The SENIOR SEMINAR File
Math
498
Senior Seminar
Variable 1-3 credit hours.
Students
meeting
the degree requirements from the 2011-12 or later catalog may
enroll in Math 498 for 3 credit hours. Students using the
2010-11 or earlier catalog requirements should enroll in Math
498 for 1 credit hour.
Prerequisites:
MATH
237 and MATH 317 and senior standing, or permission of
instructor. Recommended prerequisite: MATH 398 Students will
study articles in current mathematical journals or undertake
independent investigations in mathematics. Written and oral
presentations will be required.
MATH 498 is a required course for seniors completing a
bachelor's degree in mathematics. The course is used to assess
the student's independent thinking skills and ability to write
and present formal mathematics. The course has a director who
oversees the course, but each student will work individually
with a faculty member on a project.
Fall
2016 Info:
Math 498-501 | 4:00-
4:55
Tuesday |
COHH 3121 |
3 credit
hours
Director: |
Tom Richmond | COHH 3106
| (270) 745-6219 |
Office Hours:
9:00-10:00 MWF,
1:15-1:45 MWF
Requirements:
1. Maintain
regular
contact with your supervising faculty member and make regular
progress on your project according to a timetable set by your
supervising faculty member.
2. Give
3
colloquium talks. The
first
is to be approximately 10 minutes in length and given within the
first 6 weeks of the semester.
The second is to be 15 to 20 minutes in length and given
during the 7^{th} to 12^{th} weeks of the
semester. The final
presentation is to be approximately 25 minutes long and must be
given by the end of the semester.
Note
1: If the
presentation requirement is not completely fulfilled then the
student must withdraw from the course or receive an incomplete.
Note
2: The final
presentation may be given at a conference instead of in the
departmental colloquium, as long as there are an adequate number
of faculty members present to grade the presentation, as
outlined below.
3. Attend
other
498 talks. A
student will be scored on a scale of 0 (unacceptable) to 4
(excellent) for attending all of the fellow studentsÕ talks, up
to a maximum of 10 such talks.
Other talks may be substituted with the permission of the
director.
4. Submit,
on
schedule, a 7-11 page paper (single spaced) on your project. The paper will be read
by the supervising faculty member and two other faculty members. The student will be
allowed to make revisions suggested by the readers before the
final version is graded by the readers according to the
departmental rubric.
5. A
copy of the final version of your paper must be submitted to the
course director. This
copy
must include the name of the supervising faculty member and the
names of the other graders.
6. You
must complete the exit-interview Senior Survey to assist the
department in assessment and evaluation of our program. Submissions are
anonymous.
Method
of
Evaluation:
The studentÕs written paper and final oral
presentation will be evaluated by a committee of three
mathematics faculty members, including the studentÕs supervisor. The committee shall
use the departmental rubrics for grading the presentation and
paper, available online.
http://people.wku.edu/tom.richmond/498PaperRubric.pdf
http://people.wku.edu/tom.richmond/498PresentationRubric.pdf
The
grades
are determined by the averages of the committeeÕs scores. Grading for the
paper and presentation will adhere to the guidelines:
0
Ð unacceptable
0.5 Ð very
poor 1
Ð poor 1.5
Ð
below average 2
Ð fair 2.5
Ð
above average 3
Ð good
3.5 Ð very
good 4
Ð excellent
The course
grade will be determined by the average of the paper and
presentation scores according to the following scale:
F Ð [0, 1) D
Ð [1, 2) C
Ð [2, 3) B
Ð [3.0, 3.5) A
Ð [3.5, 4.0]
Evaluating the Paper:
The paper
will be graded on (i) its organization, (ii) presentation of
mathematical material, (iii) demonstration of mathematical
reasoning and problem solving, (iv) readability, grammar,
and style, and (v) level of difficulty. The faculty members
will grade each of these parts on a scale of 0
(unacceptable) to 4 (excellent). The final grade on the
paper will be the average of all scores on all parts.
Evaluation of the paper will be based on the following set
of expectations:
Organization
a. The paper
includes a title page and a bibliography in the standard
scientific format.
b. The main body of the
paper is from seven to eleven (single-spaced) pages and is
typeset with an appropriate word processor and equation
editor. (Exceptions in length can be made if the supervising
faculty member feels that it is necessary.)
c. The paper begins
with an introduction that describes the material to be
presented, clearly states the objectives of the paper, and
explains any special techniques to be used by the author.
d. Following the
introduction, the paper has an identifiable body that focuses
on the main points with logical and clear transitions between
them.
e. Bibliographic
and
equation number references are cited throughout the paper as
appropriate.
f. The paper
contains a conclusion that, as appropriate, describes specific
applications, related problems, or directions for future
development.
