A Study of Undergraduate Programs in the Mathematical and Statistical Sciences in the United States and the Publication of the Results

在NSF的支持和数学科学会议委员会(CBMS)的赞助下，CBMS2005项目将是一系列五年一度的调查和报告中的第九个项目，这些调查和报告提供了从两年制到博士学位的本科数学科学的全面国家数据。专业协会的报告强调，需要更好的数据，以使从地方部门到国家机构的各级领导人能够评估现有的活动，规划未来的发展，并有效地倡导他们的项目。基于CBMS2005对全国本科数学科学课程的精心设计的调查，CBMS2005项目将通过发布关于全国本科数学科学的最详细和最可靠的数据的报告来满足这一需求。CBMS2005将继续在以前的CBMS报告中发起的长期横断面研究，并将调查专业学会委员会提出的特别主题，这些主题在当今特别重要。这些专题可能包括：K-8教师的数学准备；改革运动对本科课程、教育学和技术使用的影响；作为高中生在高中就获得大学学分的一种方式的“双重招生”的增长；教师多样性和教育背景；CBMS2000报告中提到的从长期教员到临时教员的转变；以及不同类型四年制学院和大学数学专业高级课程的比较。CBMS2005将涉及项目指导委员会成员(来自9所不同大学)之间前所未有的合作水平；AMS、ASA、IMS和MAA的联合数据委员会；各专业学会的委员会；以及北卡罗来纳大学的统计学家。

With NSF support and with sponsorship from the Conference Board of the Mathematical Sciences (CBMS), the CBMS2005 project will be the ninth in a sequence of quinquennial surveys and reports that provide comprehensive national data on the undergraduate mathematical sciences in departments ranging from two-year to doctoral.Professional society reports have emphasized the need for better data on the nation's undergraduatemathematical sciences programs in order to allow leaders at every level from local departments tonational agencies to assess existing activities, to plan future growth, and to be effective advocates for their programs. Based on a carefully designed CBMS2005 survey of the nation's undergraduate mathematical sciences programs, the CBMS2005 project will address that need through published reports of the most detailed and reliable data on the nation's undergraduate mathematical sciences.CBMS2005 will continue long-term cross-sectional studies initiated in previous CBMS reports, and will investigate special topics proposed by professional society committees as being particularly important today. These special topics are likely to include: the mathematical preparation of K-8 teachers; the impact of reform movements on undergraduate curriculum, pedagogy, and technology use; the growth of ``dualenrollment'' as a way for advanced high school students to get college credit while still in high school; faculty diversity and educational background; the shift from permanent to temporary faculty noted in the CBMS2000 report; and comparison of availability of advanced courses for mathematics majors in various types of four-year colleges and universities.CBMS2005 will involve an unprecedented level of cooperation between members of the project steering committee (who come from nine different universities); the Joint Data Committee of the AMS, ASA, IMS, and MAA; committees of various professional societies; and statisticians at the University of North Carolina.