Chapter 1 Summary of CBMS2005 Report · Highlights of Chapter 1 A. Enrollments • Between fall 1995 and fall 2005, total enrollment in U.S. four-year colleges and universities grew

Highlights of Chapter 1

A. Enrollments

• Betweenfall1995andfall2005,totalenrollmentinU.S.four-yearcollegesanduniversitiesgrewbyabout21%,whileenrollmentinthoseinstitutions’mathematics and statisticsdepartments grewbyonlyabout8%.SeeTableS.1.

• Between fall 1995 and fall 2005, mathematicsand statistics enrollments in the nation's publictwo-yearcollegesgrewby18%,comparedwiththeroughly21%riseinoverallpublictwo-yearcollegeenrollment.SeeTableS.1.

• Between fall 2000 and fall 2005, enrollments inthemathematicsandstatisticsdepartmentsofthenation’sfour-yearcollegesanduniversitiesdeclinedslightly, and lagged far behind total enrollmentgrowth.SeeTableS.1.

• Betweenfall2000andfall2005,mathematicsandstatistics enrollments in thenation’spublic two-yearcollegesreachedanewhigh,growingbyabout26%andmorethanerasingadeclinethatoccurredbetween1995and2000.SeeTableS.1.

• Between fall 2000 and fall 2005, enrollments inpre-college-level courses (formerly called reme-dialcourses)atfour-yearcollegesanduniversitiesdroppedslightly.Enrollmentsinpre-college-levelcourses in fall2005wereabout10%belowtheirlevelsinfall1995.SeeTableS.2.

• Betweenfall2000andfall2005,four-yearcollegeand university enrollments in introductory-levelcourses (including precalculus) dropped slightly,but fall2005introductory-levelenrollmentswerestill15%abovetheirlevelsinfall1995.SeeTableS.2.

• In fall2005,calculus-levelcourseenrollments infour-yearcollegesanduniversitieswereabout3%higher than in fall2000,andexceeded fall1995calculus-levelenrollmentsbyabout9%.SeeTableS.2.

• In fall 2005, advanced-level mathematics enroll-mentsexceededfall2000levelsbyabout10%,andsurpassedfall1995levelsbyabout17%.SeeTableS.2.

• In four-year college and university mathematicsdepartments, elementary-level statistics enroll-mentsinfall2005exceededthelevelsoffall2000byabout9%andwereabouta third larger than

in fall 1995. Upper-level statistics enrollmentsdeclinedslightlybetween2000and2005butstillsurpassed 1995 levels by about 20%. See TableS.2.

• Infour-yearcollegeanduniversitystatisticsdepart-ments, elementary-level enrollments in fall 2005were essentiallyunchanged from fall2000 levelsandwere10%above1995levels.Upper-levelstatis-ticsenrollmentsgrewbyabout20%between2000and2005,afterincreasingbyabout25%between1995and2000.SeeTableS.2.

• Intwo-yearcolleges,statisticsenrollments,whichhadincreasedbylessthan3%between1995and2000,increasedbyalmost60%betweenfall2000andfall2005.SeeTableS.2.

• Computer science enrollments in mathematicsdepartmentsoffour-yearcollegesanduniversities,whichhadrisenbetweenfall1995andfall2000,droppedbyabout55%betweenfall2000andfall2005,foranetdeclineofabout42%between1995and2005.Thisdeclineoccurredatallcourselevels,withupper-levelcomputerscienceenrollmentsinmathematicsdepartmentsdroppingbynearly70%between2000and2005.SeeTableS.2.

B. Bachelors degrees granted

• The total number of bachelors degrees awardedthrough the nation’s mathematics and statisticsdepartments (including some computer sciencedegrees)declinedbyabout5%betweenthe1999–2000and2004–2005academicyears,andabout6% fewer bachelors degrees were awarded in2004–2005 than in 1994–1995 by mathematicsand statistics departments. If computer sciencedegreesareexcludedfromthecount,thenthefive-yeardeclinewasonlyhalfaslarge,buttheten-yeardeclinewasslightlylarger.SeeTableS.4.

• The number of bachelors degrees in computerscienceawardedthroughmathematicsandstatis-ticsdepartmentsdeclinedbyabout21%betweenthe 1999–2000 and 2004–2005 academic years.SeeTableS.4.

• Thenumberofmathematicseducationbachelorsdegreesgrantedthroughmathematicsdepartmentsdroppedbyaboutathirdbetween1999–2000and2004–2005andbyabout30%when2004–2005iscomparedwith1994–1995.SeeTableS.4.

Chapter 1

Summary of CBMS2005 Report

1

2 2005 CBMS Survey of Undergraduate Programs

• The percentage of bachelors degrees awarded towomen through U.S. mathematics and statisticsdepartmentsdeclinedfrom43.4%in1999–2000to40.4%inthe2004–2005academicyear,apercentagethat isbelow the41.9% figure for1994–1995. Ifcomputersciencedegreesareexcluded, thenthepercentageofbachelorsdegreesawardedtowomenthroughmathematicsandstatisticsdepartmentsdeclinedfrom46.7%inthe1999–2000academicyearto43.4%in2004–2005,whichwasalsobelowthe45%figurefrom1994–1995.SeeTableS.4.

C. Who taught undergraduate mathematics and statistics courses?

• Thepercentageofundergraduatemathematicsandstatisticssectionsinfour-yearcollegesanduniver-sitiestaughtbytenuredandtenure-eligible(TTE)facultydeclinedbetweenfall2000andfall2005.Intwo-yearcolleges, thepercentageofmathematicsandstatisticssectionstaughtbypermanent full-timefacultyrosemarginallyfromthelevelsoffall2000.SeeTableS.6.

D. What pedagogical methods were used in under-graduate mathematics and statistics courses?

• Among four “reform pedagogies” studied byCBMS2005, four-year colleges and universitiesused graphing calculators in about half of theircalculuscourses,andcomputerassignmentswereusedasateachingtoolinaboutafifthofsectionstaught,whileuseofwritingassignmentsandgroupprojects incalculuscourses fell tonearly single-digitlevels.Thefourreformpedagogiesweremorewidely used in two-year mathematics programsthan in four-year departments, and were morewidelyusedinElementaryStatisticscoursesthanin calculus courses. See Tables S.11, S.12, andS.13.

E. The number of faculty

• Between1995and2005,thenumberoffull-timefacultymembersinfour-yearcollegeanduniver-sitymathematicsdepartmentsgrewby12%,withthe majority of the growth occurring after 2000.Indoctoralstatisticsdepartments,thenumberoffull-timefacultymembersreversedadeclinethathad occurred between 1995 to 2000, and in fall2005wasabout13%largerthaninfall1995. Inthemathematicsprogramsoftwo-yearcolleges,the21%growthinfull-timefacultynumbersmatchedtheoverallenrollmentgrowthoftwo-yearcollegesand matched the increase in mathematics andstatisticsenrollmentsbetween1995and2005.SeeTableS.14.

• Between fall 2000 and fall 2005, the number ofpart-timefacultyinfour-yearmathematicsdepart-ments declined by about 10% and increased by

about10%indoctoralstatisticsdepartmentswhilethenumberofpart-timefacultyintwo-yearcollegemathematicsprogramsincreasedby22%.SeeTableS.14.

• Thenumberoftenuredandtenure-eligiblefacultyin four-year mathematics departments rose by6%betweenfall2000andfall2005.Duringthatsamefive-yearperiod,thenumberofTTEfacultyin doctoral statistics departments grew by 10%,and the number of permanent full-time facultymembers in mathematics programs at two-yearcollegesgrewby26%.SeeTableS.15.

F. Gender and ethnicity in the mathematical sciences faculty

• Thepercentageofwomenamongthetenuredfacultyofmathematicsdepartmentsgrewfrom15%to18%between fall 2000 and fall 2005, with consider-ablevariationinthispercentagewhendepartmentsaregroupedbythehighestdegreethattheyoffer.Duringthatsameperiod,thepercentageofwomenamongtenure-eligiblefacultyheldsteadyat29%.Indoctoralstatisticsdepartments,thepercentageof women among tenured faculty grew from 9%to13%betweenfall2000andfall2005,whilethepercentageofwomenamongtenure-eligiblefacultygrewfrom34%to37%.Thepercentageofwomeninthepermanentfull-timefacultyoftwo-yearcollegemathematicsprogramsroseslightly,reaching50%infall2005.SeeTableS.17.

• Thepercentageoffacultyclassifiedas“White,notHispanic” dropped from 84% to 80% in mathe-maticsdepartments,anddeclinedfrom76%to71%indoctoralstatisticsdepartmentsbetweenfall2000andfall2005.SeeTablesS.20andS.21.

G. Changes in the mathematical sciences faculty due to deaths and retirements

Themathematicsdepartmentsintwo-andfour-yearcollegeslostaboutthreepercentoftheirpermanentfull-time members (respectively, their TTE faculty)to deaths and retirements in the 1999–2000 and2004–2005 academic years. In doctoral statisticsdepartments, losses due to deaths and retirementswerecloser to2% ineachof thoseacademicyears.SeeTableS.22.

An overview of enrollments (Tables S.1, S.2, and S.3)

Totalenrollmentgrowthinfour-yearcollegesanduniversitiesduringthe1995–2005decadeoutstrippedmathematics and statistics enrollment growth, andinfall2005thereweremanymoreAmericancollegestudentstakingsubstantially lessmathematicsandstatisticscoursesthandidtheirpredecessorsadecadeearlier.Four-yearcollegesanduniversitiessawfall-termenrollmentsinmathematicsandstatisticsrise

byabout8%between1995and2005,at the sametime that totalenrollment in four-yearcollegesanduniversities grew by about 21%. The problem wasevenmorepronouncedinthedecade’slastfiveyears,betweenfall2000andfall2005,whenmathematicsandstatisticsenrollments in four-yearcollegesanduniversitiesactuallydeclined,atthesametimethattotalenrollmentinfour-yearcollegesanduniversitiesrosebyabout13%.

Information about mathematics and statisticsenrollmentscomesfromCBMSsurveysin1995,2000,and2005,whileestimatesoftotalenrollmentinfour-yearcollegesanduniversitiescomefromtheNationalCenter for Educational Statistics (NCES) and arebasedondatathatpost-secondaryeducationalinsti-tutionsmustsubmittotheIntegratedPost-secondaryEducationDataSystem(IPEDS).MostnationaldatacitedinthisreportaredrawnfromtheNCESreportProjections of Education Statistics to 2015, which isavailable at http://nces.ed.gov/programs/projec-tions/tables/asp.

NCES data show that total enrollments in thenation’spublictwo-yearcolleges(TYCs)alsoincreasedbyabout21%betweenfall1995andfall2005.CBMSsurveydatasuggestthatthesameten-yearperiodsawaroughly18%growthinthemathematicsandstatis-ticsenrollmentsinthemathematicsdepartmentsandprogramsofthenation'spublicTYCs.