Presentation of Mathematical Material
a. The paper
includes all necessary definitions as well as a description of
all terms or background results that are cited.
b. The paper includes appropriate examples that
illustrate the key concepts.
c. Results and
exposition flow in a logical order.
d. All results,
statements, definitions, theorems, and proofs are accurate.
Mathematical
Reasoning and Problem Solving
a. Student
demonstrates a clear understanding of the material/problem
being presented.
b. Student draws
upon his/her accumulated knowledge of a variety of
mathematical ideas to explain/solve
their topic/problem.
c. Student
demonstrates the ability to work independently.
d. Student is able
to relate the topic/problem to other mathematical ideas they
have encountered in their
course work.
Readability, Grammar, and Style
a. The paper should
be readable by a fellow mathematics major who has completed
the foundation core MATH 136, 137, 237, 307, 310, 317, and
some other 400-level mathematics course.
b. There should be
distinction between concepts and results that should be known
to readers versus those that require review or some
introduction and development.
c. Spelling,
punctuation, and grammar must be correct.
d. Equations,
figures, and tables should be properly inset and numbered for
reference.
Level of Difficulty
The material should be
appropriately challenging given the studentÕs mathematical
background and coursework.
Evaluating the
Presentation:
The presentation will be graded on (i) its structure, (ii) engagement of the audience, (iii) demonstration of mathematical comprehension and problem-solving ability, (iv) style, and (v) level of difficulty. The faculty members will grade each of these parts on a scale of 0 (unacceptable) to 4 (excellent). The final grade on the presentation will be the average of all scores on all parts. Evaluation of the oral presentation will be based on the following set of expectations:
Structurea. The presentation
should begin with an introduction that describes the material
to be presented, clearly states the objectives of the
presentation, and states any special techniques to be used by
the speaker.
b. Following the
introduction, the presentation should have an identifiable
body that focuses on the main points with logical transitions
between the key ideas.
c. As appropriate, the speaker identifies specific applications, related questions, or directions for future
development.
d. The presentation
should be from 20 to 25 minutes in length followed by a
question and answer period.
Engagement of Audience
a. The presentation
should be delivered in such a way as to assure its
understanding by the audience.
b. The speaker
should assume that the listeners have solid mathematical
reasoning skills and have been exposed to the ideas of
calculus and the fundamentals of logic, sets, and proofs. The
presenter should not assume that members of the audience have
any specific detailed background on the subject matter.
c. The speaker
should provide appropriate review or development of any
specific background necessary for understanding the material
in the presentation.
d. The speaker may
use note cards, overhead transparencies, and other forms of
support as appropriate, but should speak to members of the
audience as opposed to reading the paper.
e. The speaker
should maintain eye contact during the presentation and should
make an effort to include everyone in the audience.
f. The speaker
should invite questions and comments, specifically at the
conclusion of the presentation, and the speaker should treat
all questions and questioners with respect.
Demonstration of Mathematical Comprehension and
Problem-Solving Ability
a. If the presentation is to
communicate an overview of the entire topic through a
selection of definitions and theorems, then the speaker should
explain the central concepts and results formally and
accurately, and should provide appropriate examples to
illustrate them.
b. If the presentation is to
communicate an overview of the whole topic, but the
mathematical treatment is more informal, then the speaker
should introduce central concepts and results through examples
and informal statements designed to stimulate intuitive
understanding.
c. If a formal proof
is part of the presentation, then the speaker should
demonstrate a clear understanding of the way that definitions
and prior results are applied in the course of the proof.
d. The speaker
should respond appropriately and correctly (within the scope
of the studentÕs research) to questions during the question
and answer period.
e. The speaker
should identify, in the course of the presentation, the key
issues of their topic/problem and the steps they took to
resolve those issues.
Style
a. The speaker
should speak clearly and loudly enough for all audience
members to hear.
b. The presentation
should be delivered with sufficient clarity and
professionalism so that the main points can be understood by
most audience members.
c. The presenter
should use adequate technology in the presentation. PowerPoint
presentations with elaborations on the blackboard are
encouraged.
Level of Difficulty
The material should be
appropriately challenging given the studentÕs mathematical
background and coursework.