We don't need math - Or do we? "Mathematical expectations for non technical majors" Lessons from University Assessment
Steven Bauman University of Wisconsin-Madison Mathematics Department Whitaker 101. Friday, December 1, 2006. 10.00 a.m.
Abstract: Quantitative assessment projects at several universities are providing information about the mathematical and statistical expectations of faculty members in many departments. This describes findings about the mathematical requirements for students in non technical majors that do not require calculus or other collegiate mathematics, such as in the humanities and social sciences. For more than eight years, we have interviewed university faculty members about their qualitative expectation. Students in their classes were then tested to observe the match between faculty expectorations and student capabilities. These interviews and tests have provided useful information about the quantitative skills that faculty actually use in their own courses. Since these courses do not have mathematics or statistics prerequisites, instructors assume that students bring the necessary skills from high school - so their expectations have implications for school mathematics programs. The expected capabilities that we have found in our work are summarized and are related to the NCTN standards
This talk will be accessible to undergraduates.
Arrow's Impossibility Theorem
Steven Bauman University of Wisconsin-Madison Mathematics Department Whitaker 101. Friday, December 1, 2006. 2.00 p.m.
The voting paradox, also known as the impossibility theorem, was developed by Kenneth Arrow (b. 1921). He was educated at City College of New York and Columbia University, after which he joined the faculty of Stanford University, developing it into one of the top programs in the world.
In addition to economics, Arrow's interests include social philosophy and social welfare. His combination of interests put him in the category known as welfare economics. The essence of welfare economics is to find ways to maximize social well-being. This includes, as Arrow's voting paradox addresses, determining whether society is better off or not as the result of a policy change, and whether voting systems can be designed to maximize social welfare.
This talk will be accessible to undergraduates.
Biographical Sketch: Steve Bauman, Emeritus Professor of Mathematics came to Madison in 1964 and retired from the university in 2003. His research was in modern algebra, particularly the theory of finite groups. He is currently concerned with problems of teaching mathematics at the university and the mathematical training of K-12 teachers. For about 20 years he ran the TA program in the Mathematics department dealing with student and public concerns and developing training programs for mathematics teaching assistants. He is still involved with TA training both within the department and for the College of Letters and Science. In 1993 he joined with a group of residence hall staff, students and faculty to develop a freshman residential learning community. In 1994, the Bradley Learning Community opened, still thrives and he remains actively involved as a Faculty Fellow. He has served two terms on the Committee on Faculty Rights and Responsibilities and for most of his 39 years on campus, was involved with facilitating resolution of faculty and staff workplace problems for two campus organizations. He lives in the country with two Irish Wolfhounds, a Standard Poodle, two cats and too many CDs.
We don't need math - Or do we? "Mathematical expectations for non technical majors" Lessons from University Assessment
students in non technical majors that do not require calculus or other collegiate mathematics, such as in the humanities and social sciences. For more than eight years, 
we have interviewed university faculty members about their qualitative expectation. Students in their classes were then tested to observe the match between faculty expectorations and student capabilities. These interviews and tests have provided useful information about the quantitative skills that faculty actually use in their own courses. Since these courses do not have mathematics or statistics prerequisites, instructors assume that students bring the necessary skills from high school - so their expectations have implications for school mathematics programs. The expected capabilities that we have found in our work are summarized and are related to the NCTN standards
The voting paradox, also known as the impossibility theorem, was developed by Kenneth Arrow (b. 1921). He was educated at City College of New York and Columbia University, after which he joined the faculty of Stanford University, developing it into one of the top programs in the world. 
In addition to economics, Arrow's interests include social philosophy and social welfare. His combination of interests put him in the category known as welfare economics. The essence of welfare economics is to find ways to maximize social well-being. This includes, as Arrow's voting paradox addresses, determining whether society is better off or not as the result of a policy change, and whether voting systems can be designed to maximize social welfare.