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Core for Faculty and Staff

Liberal Arts Perspectives: Mathematical

Mathematical perspectives

Core Course Description

In an effort to increase student understanding of the purpose of and interconnectivity between core courses, the syllabus should include the following statement (which is not a Catalog text):

"Mathematics is the study of patterns. It provides a unique way of investigating and understanding the world around us, using as its primary tools exploration, conjecture, and logical argumentation. In this course, by exploring rich mathematical problems, you will further develop your abilities to reason critically; to defend the correctness and validity of your conclusions; to present your results clearly in both written and oral forms; and to experience fresh perspectives on the nature of mathematics."

Student Learning Objectives

Student Learning Objectives are assessable and must be included in all syllabi. SLOs will be measured through the efforts of the Core Curriculum Assessment Committee and possibly through student evaluations. Each syllabus should contain the following:

"This course is part of the Xavier Core Curriculum, which aims to develop people of learning and reflection, integrity and achievement, in solidarity for and with others. It addresses the following core learning objectives at the introductory level:

1a: Students recognize and cogently discuss significant questions in the humanities, arts, and the natural and social sciences.

2a: Students find, evaluate, and logically convey information and ideas in written and oral presentations.

2b. Students evaluate problems using quantitative methods and arguments.

[The above is a minimum for Mathematical Perspectives. Individual instructors are encouraged to add other core SLOs as appropriate.]

In addition to Xavier core learning objectives, this course includes these other key learning objectives:

[Additional SLOs to be determined by individual instructors/departments]"

Course Principles

Course principles are to be addressed substantively through topics and graded assignments in every course fitting the description. While these need not be stated in the syllabus, faculty are encouraged to regularly point out how assignments are achieving these goals.

  1. Students engage mathematical ideas motivated by stimulating problems arising from the natural sciences, social sciences, or from within mathematics itself;
  2. Students explore these ideas through classroom activities and homework assignments that investigate how mathematical methods are used to solve these problems;
  3. Students consider questions designed to encourage reasoning about mathematical concepts and their relationships;
  4. Students formulate conjectures based on the results of their explorations and the intuitions they derive from their reasoning;
  5. Students explain their thought processes, justify the validity of their conclusions, and reflect on their thinking by means of oral classroom presentations and clearly written reports.

Approval Procedure

Mathematical Perspectives courses are offered by the Mathematics and Computer Sciences Department. If you would like to teach a Mathematical Perspectives course, submit your request to the Mathematics and Computer Sciences Department Chair, who will review it and make a recommendation to CCC.