That 18% estimate requires explanation becausethe TYC enrollment totals in Table S.1 (1,498,000for fall1995and1,697,000for fall2005)suggesta13%increase.Twofactorsexplainwhytheestimateis18%.First,recallthatthe1995TYCtotalincludedsomecomputer sciencecourse enrollments,aswellas mathematics and statistics enrollments, whilethe data for 2005 included only mathematics andstatisticsenrollments.TableS.1allowsustoremovethosecomputerscienceenrollments,andweseethattherewereapproximately1,455,000mathematicsandstatisticsenrollmentsinfall1995.Second,ascarefulreaders will already have noted, the TYC sampleframesforCBMS1995andCBMS2005weredifferent.TheCBMS1995sampleframeincludedapproximately

Summary 3

1621

169

180

1970

6719

1471

208

100

1779

6739

1614

245

124

1984

7207

1607

260

59

1925

8176

1607

182

57

1845

--

78

2

80

1241

54

98

1393

4996

1384

72

43

1498

5278

1273

74

39

1386

5697

1580

117

--

1697

6389

Mathematics

Statistics

Computer Science

Total

NCES Total Fall

Undergraduate

Enrollments

1990 1995 2000 2005 Math Stat 1990 1995 2000 2005

Four-Year College & University

Mathematics & Statistics Departments

2005 by Dept

Two-Year College

Mathematics Programs

1 These totals include approximately 2000 mathematics enrollments taught in statistics departments.

2 Computer science totals in two-year colleges before 1995 included estimates of computer science courses taught outside of themathematics program. In 1995 and 2000, only those computer science courses taught in the mathematics program were included.Starting in 2005, no computer science courses were included in the two-year mathematics survey.

Data for 1990, 1995, and 2000, and middle alternative projection for 2005, are taken from Tables 16,18, and 19 of the NCESpublication Projections of Educational Statistics to 2015 at http://nces.ed.gov/programs/projections/tables.asp.

Starting in 2005, data on mathematics, statistics, and computer sciences enrollments in two-year colleges include only public two-year colleges.

TABLE S.1 Enrollment (in 1000s) in undergraduate mathematics, statistics, and computer science courses taught inmathematics departments and statistics departments of four-year colleges and universities, and in mathematicsprograms of two-year colleges. Also NCES data on total fall enrollments in two-year colleges and four-year collegesand universities in fall 1990, 1995, 2000, and 2005. NCES data includes both public and private four-year collegesand universities, and includes only public two-year colleges.

2

Fall Fall

11

2 2 2

Dec 31; Oct 10; Sept 24;Sept 20; Sept 11, 2006; compare to E2 and appendix;April 23, 2007

3

3

4

4


TableS.2beginstheprocessofbreakingtotalmath-ematicalsciencesenrollment(showninTableS.1)intoitscomponentparts.Amongfour-yearmathematicsandstatisticsdepartments,thecoursecategoriesusedinfall2005werepre-collegecourses,introductory-levelcourses, calculus-level courses, and advanced-levelcourses.Thecoursecategorycalled“pre-collegelevel”inCBMS2005wascalled“remediallevel”inpreviousCBMSstudies,butthecourseswithintherenamedcategory were essentially unchanged. Among four-yeardepartments,thecategoryof introductory-levelcourses was essentially unchanged from previoussurveys, and included liberal arts mathematicscourses,mathematicscoursesforelementaryteachers,andaclusterofcourseswithnamessuchasCollegeAlgebra,Precalculus,andTrigonometry.Thecategorycalled “calculus-level courses” includedall calculuscoursesandcourses in linearalgebraanddifferen-tialequations.AppendixIshowsthatenrollmentsin

various calculus courses accounted for about 82%of the 586,000 calculus-level enrollments reportedinTableS.2.Tosee thecomplete listingofcoursesineachofthecategoriesofTableS.2,seeAppendixI or Section C of the questionnaires reproduced inAppendixIV.

Table S.2 also shows enrollments in variouscoursecategoriesintwo-yearmathematicsprograms.However,directcomparisonsbetweencourse-categoryenrollments in four-yearandtwo-yearmathematicsdepartmentsareproblematicbecausethecategoriesincludeddifferentcoursesinthefour-yearandtwo-yearmathematicsquestionnaires,ascanbeseenfromAppendix4wherethequestionnairesarereproduced.Inparticular,thelistofpre-collegecoursesfortwo-yearcollegesislargerthanthecorrespondinglistforfour-yearcolleges,andcoursessuchasLinearAlgebraand Differential Equations are not included in thetwo-yearcollegecalculus-levelcategory.

halfofthenation'sprivate,not-for-profitTYCswhiletheCBMS2005frameconsistedofpublicTYCsonly.Toestimatetheimpactofthatsample-framechange,wenotethatNCESdatafrom2002showthatpublicTYCenrollmentwas justover99%of thecombinedenrollmentinprivatenot-for-profitandpublicTYCs.IfweassumethatpublicTYCsalsotaughtjustover99%of themathematicsandstatisticsenrollment inthe

combinedpublicandprivate,not-for-profitTYCs,andthatthe99%figurestillappliedin2005,weestimatethatthecombinedmathematicsandstatisticsenroll-mentinpublicandprivate,not-for-profitTYCsgrewfrom1,455,000in1995to1,714,000in2005,whichisroughlyan18%increase.Alternatively,assumingthatthe99%figureappliedin1995aswellasin2002,wegetthesame18%growthestimate.

1985 1990 1995 2000 2005

0

500

1000

1500

2000

2500

Four-Year

Two-Year

FIGURE S.1.1 Combined enrollment (in 1000s) in undergraduate mathematics, statistics, and computer science

courses at four-year colleges and universities in mathematics departments and statistics departments, and in

mathematics programs of two-year colleges: Fall 19851, 1990, 1995

2, 2000, and 2005

2.. Data for 2005 include

only public two-year colleges.

1 1985 totals do not include computer science enrollments in mathematics and statistics departments.2 Before 1995, two-year enrollment totals included computer science enrollments taught outside of the mathematics program.

In 1995 and 2000, only computer science courses taught within the mathematics program were counted. Starting in 2005, no

computer science courses were included in the CBMS survey of two-year mathematics programs.

Dec 31, Sept 24; Sept 7, 2006

2

Summary 5

Infour-yearmathematicsdepartments,thesumofallmathematicscourseenrollmentsdroppedmargin-ally,from1,614,000infall2000to1,607,000infall2005.Those totalsmaskmore interesting changes.Between fall 2000 and fall 2005, the number ofstudents in pre-college courses declined by about8% (from 219,000 to 201,000) and introductory-levelenrollmentsfellbyabout2%(from723,000to706,000).Thesedeclineswerealmostoffsetbyothermathematics enrollment increases. Calculus-levelenrollments, which, as noted above, include somesophomore-levelcoursesaswellasvariouscalculuscourses,increasedbyabout3%infour-yearmathe-maticsdepartments,andadvanced-levelmathematicsenrollmentsincreasedbyalmost10%.

Whencomparedwiththe levelsof fall1995,pre-college-level enrollments in four-year mathematicsdepartmentsweredownbyabout10%,while intro-ductory-levelandcalculus-levelenrollmentswereupby about 15% and 9% respectively, and advanced-level mathematics enrollments increased by about17%.Thetotalnumberofallmathematicsenrollmentsinfour-yearmathematicsdepartmentsincreasedbyabout9%inthe1995–2005decade.

Two-year college total mathematics enrollmentsrosebyabout24%,from1,273,000in fall2000to1,580,000 in fall 2005, with substantial increasesin thepre-college, introductory,and“other”catego-ries.Theseincreasesmorethanwipedoutamoderateenrollmentdeclinethatoccurredbetween1995and2000intwo-yearcollegemathematicsprograms.

Betweenfall2000andfall2005,thenation’sunder-graduate statistics course enrollments continuedtheirpatternoflong-termgrowth.Enrollmentsintheelementary-level statistics category (which includesseveralcoursesinadditiontoElementaryStatistics)continuedtorise,growingbyabout9%infour-yearmathematics departments and by 58% in two-yearcolleges between fall 2000 and fall 2005. The onlyexception to this growth pattern was in separatedepartmentsofstatistics,whereenrollmentinelemen-tary-levelstatisticsheldsteadyatabout54,000.

Ten-yeargrowthforstatisticsenrollmentsbetweenfall1995andfall2005was62%intwo-yearcolleges,25%infour-yearmathematicsdepartments,and20%in four-yearstatisticsdepartments.AsTableE.2ofChapter3willshow,almostallofthegrowthinstatis-ticsdepartmentenrollmentsoccurredinmasters-leveldepartments—undergraduateenrollmentindoctoralstatisticsdepartmentsbeganandendedthedecadeataboutthe62,000level.

ThebottomrowofTableS.2showsthattotalcourseenrollments in four-year mathematics departmentsdeclinedby about 3%, from1,908,000 in fall 2000to 1,845,000 in fall 2005. That decline is attribut-able primarily to a sharp decrease in computerscience enrollments in mathematics departments,

from 123,000 in fall 2000 to 57,000 in fall 2005.The decline in computer science enrollments inmathematicsdepartmentsmightbepartofabroadernationaltrend,butitmightalsobeexplainedbythegrowthofcomputerscienceasaseparatedisciplinewith its own academic departments. If computerscienceenrollmentsareexcluded,thenthecombina-tionofmathematicsandstatisticscourseenrollmentsinfour-yearmathematicsdepartmentswasessentiallythesameinfall2005asinfall2000,andwasabout11%largerinfall2005thaninfall1995.

InpreviousCBMSstudies,computerscienceenroll-mentswereincludedasaseparatecategoryinboththefour-yearandtwo-yearCBMSquestionnaires.Incontrast,CBMS2005didnotcollectdataoncomputerscienceenrollmentsintwo-yearcollegemathematicsprograms,becauseanecdotalevidencesuggestedthatthese courses had moved into separate programswithin the two-year-college system. It might havehappenedthatsometwo-yearmathematicsprogramsincludedcomputerscienceenrollmentsinthe“othermathematicscourses”categoryinthetwo-yearcollegequestionnaire. In fact, the “other-courses” categoryinthetwo-yearcollegetotalexpandedfrom130,000enrollmentsinfall2000to187,000enrollmentsinfall2005,asurprising44%increasethathappenstobeclosetothetotalnumberofcomputerscienceenroll-mentsintwo-yearcollegesinfall2000.Alternatively,the44%increasemightbeduetothecreationofnewcoursesthatdonotfitconvenientlyintoanycoursedescriptioninthecurrenttwo-yearcollegequestion-naire,e.g.,asinglecoursethatcombineshighschoolalgebraandcollegealgebra(twoseparatecoursesinthe CBMS2005 questionnaire) into a single course.The large number of “other course” enrollments inCBMS2005suggeststhatarevisioninthetwo-yearcourselistingisinorderfortheCBMS2010survey.

