15

(21)

31

(33)

34

(35)

27

(29)

15

(12)

34

(33)

13

(19)

22

(21)

8

(16)

8

(12)

22

(23)

25

(26)

21

(21)

10

(10)

26

(27)

13

(15)

18

(20)

8

(16)

7

(10)

60

(58)

40

(36)

16

(13)

48

(na)

0

(na)

63

(65)

22

(25)

66

(58)

16

(90)

0

(30)

31

35

35

16

37

24

24

15

14

31

34

31

12

38

19

22

14

12

29

35

32

13

37

22

22

22

11

28

33

32

14

35

19

19

9

8

Mathematics courses

Precollege


Calculus


Statistics courses


Upper Statistics

CS courses

Lower CS

Middle CS

Upper CS

Univ

(PhD)

Univ

(MA)

Coll

(BA)

Univ

(PhD)

Univ

(MA)

All

Depts

1990

All

Depts

1995

All

Depts

2000

All

Depts

2005

TABLE E.13 Average section size (excluding distance learning) for undergraduate mathematics, statistics, and

computer science courses in mathematics and statistics departments, by level of course and type of department in

fall 2005, with fall 2000 data in parentheses. Also, all departments' average section sizes from previous CBMS

surveys. (CBMS2000 data from Table E.11.)

Average section size Fall 2005 (2000)

Mathematics Depts Statistics Depts

Jan 2, 07; Dec 8;Sept 19; Sept 2, 2006 from SRU data "E12new" ; former E11,E12 SRU=

E12new


28

26

29

30

32

19

20

na

32

19

21

15

na

22

na

Calculus Courses

Mainstream Calculus I

Mainstream Calculus II

Other Calculus I


in Mathematics Depts

in Statistics Depts

Univ (PhD) Univ (MA) College (BA)

TABLE E.14 Average recitation size in Mainstream Calculus I and II and other

Calculus I courses and in Elementary Statistics courses that are taught using

lecture/recitation method, by type of department in fall 2005. Distance-learning

sections are not included. (A calculus course is "mainstream" if it leads to the

usual upper-division mathematical sciences courses.)

Average recitation section size

Jan 2, 07; Dec 8;Sept 18; August 14, 2006; from 2nd SRU data

revision; SRU = E13

For Lecture/Recitation

Courses

chapter 3 mathematical sciences bachelors degrees and

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