CRAFTY Curriculum Foundations The
Curriculum Foundations Project By William
Barker
The stereotype of the mathematics community as aloof’perhaps even a tad
condescending’towards other disciplines and their mathematical needs is
not uncommon among our science and social science colleagues.
Fortunately a major MAA effort that is underway challenges this
stereotype: a series of disciplinary workshops known as the Curriculum
Foundations Project.
The CF Project is part of a major MAA review of the undergraduate
programs in mathematics. The MAA’s Committee on the Undergraduate
Program in Mathematics (CUPM) is currently studying the undergraduate
curriculum, taking into account the views of a broad segment of the
mathematics community and its partner disciplines. The goal is a
document that will assist mathematics departments as they plan their
programs through the first decade of the 21st century. Past CUPM
recommendations have strongly influenced undergraduate mathematics
instruction. Future recommendations should have similar influence. 
Further summary reports that have appeared in FOCUS

Given the impact of mathematics instruction’especially instruction
during the first two years’on the sciences and quantitative social
sciences, there is a need for significant input from these partner
disciplines. Hence the CUPM Subcommittee on Calculus Reform And the
First Two Years (CRAFTY) is gathering the necessary information through
a series of eleven disciplinary workshops.
These workshops, listed in the accompanying display box, comprise
the heart of the Curriculum Foundations Project. They contribute to the
foundational materials from which recommendations for the first two
years of college mathematics will be constructed.
Each workshop is focused on a particular partner discipline such as
physics or computer science, or on a group of related disciplines such
as the healthrelated life sciences. The goal of each workshop is to
obtain a clear, concise statement of what students in that area need to
learn in their first two years of college mathematics.
The workshops are not intended to be dialogues between mathematics
and the partner disciplines. Instead, each workshop is a dialogue
between representatives of the discipline under consideration, with
mathematicians present merely to listen to the discussions and to
provide information on current curriculum trends in mathematics. For
this reason, the majority of the twenty to thirty individuals invited to
participate in each workshop are from the partner disciplines.
The major product of a CF workshop is a tenpage report summarizing
the recommendations and conclusions of the workshop. It is written by
the representatives of the partner discipline, directed towards the
mathematics community, and addresses a series of questions formulated by
CRAFTY. Uniformity of style is achieved across the reports by using
essentially the same set of questions for each workshop. Having a common
list of questions also aids in comparing the reports of different
workshops.
The documents so produced will be widely circulated within the
specific disciplines as well as the mathematics community in order to
solicit a broad range of comments. After such circulation, the reports
will be published and used in the formulation of the ultimate CUPM
curriculum recommendations. The reports will also be the focus of a
Curriculum Foundations Workshop to be held during 2001 at the U.S.
Military Academy at West Point.
In addition to their role in the CUPM review, the reports can serve
as valuable resources for initiating discussions between mathematics
departments and their partner disciplines. Working from electronic
versions of the reports currently available, some mathematics
departments have already begun using the reports to stimulate
interdepartmental discussions of their curriculum. Promoting and
supporting informed discussions with the partner disciplines may
ultimately be considered the most important outcome of the Curriculum
Foundations Project.
The workshops have generated much good will between mathematics and
the partner disciplines. In particular, our colleagues from the other
disciplines have been extremely grateful’and perhaps a little surprised!
’to be invited by mathematicians to state their views about mathematics
education and to realize that their opinions are taken seriously.
Another pleasant surprise concerns the funding of the CF Project.
Although the NSF supplied at least partial support for several of the
workshops, the vast majority of the events have been funded entirely by
the local hosting institutions. Since travel and lodging expenses are
covered for all workshop participants, the host institutions have
contributed serious money to the project. We are sincerely grateful for
their generosity.
As reported in the January, 2000 issue of FOCUS, the first two
workshops were held last Fall at Bowdoin College (Physics and Computer
Science) and at West Point (interdisciplinary instruction related to
Physics and Engineering). The workshops received some attention from the
national media, mostly notably in an article by Mark Clayton of the
Christian Science Monitor, This article is still available on the
Monitor's web page at
http://csmonitor.com/durable/1999/11/09/fp13s1csm.shtml. Two other
workshops have been held since then, with several still to come (see the
box on the next page). The project will conclude with an event at the
Mathematical Sciences Research Institute in Berkeley, CA. This final
workshop will focus on the preparation of mathematics majors.
The Joint Meetings of the MAA and AMS in New Orleans this January
will feature a number of events centered on the Curriculum Foundations
Project. In addition to presentations and panel discussions by
participants in the workshops, a series of small focus groups will be
organized by the CUPM to discuss the CF workshop reports.
Each focus group, comprised of individuals invited in advance, will
discuss and analyze the implications of a single CF report. Each report
will be considered by at least one focus group, and the insights
generated by these discussions will be further input for the CUPM
curriculum review.
If you are interested in participating in a focus group, please
contact Bill Haver (Virginia CommonwealthUniversity) by email at whaver@atlas.vcu.edu and
indicate the reports in which you are interested.
William Barker is the chair of CRAFTY, the CUPM Subcommittee on
Calculus Reform and the First Two Years. He can be contacted at
Department of Mathematics, Bowdoin College, 8600 College Station,
Brunswick, ME 04011.
The
Curriculum Foundations Project
Table of Contents


Chapter 1
..........................................................................
pp. 317

A Collective Vision
Susan Ganter and
William Barker

Chapter 2
..........................................................................
pp. 1821

Biology
Judy Dilts and
Anita Salem

Chapter 3
..........................................................................
pp. 2228

Business and
Management
Chris Lamoureux

Chapter 4
..........................................................................
pp. 2938

Chemistry
Norman Craig

Chapter 5
..........................................................................
pp. 3952

Computer Science
Charles Kelemen

Chapter 6
..........................................................................
pp. 5357

Engineering: Chemical
Michael Graham

Chapter 7
..........................................................................
pp. 5866

Engineering: Civil
Lynn Katz

Chapter 8
...........................................................................
pp. 6780

Engineering:
Electrical
Ben Oni

Chapter 9
...........................................................................
pp. 8192

Engineering:
Mechanical
David Bigio

Chapter 10
.........................................................................
pp. 93102

Healthrelated Life
Sciences
Thomas Huff and
William Terrell

Chapter 11
.........................................................................
pp. 103116

Interdisciplinary
Core Mathematics
Chris Arney and
Don Small

Chapter 12
.........................................................................
pp. 117123

Mathematics
Herbert Kasube and
William McCallum

Chapter 13
.........................................................................
pp. 124134

Physics
Karen Cummings
and Guy Emery

Chapter 14
.........................................................................
pp. 135154

Statistics
Tom Moore, Roxy
Peck and Allan Rossman

Chapter 15
.........................................................................
pp. 155167

Teacher Preparation:
K12 Mathematics
Sharon Senk,
Brian Keller and Joan FerriniMundy

Chapter 16
.........................................................................
pp. 168189

Technical
Mathematics: Biotechnology and Environmental Technology
Elaine Johnson,
John Peterson and Kathy Yoshiwara

Chapter 17
.........................................................................
pp. 190204

Technical
Mathematics: Electronics, Telecommunications and Semiconductor Technology
Bob Bixler, James
Hyder, John Peterson and Kathy Yoshiwara

Chapter 18
.........................................................................
pp. 205215

Technical
Mathematics: Information Technology
Robert Campbell,
John Peterson and Kathy Yoshiwara

Chapter 19
.........................................................................
pp. 215225

Technical
Mathematics: Mechanical and Manufacturing Technology
Al Schwabenbauer,
John Peterson and Kathy Yoshiwara