A frequentlyquotednumber is thepercentageofallundergraduateenrollmentsinthenation’smath-ematicsandstatisticsdepartmentsandprogramsthatoccur in two-year colleges. The previous paragraphshowsthattherearetwodifferentwaystocalculatethat percentage; fortunately, the two methods givemoreorlessthesameanswer.Ifasubstantialnumberoftwo-year-collegecomputerscienceenrollmentswereincluded under “Other mathematics courses,” thentwo-year-college enrollments (1,697,000) should becomparedwiththesumofallenrollmentsinfour-yearmathematicsandstatisticsdepartments(1,925,000).By that calculation, two-year colleges taught about47%ofallundergraduateenrollmentsinmathematicalsciencesdepartmentsandprograms.Alternatively,iftwo-yearcollegeenrollmentsdidnotincludeasubstan-tial number of computer science courses, then thetwo-yeartotal(1,697,000)shouldbecomparedwiththe1,867,000mathematicsandstatisticsenrollmentsinfour-yearmathematicsandstatisticsdepartments,


excludingcomputerscience,whichgivesapercentagecloserto48%.Forcomparison,notethatinfall1995the percentage of undergraduate mathematics and

statistics enrollments (excluding computer science)taught in two-yearcollegeswas46%,and in2000,itwas42%.

1990

261

592

647

119

1619

87

38

125

134

12

34

180

1924

1995

222

613

538

96

1469

115

28

143

74

13

12

99

1711

2000

219

723

570

102

1614

136

35

171

90

17

16

123

1908

2005

201

706

587

112

1607

148

34

182

44

8

5

57

1845

1990

--

--

--

--

--

30

14

44

0

0

0

0

44

1995

--

--

--

--

--

49

16

65

1

0

0

1

66

2000

--

--

--

--

--

54

20

74

1

0

0

1

75

2005

--

--

--

--

--

54

24

78

2

0

0

2

80

1990

724

245

128

0

144

1241

54

0

54

98

0

0

98

1393

1995

800

295

129

0

160

1384

72

0

72

43

0

0

43

1499

2000

763

274

106

0

130

1273

74

0

74

39

0

0

39

1386

2005

965

321

108

0

187

1580

117

0

117

0

0

0

0

1697

Course level

Mathematics courses

Precollege level

Introductory level (including

Precalculus)

Calculus level

Advanced level

Other (2-year)

Total Mathematics courses

Statistics courses

Elementary level

Upper level

Total Statistics courses

CS courses

Lower level

Middle level

Upper level

Total CS courses

Grand Total

Mathematics Departments Statistics Departments

Two-year College


TABLE S.2 Total enrollment (in 1000s), including distance learning enrollment, by course level in undergraduate

mathematics, statistics, and computer science courses taught in mathematics and statistics departments at four-year

colleges and universities, and in mathematics programs at two-year colleges, in fall 1990,1995, 2000, and 2005.

(Two-year college data for 2005 include only public two-year colleges and do not include any computer science.)

1 Computer science enrollment starting in 1995 and 2000 includes only courses taught in mathematics programs. For earlier

years it also includes estimates of computer science courses taught outside of the mathematics program. Starting in 2005,

computer science courses were no longer included in the two-year college survey.2 These totals were adjusted to remove certain mathematics enrollments included in statistics totals in 1990 and 1995.

2 2

1

1

12/31;10/10;9/24;9/18;

9/2, 2006

Note: Round-off may make column totals seem inaccurate.

22

Summary 7

1985 1990 1995 2000 2005

0

200

400

600

800

1000

1200

1400

1600

1800

Precollege level

Introductory (incl. Precalculus)

Calculus level

Advanced level

FIGURE S.2.1 Enrollments (in 1000s) in undergraduate mathematics courses in mathematics

departments of four-year colleges and universities, by level of course: fall 1985, 1990, 1995, 2000, and

2005.

Dec 31; Sept 24(formerSE.3); Sept 18;

Sept 7, 2006

1985 1990 1995 2000 2005

0

200

400

600

800

1000

1200

1400

1600

Precollege level

Introductory (incl. Precalculus)

Calculus level

Other courses

FIGURE S.2.2 Enrollments (in 1000s) in mathematics courses in two-year college mathematics programs

by level of course in fall 1985, 1990, 1995, 2000, and 2005.

Dec 31; Dec 6; Sept24(former SE.3.2);Sept 18; Sept 7, 2006; data from TYE.3


Academic year enrollments

CBMSsurveysfollowtheNCESpatternandfocusonly on fall enrollments. However, CBMS data alsomakeitpossibletousefallenrollmentstoprojectfull-yearenrollments,andrecentCBMSstudiesrevealaninterestingtrendamongmathematicsandstatisticsdepartments at four-year colleges and universities.In the surveysof fall1990,1995,2000,and2005,departmentswereaskedtogivetheirtotalenrollmentfor thepreviousacademicyear’s fall term,andalsotheirtotalenrollmentfortheentirepreviousacademicyear.Usingthisdataonecanestimate thenationalratio of full-year enrollment to fall-term enrollmentinthemathematicalsciencesprogramsoffour-yearcollegesanduniversities.Theratios found in1990,1995,2000,and2005were,respectively,2,2,1.85(SE=0.03)and1.75(SE=0.03),andthoseratioscanbeusedtoprojectfull-yearenrollmentfromfall-termenrollment.

What is responsible for the change in that ratiofrom2to1.85to1.75?TableS.3providesonepossibleexplanation, namely the widespread shift to thesemestersystem.Whywouldtheshifttothesemestersystem cause the academic year to fall term ratiotodecline?TheauthorsofCBMS1995(whofoundaratioof2)arguedthat“[t]he lesserSpringsemesterenrollmentinthoseinstitutionswithatwosemestercalendar ispreciselybalancedby those institutionsonthetermorquartercalendar,wheretheFallenroll-mentissubstantiallylessthanhalfoftheacademicyearenrollment.”Thatargument,whencombinedwiththesubstantialgrowthinthepercentageofschoolsonthesemestersystem(seeTableS.3),probablyexplainsthe change in the academic-year-to-fall-term rationotedabove.

B

B

B

B

J

JJ J

H

HH H

F FF

F

Ñ

Ñ Ñ

Ñ

1990 1995 2000 2005

0

20

40

60

80

100

120

140

160

En

rollm

en

t (1

00

0s)

B Mathematics Dept, Lower Level

J Mathematics Dept, Upper Level

H Statistics Dept, Lower Level

F Statistics Dept, Upper Level

Ñ Two-year Colleges

FIGURE S.2.3 Enrollments (in 1000s) in statistics courses in two year college mathematics programs, and

in mathematics and statistics departments of four-year colleges and universities in fall 1990,1995, 2000, and

2005.

Dec 31; Sept24(formerSE.3.3);Sept 18,

2006

Summary 9

Bachelors degrees in the mathematical sciences (Table S.4)

Table S.4 presents data on the total number ofbachelorsdegreesawardedthroughthemathematicsandstatisticsdepartmentsoffour-yearcollegesanduniversities in theU.S.Becausesomemathematicsdepartments also offer computer scienceprograms,thesetotalsincludesomedegreesincomputerscience.Inaddition—seebelow—CBMSincludescertaindoublemajorsand jointmajors in its totalofmathematicsandstatisticsbachelorsdegrees.

The total number of degrees in the 2004–2005academic year awarded through mathematics andstatistics departments was down by more than6% from the number awarded ten years earlier, in1994–1995. Most of that decline occurred between1999–2000and2004–2005.Womenreceived40.4%ofalldegreesawardedbymathematicsandstatisticsdepartments in 2004–2005, down from the 41.8%figurein1994–1995anddownfromthe43.4%figurein1999–2000.

Evenifoneexcludesthenumberofcomputersciencedegrees granted through mathematics and statis-ticsdepartments,anumber thatnaturallydeclinedas colleges and universities established separatecomputersciencedepartments,thenumberofbach-elorsdegreesinmathematicsandstatisticsdroppedbyabout2%between1999–2000and2004–2005,andbyabout6%between1994–1995and2004–2005.Thenumberofmathematicseducationbachelorsdegreesgrantedthroughmathematicsdepartmentsdroppedbyabouta thirdovera five-yearperiod, from4991in1999–2000to3369in2004–2005.Thenumberof

bachelorsdegreesinmathematicsincreasedbetween1999–2000and2004–2005.

Table S.4 shows that the number of computerscience bachelors degrees awarded through thenation’s mathematics departments dropped from3,315 in the1999–2000academic year to2,603 inthe2004–2005academic year. The annual TaulbeeSurveys, published by the Computing ResearchAssociation, study the nation’s doctoral computersciencedepartmentsand includedataoncomputerscience bachelors degrees awarded through suchdepartments.Thiscanprovidesomecontextforthefigures in Table S.4. Comparison of Table 9 of [BI]andTable9of[Z]showsthatthenumberofcomputersciencebachelorsdegreesgranted throughdoctoralcomputer sciencedepartments rose from12,660 in1999–2000 to 15,137 in 2004–2005. Of the bach-elors degrees awarded through doctoral computerscience departments, 20%were awarded towomenin1999–2000,apercentagethatdroppedto15%by2004–2005. Table S.4 shows that in mathematicsdepartments, the percentage of computer sciencedegreesawardedtowomenin1999–2000wasabout24%anddeclinedtoabout18%in2004–2005.

Asnotedabove,CBMScountsofbachelorsdegreesincludeddoublemajors,i.e.,studentswhocompletedtwoseparatemajors,onebeingmathematicsorstatis-tics.CBMScountsalsoincludedaseparatecategorycalled“jointmajors.’’Whatdefinesajointmajor?IntheCBMSquestionnairesenttomathematicsdepart-ments,a jointmajorwasdefinedasastudentwho“completes a single major in your department thatintegratescoursesfrommathematicsandsomeotherprogramordepartmentandtypicallyrequiresfewer

77

0

8

15

89

1

4

6

91

1

6

2

Semester

Trimester

Quarter

Other

1995 2000 2005Type of calendar

Percentage of Four-year

Colleges & Universities

Note: Zero means less than one-half of one percent.

TABLE S.3 Percentages of four-year colleges and universities

with various types of academic calendars in fall 1995, 2000 and

2005.

Dec 31; Dec 6; Nov 6; Sept 25, 2006

% %%


credithoursthanthesumofthecredithoursrequiredbythetwoseparatemajors”.Ananalogousdefinitionappearedinthequestionnairesenttostatisticsdepart-ments.Jointmajorsinmathematicsandstatistics,orinmathematicsandcomputerscience,aretraditionaljointmajors.Thenumberofmathematicsandstatisticsjointmajorsroseslowly,from188in1994–1995,to196in1999–2000,to203in2004–2005.Thenumberof mathematics and computer science joint majorsrose from 453 in 1994–1995 to 876 in 1999–2000and fell back to719 in2004–2005, still registeringa substantial increase over the decade 1994–1995to2004–2005.CBMS2005TableS.4containsanewcategoryofjointmajor,onethatcombinesupper-levelmathematicswithupper-levelbusinessoreconomics(or mixes statistics and business or economics). In2004–2005,thenumberofbachelorsdegreesofthisnewtypeofjointmajorwassomewhatlargerthaninthemoretraditionaljointmathematicsandstatisticsdegree.

InChapter3,TableE.1anditsfiguresgivemoredetailon thenumberofbachelorsdegreesawardedthroughmathematicsandstatisticsdepartmentsofdifferent types, classifiedbyhighestdegree offered.There is considerable variation by type of depart-ment in terms of the number of bachelors degreesawarded and in the percentage of degrees awardedtowomen.

Bachelors-degree estimates from previous CBMSsurveyshavedifferedfromNCESdegreecounts.Thiswas in part because CBMS figures rely on depart-mentalcountsratherthanonuniversity-widecounts,with the result thatany studentwhohasadoublemajor “Mathematics and X” is counted as a math-ematics major by CBMS. How was such a studentcountedintheIPEDSreportsthatarethebasisforNCESestimates?Before2002,IPEDSdataassignedeach student one and only one major, so that astudent who double majored in “Mathematics andX”mightormightnotbecountedasamathematics

13171

2567

538

na

312

2519

121

na

9

19237

na

8691

na

27928

na

13303

3116

618

245

220

960

124

na

794

19380

8847

5075

1584

24455

10431

12456

4829

1031

620

75

453

188

na

502

20154

9061

2741

532

22895

9593

10759

4991

502

425

43

876

196

na

1507

19299

9017

3315

808

22614

9825

12316

3369

527

499

31

719

203

214

954

18833

8192

2603

465

21437

8656

Mathematics (except as reported below)

Mathematics Education

Statistics (except Actuarial Science)

Actuarial Mathematics

Operations Research

Joint Mathematics & Computer Science

Joint Mathematics & Statistics

Joint Math/Stat & (Business or Economics)

Other

Total Mathematics, Statistics, & joint degrees

Number of women

Computer Science degrees

Number of women

Total degrees

Number of women

84-85 89-90 94-95 99-00 04-05Major

TABLE S.4 Combined total of all bachelors degrees in mathematics and statistics departmentsat four-year colleges and universities between July 1 and June 30 in 1984-85, 1989-90, 1994-95,1999-2000 and 2004-2005 by selected majors and gender.

Dec 31; Dec 6;Sept 25;Sept 18; August 30, 2006; Apr 23, 2007

Note: Round-off may make column totals seem inaccurate.

Summary 11

major.Since2002,collegesanduniversitieshavetheoption of reporting double majors in “MathematicsandX”bothunderthemathematicsdisciplinarycode

and under the code for discipline X, but they arenotrequiredtodoso.ThatwouldseemtointroduceadditionalambiguityintotheIPEDS-basedcountsof

B BB

B B

J

J

JJ

J

1984-1985 1989-1990 1994-1995 1999-2000 2004-2005

0

5000

10000

15000

20000

25000

B Mathematics & Statistics

J Computer Science

FIGURE S.4.1 Number of bachelors degrees in mathematics and statistics, and in computer

science, granted through mathematics and statistics departments in academic years 1984-

1985, 1989-1990, 1994-1995, 1999-2000, and 2004-2005.

Nov 7; Oct 24; Oct 10

Computer Science

Statistics

Mathematics Education

Mathematics (excluding Math Ed, Stat, CS)

0 4000 8000 12000 16000

2004-2005

1999-2000

1994-1995

FIGURE S.4.2 Number of bachelors degrees awarded by mathematics and statistics departments

(combined) at four-year colleges and universities between July 1 and June 30 in 1994-95, 1999-2000, and

2004-2005.

Nov 8; Oct10;Sept 25;Sept 7, 2006


mathematicsmajors.Furthermore,CBMSestimatesofmathematicsmajorsincludeMathematicsEducationmajorssolongastheyreceivetheirdegreesthroughamathematicsorstatisticsdepartment,andthatisnotnecessarilythecaseinIPEDSreports.Finally,CBMSestimates of mathematical sciences majors includeseveral thousands of computer sciencemajorswhoreceivedtheirbachelorsdegreesthroughmathematicsdepartments,andthesestudentswouldbereportedinIPEDSdataunderadisciplinarycodenotincludedin theMathematicsandStatisticscategoryusedbyNCES.

Who teaches undergraduates in mathematics and statistics departments? (Tables S.5 through S.10)

CBMS2005 Tables S.5 through S.10 study thekindsofinstructorsassignedtoteachundergraduatemathematicalsciencecoursesintwo-andfour-yearcollegesanduniversities.Facultyinfour-yearcollegesanduniversitiesarebroken into fourbroadcatego-ries:tenuredandtenure-eligible(TTE)faculty,otherfull-timefacultywhoarenotTTE(calledOFTfaculty),part-time faculty, and graduate teaching assistants(GTAs).Fortwo-yearcolleges,whichtypicallydonothaveatenure-tracksystem,CBMS2005tablesdistin-guishbetweencoursestaughtbyfull-timefacultyandpart-timefaculty.

The faculty categories used to study four-yearcollege and university mathematics and statisticsdepartments are self-explanatory, except the GTAcategory. Instructions in the CBMS questionnaireswereveryspecificaboutGTA-taughtcourses;acoursewastobereportedastaughtbyaGTAifandonlyiftheGTAwascompletelyinchargeofthecourse(i.e.,wasthe“instructorofrecord”forthecourse).GTAswhorandiscussionorrecitationsectionsaspartofalecture/recitationcoursewerenotincludedinthisspecialcategory.

The faculty-classificationsystemdescribedaboveforfour-yearcollegesanduniversitiesiscomplicatedby the fact that some colleges and universities donot recognize tenure. However, such schools typi-callydistinguishbetweenpermanentandtemporaryfull-timefaculty.DepartmentsinsuchschoolswereaskedtoreportcoursestaughtbypermanentfacultyinthecolumnlabeledTTE,whilecoursestaughtbytemporary full-time faculty were to be reported astaughtbyOFTfaculty.Inaddition,CBMS2005foundthat the number of four-year college and univer-sity departments that do not recognize tenure wassmall;CBMS2005projectsthatinfall2005,only5%of the nation’s mathematics departments belongedto colleges and universities that did not recognizetenure. Ifdepartmentsareclassifiedby thehighestdegreethattheyofferinthemathematicalsciences,thenCBMS2005foundthatinfall2005,100%ofthe

nation’sdoctorate-ormasters-grantingmathematicsdepartments belonged to tenure-granting collegesoruniversities,asdid93%ofallbachelors-grantingdepartments. Among masters- and doctoral-levelstatisticsdepartments,allbelongedtotenure-grantinguniversities.

Readers must take special precautions whencomparingthefindingsofCBMS2000andCBMS2005becauseCBMS2000sometimespresenteditsfindingsintermsofpercentagesofenrollmentandsometimesintermsofpercentagesofsectionsoffered.Forstatis-ticalreasons,CBMS2005presentedmostofitsresultsintermsofpercentageofsectionsoffered.

TableS.5presentsamacroscopicviewof facultywhotaughtundergraduatecoursesinthemathematicsandstatisticsdepartmentsoffour-yearcollegesanduniversitiesandinmathematicsprogramsattwo-yearcollegesinthefallof2005.Lessthanhalfofmath-ematicssectionsinfour-yearcollegesanduniversitieswere taught by tenured and tenure-eligible (TTE)faculty,andthesamewastrueofstatisticscoursestaught in statistics departments. If TTE and OFTfacultyarecombined,CBMS2005showsthatabout70% of all sections in mathematics and statisticsdepartmentswere taughtby full-time faculty in fall2005.Inmathematicsprogramsoftwo-yearcolleges(which typically donothave tenure-track systems),56%ofsectionsweretaughtbyfull-timefaculty.

No single table in CBMS2000 compares directlywithCBMS2005TableS.6.ThehistoricaldatainTableS.6presentpercentagesofsectionstaughtbyvarioustypes of instructors and were derived from TablesE.12toE.18inChapter3oftheCBMS2000report.TablesS.7throughS.10containsomecomparisonswithdatafromtheChapter1tables(coded“SFY”)inCBMS1995andCBMS2000,andweaskthereadertonoticethatthehistoricaldataconcernpercentagesof enrollments, while data from CBMS2005 involvepercentagesofsections taught.

CBMS2000andindependentAmericanMathematicalSocietysurveysdetectedatrendtowardusingfewertenuredandtenure-eligible(TTE)facultyandmark-edlygreaterrelianceonotherfull-time(OFT)facultyinteachingundergraduatesbetweenfall1995andfall2000[LM].CBMS2005foundacontinueddeclineinthepercentageofTTEfacultyteachingundergraduatemathematicscoursesbetweenfall2000andfall2005.ThedecreaseinTTE-taughtsectionswasmostnotice-able among pre-college-level courses, which werecalled“remedialcourses”inpreviousCBMSstudies.

CBMS2005TableS.6suggeststhatthepercentageof sections in mathematics departments that weretaughtbypart-timefacultyinfall2005wasnotmuchdifferentthaninfall2000.Thesamewastruefortwo-year colleges. This is consistent with national dataacrossall disciplines,but contrastswithdata fromTableS.14ofthisreportshowingthatthepercentage

of part-time faculty among all faculty in four-yearmathematics and statistics departments declinedbetweenfall2000andfall2005.SeethediscussionassociatedwithS.14forfurtherdetails.

TableS.6presentsanewfeatureofCBMS2005—astudyofthosewhotaughtupper-levelmathematicscourses. Previous CBMS surveys had made theassumptionthatessentiallyallupper-divisioncoursesweretaughtbyTTEfaculty,andonceuponatimethatmayhavebeentrue.Anecdotalevidencesuggestedthatsuchanassumptionwasproblematictoday,andtotestthathypothesisCBMS2005askeddepartmentshowmanyoftheirupper-divisionsectionsweretaughtbyTTEfaculty.Inmathematicsdepartments,CBMS2005foundthatthepercentagewas84%infall2005.Theremaining16%ofsections—whoseinstructorsmighthavebeenvisitingscholars,postdocs,etc.—arelistedashavingunknowninstructors.

It isperhapsinterestingtonotethatbetweenfall2000andfall2005,thenation’smathematicsdepart-mentsactually increasedthepercentageofsections

ofstatisticsandofcomputersciencethatweretaughtbyTTEfaculty,atthesametimetheyweredecreasingthe percentage of mathematics sections taught byTTEfaculty.

Inthenation’sstatisticsdepartments,thepercentageofsectionstaughtbyTTEfacultyseemedtodecreaseslightlyinelementary-levelcourses.Teachingbypart-timefacultyapparentlyfellbyaboutathirdbetweenfall 2000 and fall 2005, as did teaching by GTAs.This appears to have been offset by a substantialincrease in teaching by OFT faculty. These conclu-sions are somewhat tentative because data fromstatistics departments did not identify the type ofinstructorswhotaught21%ofstatisticsdepartments’elementary-levelsections.Amongupper-levelsectionsin statisticsdepartments, 74%were taughtbyTTEfaculty,withtheremaining26%listedastaughtbyunknowninstructors.

Asnotedabove(seealsoChapter7),fewtwo-yearcolleges have a tenure system, so CBMS2005 (anditspredecessors)askedtwo-yearcollegedepartments

Summary 13

46

52

70

48

47

56

21

24

11

21

23

--

20

19

11

19

7

44

8

2

0

7

11

--

5

2

7

5

13

--

1588

179

56

1825

79

Enrollment

in 1000s

1616

Mathematics Departments

Mathematics courses 2005

Statistics courses 2005

Computer Science courses 2005

All mathematics department

courses 2005

Statistics Departments

All statistics department

courses 2005

Two-Year College


All TYC mathematics program

courses 2005

Tenured/

tenure-

eligible

%

Other

full-

time

%

Part-

time

%

Graduate

teaching

assistants

%

Unknown

%

Total

enrollment

in 1000sFour-Year College & University

TABLE S.5 Percentage of sections (excluding distance-learning sections) in various types of courses

taught by different types of instructors in mathematics and statistics departments of four-year colleges

and universities, and percentage of sections taught by full-time and part-time faculty in mathematics

programs of public two-year colleges, in fall 2005. Also total enrollments (in 1000s), excluding

distance-learning enrollments.

Percentage of sections taught by

Full-

time

Part-

time

Dec 31; Dec 6; Nov 7; Nov 5; Oct 25con(S1, E2); Sept 25(formerly SF.15)Sept

18; Sept 8; formerly SF17; Sept 2, 2006

Note: zero means less than one-half of one percent.


CS courses

Statistics courses

Mathematics courses

0 10 20 30 40 50 60 70 80 90

Percentage of Sections

TTE faculty

Other full-time faculty

FIGURE S.5.1 Percentage of sections in four-year college and university mathematics departments taught

by tenured/tenure-eligible (TTE) faculty and by other full-time (OFT) faculty in fall 2005, by type of course.

Deficits from 100% represent courses taught by part-time faculty, graduate teaching assistants, and

unknown faculty.

Dec 6; Nov 7; Nov 5; Sept 25(formerly

SF.15.1;new on Sept 18toreportthenumberofsectionsofeachcoursethatwere taught by full-time faculty. CBMS2005 foundthatinfall2005,56%ofsectionsinthemathematicsprogramsoftwo-yearcollegesweretaughtbyfull-timefaculty,uptwopointsfromfall2000.

Among first-year courses, calculus courses havelong been of particular importance to mathematicsdepartments,aswellastotheclientdepartmentsforwhichmathematicsisaprerequisite(e.g.,thesciencesandengineering).Consequently,CBMSsurveyspayspecialattentiontocalculuscourses.TablesS.7andS.8 present data on two types of calculus courses,

traditionally called “mainstream” and “non-main-stream”. The term “mainstream calculus” refers tocourses that serve as prerequisites for upper-divi-sion mathematics courses and as prerequisites forphysicalscienceandengineeringcourses,whileothercalculuscourses(oftenwithnamessuchas“CalculusforBusinessandSocialSciences”and“Calculusforthe Life Sciences”) are lumped together as “non-mainstream”. Fall 2005 enrollments inMainstreamCalculusIwereroughlydoublethefall2005enroll-mentsinNon-mainstreamCalculusI.

Summary 15

9

20

31

35

61

64

84*

49

47

59*

63

42

25

27

74*

Full-time

56

54

25

18

25

21

17

14

16

16

12

19

21

14

46

43

28

28

9

10

28

24

17

28

13

20

Part-

time

44

46

14

10

10

10

7

6

3

5

1

0

20

29

5

10

6

6

6

5

16*

3

8

41*

8

11

21

10

26*

199

219

695

723

583

570

112

145

136

34

43

90

53

54

23

1739

1347

Mathematics Department courses

Mathematics courses

Precollege level 2005

Precollege level 2000

Introductory level 2005

Introductory level 2000

Calculus level 2005

Calculus level 2000

Upper level 2005

Statistics courses

Elementary level 2005


Upper level 2005 sections

Computer Science courses

Lower level 2005

Lower level 2000

Statistics Department Courses



Upper level 2005

Two-Year College


All 2005 sections

All 2000 sections

Tenured/

tenure-

eligible

%

Other

full- time

%

Part-

time

%

Graduate

teaching

assistants

%

Unknown

%

Total

enrollment

in 1000s

Four-Year Colleges &

Universities

TABLE S.6 Percentage of fall 2005 sections (excluding distance-learning sections) in courses of various types

taught in mathematics and statistics departments of colleges and universities by various types of instructors, and

percentage of sections taught by full-time and part-time faculty in mathematics programs at public two-year

colleges in fall 2005, with data from fall 2000 from CBMS2000 tables E12 to E18. Also total enrollments (in

1000s).

* CBMS2005 asked departments to specify the number of upper division sections and the number taught by tenured and

tenure-eligible faculty. The deficit from 100% is reported as "unknown".


Dec 31; Nov 7; Nov 5; Sept25(former SF16)Sept8; former SFY18;Sept 2, 2006


There are three major ways that mathematicsdepartments organize their calculus teaching. Thefirst,foundprimarilyinlargeruniversities,isbasedonthelargelecture/smallrecitationmodelinwhichalargegroupofstudentsmeetswithafacultylecturerseveral times per week, and is broken into smallerrecitation,discussion,problem,orlaboratorysessionsthat typically meet just once per week, often withagraduate student.Thesecondand thirdmethods(called“regularsections”byCBMSstudies)involveallenrolledstudentsmeetinginasinglegroupthroughouttheweek.Amongtheseregularsections,CBMS2005distinguishedbetweensectionsofsizethirtyorless,andsectionsof sizemore than thirty. (Thenumberthirty was chosen because it is the recommendedmaximum section size for mathematics courses in[MAAGuidelines].)PreviousCBMSstudiesfoundthatdifferenttypesof facultyaretypicallyusedtoteachthethreedifferentcoursemodels.

Tenure-track faculty (i.e., tenured and tenure-eligiblefaculty)taughtalmosttwo-thirdsofMainstreamCalculusIsectionsinfall2005,andonlyaboutathirdofNon-mainstreamCalculusIcourses.CombiningtheTTEandOFTfacultycategoriesshowsthatabout80%ofMainstreamCalculusIsectionsweretaughtbyfull-timefaculty,marginallyhigherthanthepercentageofenrollmenttaughtbyTTEfacultyinfall2000.(RecallthecaveataboutcomparingCBMS2000percentages,whicharepercentagesofenrollments,withCBMS2005percentages,whicharepercentagesofsectionstaught.)TableS.9showsanexampleofthedifferentstaffingpatternsusedtoteachdifferenttypesofsections.Thedifferencesarebestunderstoodintermsofthehighestdegreeofferedbythemathematicsdepartment,ascanbeseeninthetablesinChapter5.

ForNon-mainstreamCalculusI,thepercentagesofsectionstaughtbyTTEfacultyweresubstantiallylowerthanforMainstreamCalculusI,andthepercentageof

Calculus level

Introductory level

Precollege level

0 10 20 30 40 50 60 70 80 90 100


Tenured/ tenure-eligible

Other full-time

Part-time

Graduate teaching assistants

FIGURE S.6.1 Percentage of sections in lower-division undergraduate mathematics courses in

mathematics departments at four-year colleges and universities by level of course and type of instructor in

fall 2005. Deficits from 100% represent unknown instructors.

Dec 6; Nov 7; Nov 5; Sept25(former SF.16.1) Sept 18; Sept 8, 2006; formerly

SFY.18.1

Summary 17

52

77

49

63

60

58

80

51

66

66

64

62

88

84

87

87

87

85

27

10

17

17

18

24

8

19

15

13

16

16

9

5

10

7

11

5

3

11

6

10

7

11

5

5

16

8

7

5

7

11

8

7

8

7

12

16

13

13

13

15

7

3

8

5

4

8

2

7

5

4

5

4

80

63

58

201

190

36

25

24

85

87

286

277

Enrollment

in 1000s

49

53

19

20

68

73

46

22

36

32

32

50

22

36

33

32

32

32

Average

section

size

22

23

18

20

21

22

Mainstream Calculus I

Large lecture/recitation

Regular section <31

Regular section >30

Course total 2005

Course total 2000 (% of enrollment)

Mainstream Calculus II


Regular section <31

Regular section >30

Course total 2005

Course total 2000 (% of enrollment)

Total Mnstrm Calculus I & II 2005


(% of enrollment)

Two-Year Colleges

Mainstream Calculus I 2005

Mainstream Calculus I 2000

Mainstream Calculus II 2005

Mainstream Calculus II 2000



Tenured/

tenure-

eligible

%

Other

full-

time

%

Part-

time

%

Graduate

teaching

assistants

%

Unknown

%

Enrollment

in 1000s

Average

section

sizeFour-Year Colleges & Universities

TABLE S.7 Percentage of fall 2005 sections in Mainstream Calculus I and II (not including distance-learningsections) taught by various kinds of instructors in mathematics departments at four-year colleges and universities bysize of sections with historical data showing fall 2000 percentage of enrollments. Percentage of sections taught byfull-time and part-time faculty in mathematics programs at two-year colleges in fall 2000 and 2005. Also totalenrollments (in 1000s) and average section sizes. (Two-year college data for 2005 include only public two-yearcolleges.)


Full-time

%

Part-time

%



Regular section >30

Regular section <31


0 10 20 30 40 50 60 70 80 90 100



Other full-time

Part-time


FIGURE S.7.1 Percentage of sections in Mainstream Calculus I taught by tenured/tenure-eligible, other full-

time, part-time, and graduate teaching assistants in mathematics departments at four-year colleges and

universities by size of sections in fall 2005. Deficits from 100% represent unknown instructors.

Dec 6; Nov 7; Nov 5; Sept 25(former SFY17);Sept 18; Sept 8, 2006; formerly

SFY.19.1

Non-mainstreamCalculusIsectionstaughtbyfull-time faculty (TTE and OFT) was seven percentagepointslowerthanthepercentageofenrollmenttaughtby those same faculty in fall 2000. However, suchcomparisons between percentage of sections andpercentageofenrollmentmaybeproblematic.

A similar pattern held in two-year colleges,where 88% of Mainstream Calculus I sectionswere taught by full-time faculty (up slightly fromfall 2000) compared to 73% of Non-mainstreamCalculus I sections (down slightly from fall 2000).

Summary 19

19

40

36

35

(57,44)

33

(44,53)

35

(55,44)

33

18

24

23

(10,21)

26

(11,10)

23

(10,20)

73

(77,74)

66

(63,92)

72

(76,76)

9

20

26

21

(18,19)

23

(18,22)

21

(18,19)

9

14

13

13

(15,12)

17

(26,15)

13

(16,12)

27

(23,26)

34

(37,8)

28

(24,24)

30

8

2

9

(--,4)

1

(--,1)

8

(--,5)

28

30

50

108

(97, 105)

10

(14,10)

118

(111, 115)

20

(26,16)

1

(1,1)

21

(27,17)

64

23

44

37

(39,40)

46

(35,40)

38

(38, 40)

23

(26,22)

21

(19,20)

23

(26,22)

Non-Mainstream Calculus I


Regular section <31

Regular section >30

Course total 2005 % of sections

Course total (1995,2000)

% of enrollment

Non-Mainstream Calculus II

Course total 2005 % of sections


% of enrollment

Total Non-Mnstrm Calculus I & II

2005 % of Sections


(1995,2000) % of enrollment

Two-Year Colleges


2005 % of sections


(1995,2000) % of sections


2005 % of sections




2005 % of sections



Tenured/

tenure-

eligible

%

Other

full-

time

%

Part-

time

%

Graduate

teaching

assistants

%

Unknown

%

Enrollment

in 1000s

Average

section

size

Four-Year Colleges & Universities

TABLE S.8 Percentage of sections in Non-Mainstream Calculus I and II taught by tenured/tenure-eligible faculty,

postdoctoral and other full-time faculty, part-time faculty, graduate teaching assistants, and unknown in

mathematics departments at four-year colleges and universities by size of sections, and percentage of sections

taught by full-time and part-time faculty in mathematics programs at public two-year colleges in fall 2005. Also total

enrollments (in 1000s) and average section sizes. Distance-learning sections are not included. (For four-year

colleges and universities, data in parentheses show percentage of enrollments in 1995, 2000.)


Full-time Part-time


Dec 6; Nov 24 ; Nov 7;Nov 5; Sept 25(formerSFY.19) Sept 18; Sept11; Sept;former SFY21

TableS.8liststhepercentageofunknowninstruc-tors in large lecture sections of Non-mainstreamCalculus I as being 30%. An unknown percentageof30%makesitimpossibletodrawanyconclusionsfromthefirstrowofTableS.8.

Between 1995 and 2005, a first-year course ofgrowing importance in the mathematical sciencescurriculumwasElementaryStatistics(wheretheword“elementary”means“noCalculusprerequisite”).TableS.9describes thesituation inmathematicsdepart-


30

56

49

51

(65,45)

29

(61,50)

48

(64,46)

65

(69,66)

27

12

18

16

(7,13)

24

(6,28)

17

(7,14)

34

28

22

27

(19,24)

44

(15,23)

29

(18,24)

35

(31,34)

2

2

6

3

(8,7)

1

(19,0)

3

(10,6)

7

2

5

4

(--,11)

2

(--,0)

3

(na,10)

12

54

56

122

(97, 114)

18

(18,13)

140

(115, 127)

Enrollment

in 1000s

101

(69,71)

32

24

40

31

(33,42)

30

(31,25)

31

(33,25)

Average

section

size

26

(28,25)

Elementary Statistics

(no calculus prerequisite)


Regular section <31

Regular section >30

Course total 2005

% of sections


% of enrollment

Probability & Statistics


Course total 2005

% of sections


% of enrollment

Total All Elem.Probability &


% of sections

Two course total (1995,2000)

% of enrollment

Two-Year Colleges


(with or without probability)


Tenured/

tenure-

eligible

%

Other

full-

time

%

Part-

time

%

Graduate

teaching

assistants

%

Unknown

%

Enrollment

in 1000s

Average

section

sizeMathematics Departments

TABLE S.9 Percentage of sections in Elementary Statistics (no Calculus prerequisite) and Probability and

Statistics (no Calculus prerequisite) taught by various types of instructors in mathematics departments at four-

year colleges and universities by size of sections, and percentage of sections in Elementary Statistics (with or

without Probability) taught by full-time and part-time faculty in mathematics programs at public two-year

colleges in fall 2005. Also total enrollments (in 1000s) and average section sizes. Distance-learning

enrollments are not included. (For four-year colleges and universities, data from 1995, 2000 show

percentage of enrollments.)


Full-time Part-time


Note: 0 means less than one half of 1%.

Dec 31; Nov 24; Nov 7; Nov 5; Sept 25(formerSFY.21);Sept 18; Sept11;Sept 8; formerly

SFY.23;August 30, 2006

Summary 21

Regular section >30

Regular section <31


0 10 20 30 40 50 60



Part-time

Other full-time


FIGURE S.9.1 Percentage of sections in Elementary Statistics (no Calculus prerequisite) taught by

tenured/tenure-eligible, other full-time, part-time, and graduate teaching assistants in mathematics

departments at four-year colleges and universities by size of sections in fall 2005.

Dec 6; Nov 7; Nov 5; Oct 10; Sept 25(former SFY.21.1;Sept 18; Sept 8,2006;

formerly SFY23.1

mentsoftwo-andfour-yearcollegesanduniversities,whileTableS.10describesthesituationinseparatestatisticsdepartments.Thesetwotablessuggestthatmathematics departments (which taught the vastmajorityofthenation’sElementaryStatisticscoursesin fall 2005) devoted a much higher percentage offull-time faculty resources to the course than didstatisticsdepartments.Inaddition,thepercentageof

ElementaryStatisticssectionstaughtbyTTEfaculty(andbythecombinationofTTEandOFTfaculty)inmathematicsdepartmentsliesaboutmidwaybetweenthecorrespondingpercentages forMainstreamandNon-mainstreamCalculusIsections.Alsonotethatthe average section size in Elementary Statisticscourses taught in statistics departments increasedbetweenfall2000andfall2005.


19

33

33

26

(47,36)

34

(32,18)

26

(44,34)

27

18

14

21

(15,17)

38

(4,12)

22

(13,17)

16

7

18

16

(10,22)

0

(2,13)

15

(9,21)

17

23

30

22

(29,19)

16

(61,32)

22

(35,21)

21

20

5

15

(--,6)

13

(--,25)

15

(--,7)

28

1

13

42

(35,40)

2

(8,4)

44

(43,44)

82

12

50

63

(51,65)

68

(48,55)

64

(50,58)




Regular section <31

Regular section >30

Course total 2005

% of sections


% of enrollment

Probability & Statistics


Course total 2005

% of sections


% of enrollment

Total Elem. Probability &


% of sections

Two course total

(1995,2000)

% of enrollment

Tenured/

tenure-

eligible

%

Other

full-

time

%

Part-

time

%

Graduate

teaching

assistants

%

Unknown

%

Enrollment

in 1000s

Average

section

sizeStatistics Departments

TABLE S.10 Percentage of sections in Elementary Statistics (no Calculus prerequisite) and Probability and

Statistics (no Calculus prerequisite) taught by tenured/tenure-eligible, other full-time, part-time faculty,

graduate teaching assistants, and unknown in statistics departments at four-year colleges and universities by

size of sections in fall 2005. Also total enrollments (in 1000s) and average section sizes. Distance

enrollments are not included. (Data from 1995,2000 show percentage of enrollments.)


Note: 0 means less than one half of 1%.

Dec 6;NOv 24; Nov 7; Nov 5; Sept25(former SFY.22);Sept 11;Sept 8;

formerly SFY.24;August 30, 2006

Summary 23

Regular section >30

Regular section <31


0 5 10 15 20 25 30 35



Part-time

Other full-time


FIGURE S.10.1 Percentage of sections in Elementary Statistics (no Calculus prerequisite) taught by

tenured/tenure-eligible faculty, other full-time faculty, part-time faculty, and graduate teaching assistants in

statistics departments at four-year colleges and universities by size of sections in fall 2005.

Dec 6; Nov 10; Nov 8; Nov 5; Sept

25(formerSFY.22.1);Sept 18, 2006

How are first-year courses taught? (Tables S.11, S.12, and S.13)

Thecalculus-reformmovementoftheearly1990sstressedchangesinhowmathematicscoursesshouldbetaught,aswellaschangesintheircontent.Startingin 1995, CBMS surveys tracked the spread of twobroad familiesofpedagogicalmethodsused tohelpstudentslearnintheirfirst-yearcourses.Onefamilyof techniques was technology-based, including theuseofgraphingcalculators,computers,andcomputerassignments. The second family was sometimesdescribed as “humanistic methods” and includedtheuse of groupprojects andwriting assignments.TablesS.11,S.12,andS.13summarizethefindingsof CBMS2005 concerning use of these pedagogicalmethodsinthenation’sfirst-yearcoursesinfall2005.SeethetablesinChapter5formoredetails,includingpresentationofthisdatabasedonthehighestdegreeofferedbythemathematicsorstatisticsdepartmentthattaughtthecourse.

TablesS.11andS.12showthatinfour-yearmath-ematicsdepartmentsnationally,graphingcalculatorsandcomputerassignmentsarewidely (but far fromuniversally) used in Mainstream Calculus courses,while the use of writing assignments almost neverexceeded the fifteen percent level and the use ofgroupprojectswasevenlower.CalculatoruseinNon-mainstream Calculus I was somewhat higher thaninMainstreamCalculusI,whiletheuseoftheother

pedagogicalmethods inNon-mainstreamCalculusIwasinthesingledigits.

InbothtypesofCalculusIcourses,thepercentageof two-year college sections that used any one ofthe four pedagogical techniques mentioned aboveexceededthecorrespondingpercentageforfour-yearmathematicsdepartments.

CBMS2005askeddepartmentsabouttheuseofanewteachingtoolintheirfirst-yearclasses,namelytheuseofonlinehomeworkandtestingsoftwarethatwasofferedbymanytextbookpublishers(andothers)in fall 2005. The two-year questionnaire describedtheseonlinesystemsasusing“commercialorlocallyproduced online-response homework and testingsystems”, and the questionnaires sent to four-yearmathematics and statistics departments describedthem as “online homework generating and gradingpackages.” The results were somewhat surprising,giventheapparentlevelofresourcesinvestedinsuchsystemsbytextbookpublishers.Inalmosteverytypeof course, utilization percentages for such onlineresourcesystemswereinthesingledigits.Ofcourse,thosepercentagesrepresentdepartmentalresponses,andperhapsstudents’voluntaryuseofthesystemsishigher.

Table S.13 investigates the use of the same fivepedagogicaltoolsinElementaryStatisticscoursesandreveals some marked differences between differenttypesofdepartments.ThepercentageofsectionsofElementaryStatisticsthatusedgraphingcalculators


rangedfrom73%intwo-yearcolleges,to36%infour-yearmathematicsdepartments,toonlyabout5%instatisticsdepartments.Theuseofcomputerassign-mentsinElementaryStatisticscoursesvariedovera

muchsmallerrange, from45%intwo-yearcollegesto 58% in statistics departments, and Table S.13suggests that almost 40% of Elementary Statisticssectionstaughtinstatisticsdepartmentsuseneither

48

58

43

51

(37,51)

38

47

42

43

(29, 48)

49

(35, 50)

79

(65, 78)

81

(63, 74)

80

(65, 76)

13

16

10

13

(22,27)

9

13

5

9

(24,18)

12

(23, 24)

19

(20, 31)

18

(13, 25)

18

(18, 28)

24

20

20

21

(18,31)

20

24

18

21

(17,27)

21

(18, 30)

20

(23, 35)

30

(16, 37)

23

(24, 35)

6

2

6

4

na

4

2

5

3

na

4

na

5

na

7

na

5

na

12

7

13

10

(23,19)

7

5

5

6

(20, 15)

9

(22,18)

19

(22, 27)

25

(18, 25)

21

(22, 27)

80

63

58

201

(192, 190)

36

25

24

85

(83,87)

285

(275, 277)

49

(58,53)

19

(23,20)

68

(81,73)

46

22

35

32

(33,32)

50

21

36

33

(30,32)

32

(32, 32)

22

(25,23)

18

(23,20)

21

(24,22)


(Section %)


Regular section <31

Regular section >30

Course total (section %)

(1995,2000) enrollment %


(Section %)


Regular section <31

Regular section >30

Course total (section %)

(1995,2000) enrollment %

Total Mnstrm Calculus I & II

(Section %)

(1995, 2000) enrollment %

Two-Year Colleges


(Section %)

(1995, 2000) section %


(Section %)

(1995,2000) section %

Total Mainstream Calculus I

& II (Section %)

(1995, 2000) section %

Graphing

calculators

%

Writing

assignments

%

Computer

assignments

%

On-line

resource

systems

%

Group

projects

%

Enrollment

in 1000s

Average

section

size


Universities

TABLE S.11 Percentage of sections in Mainstream Calculus I and II taught using various reform methods in

mathematics departments of four-year colleges and universities by size of sections, and percentage of sections taught

using various reform methods in public two-year college mathematics programs in fall 2005 (For four-year colleges

and universities, figures in parentheses show percentages of enrollments from 1995 and 2000.) Also total enrollments

(in 1000s) and average section sizes. Distance-learning sections are not included.

Percentage of sections taught using

Jan 15, 07; Dec 31; Dec 6; Nov 24; Sept25(formerSFY.18)Sept 18; Sept 11; Sept 8; formerly SFY.20; August 30, 2006

Summary 25

Mainstream Calculus I Mainstream Calculus II

0

10

20

30

40

50

60

Pe

rce

nta

ge

of se

ctio

ns

Graphing calculator

Writing assignments

Computer assignments

On-line resource systems

Group projects

FIGURE S.11.1 Percentage of sections of Mainstream Calculus I and Mainstream

Calculus II taught using various reform methods in mathematics departments at four-year

colleges and universities in fall 2005.

Dec 6;Sept25(former SFY.18.1);Sept 18; Sept 8, 2006; formerly SFY.20.1


0

10

20

30

40

50

60

70

80

90

Pe

rce

nta

ge

of

se

ctio

ns t

au

gh

t u

sin

g

Graphing calculator

Writing assignments

Computerassignments


Group projects

FIGURE S.11.2 Percentage of sections in Mainstream Calculus I and Mainstream

Calculus II taught using various reform methods in mathematics programs at public two-

year colleges in fall 2005.

Dec 6; Sept25(formerSFY.18.4); Sept 18; Sept 8, 2008; formerly SFY20.4


Regular section >30

Regular section <31


0 5 10 15 20 25 30 35 40 45 50


Graphing calculators

Writing assignments



Group projects

FIGURE S.11.3 Percentage of sections in Mainstream Calculus II taught using various reform methods in

mathematics departments at four-year colleges and universities by size of sections in fall 2005.

Oct10; Sept 25(former SFY.18.3); Sept 18; Sept 8, 2006; formerly SFY.20.2


0

10

20

30

40

50

60

70

80

90

Perc

enta

ge o

f sectio

ns t

au

gh

t u

sin

g

Graphing calculator

Writing assignments

Computerassignments


Group projects

FIGURE S.11.4 Percentage of sections in Mainstream Calculus I and Mainstream

Calculus II taught using various reform methods in mathematics programs at public two-

year colleges in fall 2005.

Sept25(formerSFY.18.4); Sept 18; Sept 8, 2008; formerly SFY20.4

Summary 27

60

63

37

53

(26,45)

77

(44,72)

7

1

7

4

(7,14)

14

(17,20)

8

5

4

5

(6,13)

9

(8,15)

7

4

5

5

na

3

na

4

1

6

3

(7,9)

14

(20,20)

28

30

50

108

(97, 105)

20

(26, 16)

64

23

44

37

(39, 40)

23

(26,22)

Non-Mnstream Calculus I


Regular section <31

Regular section >30

Course total 2005

% of sections

(1995,2000) % of

enrollment

Two-Year Colleges

Non-Mnstream Calculus I

2005 % of sections

(1995,2000)

% of sections

Graphing

calculators

%

Writing

assignments

%

Computer

assignments

%

On-line

resource

systems

%

Group

projects

%

Enrollment

in 1000s

Average

section

size


Universities


TABLE S.12 Percentage of sections in Non-Mainstream Calculus I taught using various reform methods in

mathematics departments at four-year colleges and universities by size of sections, and percentage of sections

taught using various reform methods in mathematics programs at public two-year colleges, in fall 2005. Also total

enrollments (in 1000s) and average section sizes. Distance-learning sections are not included. (For four-year

colleges and universities, data from 1995 and 2000 show percentage of enrollments.)

Note: 0 means less than one-half of 1%.

Dec 31; Dec 6;Nov 24; Nov 7; Sept25(formerSFY.20); Sept 18; Sept 11;Sept 8;

formerly SFY.22;Sept 2, 2006


Regular section >30

Regular section <31


0 10 20 30 40 50 60 70


Group projects



Writing assignments


FIGURE S.12.1 Percentage of sections in Non-Mainstream Calculus I taught using various reform methods in

mathematics departments at four-year colleges and universities by size of sections in fall 2005.

Dec 6;Nov 10; Sept25(formerSFY.20.1); Sept 18; Sept 8, 2006; formerly

SFY22.1

Summary 29

42

30

44

36

(na,47)

9

0

1

5

(na,13)

73

(na,59)

48

30

21

28

(na, 39)

42

19

57

46

(na,23)

44

(na,50)

83

56

46

55

(51,48)

59

85

52

58

(59,63)

45

(46,46)

0

4

2

3

na

26

30

1

16

na

10

na

38

19

5

16

(na,22)

30

16

22

26

(na,43)

24

(na,35)

12

54

56

122

(95, 114)

28

1

13

42

(35,40)

101

(69,71)

32

24

40

31

(33,42)

82

12

50

63

(51,65)

26

(28,25)



Regular section <31

Regular section >30

Course total 2005

% of sections


% of enrollment



Regular section <31

Regular section >30

Course total 2005

% of sections


% of enrollment

Two-year colleges

Course total 2005

% of sections


% of sections

Graphing

calculators

%

Writing

assignments

%

Computer

assignments

%

On-line

resource

systems

%

Group

projects

%

Enrollment

in 1000s

Average

section

sizeElementary Statistics


TABLE S.13 Percentage of sections in Elementary Statistics (no Calculus prerequisite) taught using various reform

methods in mathematics and statistics departments in four-year colleges and universities, and percentage of

sections in mathematics programs at public two-year colleges taught using various reform methods in fall 2005. Also

total enrollment (in 1000s) and average section sizes. (Data from 1995,2000 show percentage of enrollments.)

Dec 6;Sept25(formerSFY.23); Sept 18; Sept 8; formerly SFY.25; August 30, 2006


graphing calculators nor computer technology.WritingassignmentsweremuchmorewidelyusedinElementaryStatisticscourses than inanyCalculuscourse.Groupprojects,whilenotusedinmorethanaboutoneinfourElementaryStatisticscourses,weremore widely used in that course than in Calculus.Statisticsdepartmentsshowedmoreinterestinonlineresource systems than did either four-year mathe-maticsdepartmentsortwo-yearcollegemathematicsprograms,withoneinsixstatisticsdepartmentsusingsuch online resource systems in their ElementaryStatisticscourses.

Demographics of the Mathematical Sciences Faculty

The remaining tables in this chapter present asnapshot of faculty demographics in mathematicsandstatisticsdepartmentsoffour-yearcollegesanduniversitiesandinthemathematicsprogramsoftwo-yearcollegesduringfall2005.Furtherdetailsaboutfour-year mathematics and statistics departmentfacultyappear inChapter4,whileadditional infor-mationabouttwo-yearmathematicsprogramfacultyisgiveninChapter7.

Sources of demographic dataData concerning two-year college mathematics

facultywerecollected,asinpreviousCBMSsurveys,as part of the two-year-college questionnaire (seeSectionsD,E,F,andGofthe2005questionnaire).In contrast, data concerning four-year college anduniversityfacultycamefromatotallyseparatesurvey,conductedbytheJointDataCommittee(JDC)offive

professional societies (the American MathematicalSociety, the American Statistical Association, theInstituteofMathematicalStatistics,theMathematicalAssociationofAmerica,andtheSocietyforIndustrialandAppliedMathematics).

Since1957,theJointDataCommittee (JDC)hascarriedoutannualdepartmentalsurveysoffour-yearmathematicsandstatisticsdepartments for itsownpurposes. In fall 2000, department chairs objectedstronglytoansweringalmostthesamefacultydemo-graphicsquestionsontwoseparatesurveys,oneforJDC and the other for CBMS2000. Consequently,CBMS2005andJDCmadeanagreementtousetheJDCsurveyinfall2005asthebasisfordemographicestimatesneededfortheCBMS2005report.

Using the JDC survey to obtain faculty data forCBMS2005simplifiedthelivesofdepartmentchairsbut had two important drawbacks in terms of thefaculty demographics sections of this report. Thefirstconcernedresponserates.AscanbeseenfromAppendix II, Part II, the JDC survey had strongresponse rates from doctoral departments, butresponseratesfrombachelorsdepartmentswerenotasstrong,andstandarderrorsfortheJDCestimatesfor bachelors-level departments were sometimesuncomfortablylarge.Thesecondmajordrawbackofusing JDC data for faculty demographics sectionsofCBMS2005wasthatJDCsurveysdonotincludemasters-leveldepartmentsofstatistics.Therefore,the faculty demographic data concerning statistics depart-ments in this chapter and in Chapter 4 describe only doctoral statistics departments, while earlier CBMS reports presented demographic data on both masters

Mathematics Depts Statistics Depts Two-Year Colleges

0

10

20

30

40

50

60

70

80

Pe

rce

nta

ge

of S

ectio

ns


Writing assignments



Group projects

FIGURE S.13.1 Percentage of sections in Elementary Statistics (no Calculus prerequisite) taught using

various reform methods in four-year colleges and universities and in two-year colleges, in fall 2005.

Dec 6;Nov 10; Sept25(formerSFY.23.1); Sept 18; Sept 6, 2006; formerly

SFY.25.1

Summary 31

19572

5399

840

125

7742

14266

19779

7301

808

102

7921

14887

21885

6536

946

112

9403

18227


Full-time faculty

Part-time faculty


Full-time faculty

Part-time faculty

Two-Year College


Full-time faculty

Part-time faculty


Universities

TABLE S.14 Number of full-time and part-time faculty in mathematicsdepartments at four-year colleges and universities, in doctoral statisticsdepartments at universities, and in mathematics programs at two-yearcolleges in fall 1995, 2000, and 2005. (Two-year college data for 2005include only public two-year colleges.)

1 Paid by two-year colleges. In fall 2000, there were an additional 776 part-

time faculty in two-year colleges who were paid by a third party (e.g., by a

school district, in a dual-enrollment course) and in 2005 the number paid by

a third party was 1915.

1

Note on data sources: Data on four-year mathematics and statistics

departments in Table S.14 are taken from annual reports of the Joint Data

Committee of AMS/ASA/IMS/MAA/SIAM, published in fall issues of the

Notices of the American Mathematical Society. Combined data for statistics

and biostatistics departments with Ph.D. programs are reported as Group

IV data in those reports, and the figures reported in Table S.14 for statistics

departments were obtained by removing all departments that do not have

undergraduate programs from the Group IV totals.

1995 2000 2005

and doctoral statistics departments. However,thedatainChapters2,3,and5onenrollmentsandcurric-ularissuesdoincludebothmastersanddoctoral-levelstatisticsdepartments.

In an attempt to make sure that historical dataonfacultydemographicsinthisreportareinternallyconsistent, historical data on faculty demographics in CBMS2005 are taken from JDC data from previous years, rather than from earlier CBMS reports. Therefore,historical faculty data in CBMS2005 may appearsomewhat different from faculty data published inearlierCBMSreports.

Readers who compare CBMS2005 faculty demo-graphicdataondoctoralstatisticsdepartmentswith

JointDataCommitteepublicationswillseeadiffer-encebetweenCBMS2005datafordoctoralstatisticsdepartmentsandwhatJDCpublicationscall“GroupIV.” JDC’s Group IV consists of doctoral statistics,biostatistics, and biometrics departments, some ofwhichdonot offer anyundergraduate programsorcourses. To make the faculty demographic data inthisreportfitintoastudyofthenation’sundergrad-uateprograms,onlyasubsetofGroupIVwasused.This subset consisted of only thosedoctoral statis-ticsdepartmentswithundergraduateprograms,andexcluded biometrics and biostatistics departments.


B B

B

J J J

H H

H

1995 2000 2005

0

5000

10000

15000

20000

25000

B Mathematics, 4-year

J Statistics, 4-year

H Mathematics, 2-year

FIGURE S.14.1. Number of full-time faculty in mathematics departments of four-year

colleges and universities, in doctoral statistics departments, and in mathematics programs

at two-year colleges in fall 1995, 2000, and 2005.

Dec 6; Oct 11

1995 2000 20050

2000

4000

6000

8000

10000

12000

14000

16000

18000

20000

Num

ber

of P

art-

time

Facu

lty

Four-Year Mathematics Departments

TYC Mathematics Programs

FIGURE S.14.2 Number of part-time faculty in mathematics departments at four-yearcolleges and universities and in mathematics programs at two-year colleges (TYCs) in fall1995, 2000, and 2005.

Nov 7; Oct 10 (former S.21.1); Sept25(former SF.12.1); Apr 23, 2007

The number of mathematical sciences faculty members (Table S.14)

TableS.14showsthatbetweenfall1995andfall2005thereweresubstantialincreasesinthenumberoffull-timeandpart-timefacultyinfour-yearmath-ematics departments. Over the decade there was a12% increase in the number of full-time faculty infour-yearmathematicsdepartments,withalmostallofthatgrowthinthelasthalfofthedecade.Thenumberofpart-timefacultyinfour-yearmathematicsdepart-

ments,whichhadgrownbymorethanathirdbetween1995and2000,actuallydeclinedbetweenfall2000andfall2005asfour-yearcollegesincreasedtheirfull-timestaff,butpart-timenumbersstillrosebynearly21% over the decade 1995–2005. For comparison,recall that during the same period, total four-yearcollegeanduniversityenrollmentsgrewby21%(seeTableS.1)andenrollmentsinmathematicsandstatis-ticsdepartments increasedbyabout8% (seeTableS.2).

Summary 33

1995 2000 2005

0

5000

10000

15000

20000

25000

30000

Nu

mb

er

of fa

cu

lty Full-time

Part-time

FIGURE S.14.3 Number of full-time and part-time faculty in mathematics

departments of four-year colleges and universities in fall 1995, 2000, and

2005.

Oct 31; Oct 10

1995 2000 2005

0

5000

10000

15000

20000

25000

30000

Nu

mb

er

of

Fa

cu

lty

Full-time

Part-time

FIGURE S.14.4 Number of full-time and part-time faculty in mathematics

programs at two-year colleges in fall 1995, 2000, and 2005.

Oct 10 (former S.21); Sept25(former

SF.12.3)


1995 2000 2005

0

200

400

600

800

1000

1200

Full-time

Part-time

FIGURE S.14.5 Number of full-time and part-time faculty in doctoral statistics departments

in fall 1995, 2000, and 2005.

Dec 6; Nov 7; Oct 11(AMS data)Thenumberoffull-timefacultyindoctoralstatisticsdepartments,whichdroppedbetween1995and2000,rebounded substantially between 2000 and 2005,recordingaroughly13%growthduringthe1995–2005decade.Thenumberofpart-timefacultyindoctoralstatisticsdepartmentsdeclinedbyabout10%duringthatsameten-yearperiod.Tocomparefacultygrowthwithenrollmentgrowthindoctoralstatisticsdepart-ments,oneneedstouseTableE.2ofChapter3ratherthanTableS.2.TableE.2showsthatundergraduateenrollmentsindoctoralstatisticsdepartmentsstoodat62,000infall1995,andat62,000infall2005.Theten-yearundergraduateenrollmentgrowthinstatis-ticsdepartmentsthatappearsinTableS.2wasallinmasters-leveldepartments.

Two-year college mathematics programs saw aroughly 21% increase in full-time faculty between1995and2005,an increase thatmatches the21%growth in total TYC enrollment and also the 21%mathematicsandstatisticsenrollmentgrowthinTYCsthatwasmentionedearlierinthischapter.

The roughly 10% decline between fall 2000 andfall2005inthenumberofpart-timefacultyinfour-yearmathematicsdepartmentsstandsincontrasttotheTableS.6findingthatthepercentageofsectionstaughtbypart-timefacultyinfour-yearmathematicsdepartmentsheldsteadybetween fall2000and fall2005, suggesting that the typical part-time facultymember in fall2005was teachinga largernumberof courses than in fall 2000. CBMS2005 does nothavedataontheaverageteachingassignmentofpart-timefaculty,butTable22of[NCES2]showsthatthe

averagepart-timefacultymemberinnaturalsciencedepartmentsoffour-yearinstitutionsspentabout6.7hoursperweekintheclassroominfall2003.

Part-timefacultycomprisedabout23%ofallfacultyin four-yearmathematicsdepartments in fall2005.Comparedwithotherdisciplines,the23%figureforpart-timefacultyisnotparticularlylarge.FederaldatapublishedbyNCESinfall2006[NCES2]showedthat,across all disciplines in four-year institutions, thepercentageofpart-timefacultyamongallfacultywasabout 43% in 2003, a figure that has held steadysinceatleast1992.Withinthenaturalsciences,thecategory into which the NCES report places math-ematics and statistics, the percentage of part-timefacultyamongallfacultywas23.5%in2003.

Appointment type and degree status of the faculty (Tables S.15 and S.16)

The approximately 11% growth (see Table S.14)inthetotalnumberof full-timefaculty in four-yearmathematicsdepartmentsbetweenfall2000andfall2005 consisted of a roughly 6% growth in tenuredandtenure-eligible(TTE)faculty,coupledwitha31%growthinthenumberoffull-timemathematicsfacultywhoareoutsideoftheTTEstream.Startingin2003,theJointDataCommittee(JDC)ofthemathematicalsciencesprofessionalsocietiesbegancollectingdataonthenumberofpostdoctoral(PD)faculty,asubsec-tionoftheOFTcategory,andthisCBMS2005reportwillpresentparalleldataontheentireOFTcategoryandonthesubcategoryofPDfaculty.

Summary 35

Startingin2003,theterm“postdoctoralappoint-ment”hada standarddefinition inJDCsurveys.Apostdoctoral(PD)appointmentisafull-time,tempo-rarypositionthatisprimarilyintendedtoprovideanopportunitytoextendgraduatetrainingortofurtherresearch. Consequently, a department’s sabbaticalreplacements,itsseniorvisitingfaculty,anditsnon-TTE instructors arenot counted asPDappointees.CBMS2005usedtheJDCdefinition.

Anecdotal evidence suggests that there wassubstantial growth in the number of postdoctoralappointmentsinmathematicalsciencesdepartmentsbetween 1995 and 2005, in large part due to theNSFVIGREprogram.TableS.15 shows that in fall2005,aboutoneinsixmembersofthecombinedOFTcategoryinfour-yearmathematicsdepartmentswerepostdoctoralappointees.

Tot

al

1977

9

1664

0

3139

808

794

14

2058

7

Tot

al fu

ll-tim

e

facu

lty

7921

2850

8

TT

E

1624

5

1497

8

1267

709

707

2

1695

4

Ful

l-tim

e

perm

anen

t

6960

2391

4

Oth

er

full-

time

3533

1662

1872 99 87 12

3632

Ful

l-tim

e

tem

pora

ry

961

4593

Pos

tdoc

na

na na na

na na na

na

Tot

al

2188

5

1807

1

3814

946

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31

2283

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Tot

al fu

ll-tim

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lty

9403

3223

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E

1725

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1590

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783

781

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9

Ful

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8793

2683

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4629

2165

2464

163

133

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610

5402

Pos

doc

819

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870

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s

Dep

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Fu

ll-ti

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facu

lty

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doct

oral

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Hav

ing

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r de

gree

Do

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tati

stic

s

Dep

artm

ents

Fu

ll-ti

me

facu

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Hav

ing

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oral

degr

ee

Hav

ing

othe

r de

gree

To

tal M

ath

& S

tat

Dep

ts

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e

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ll-ti

me

facu

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nd

To

tal

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r C

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all 2

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Num

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of fu

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culty

who

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TT

E),

pos

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nd o

ther

full-

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(OF

T)

in m

athe

mat

ics

and

doct

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sta

tistic

s de

part

men

ts o

f fou

r-ye

ar c

olle

ges

and

univ

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ties,

and

in m

athe

mat

ics

prog

ram

s at

two-

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col

lege

s, in

fall

2000

and

fall

2005

.

(Pos

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s ar

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clud

ed in

the

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ll-tim

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28;

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Full-time faculty numbers in doctoral statisticsdepartmentsfellbetweenfall1995andfall2000,andthen rosebyabout17%between fall 2000and fall2005.ThenumberofOFTfacultyindoctoralstatisticsdepartmentsrosebyalmost65%between2000and2005,whilethenumberofTTEfacultygrewbyabout10%. Postdoctoral positions are more common indoctoralstatisticsthaninmathematicsdepartments;oftheOFTfacultyindoctoralstatisticsdepartmentsin fall 2005, almost one in three held postdoctoralappointments.

Two-yearcollegesusuallydonothavetenuredandtenure-eligiblefaculty,andyettheymakeadistinctionbetween facultywho are “permanent full-time” and“temporaryfull-time.”Thenumberofpermanentfull-timefacultyintwo-yearcollegemathematicsprogramsgrewbyabout26%betweenfall2000andfall2005.That increase more than wiped out the 8% declinebetween fall 1995 and fall 2000 and resulted in anetincreaseinpermanentfull-timefacultyofabout16%duringthe1995–2005decade(cf.TablesSF.6inCBMS1995andCBMS2000).Thenumberoftempo-raryfull-timefacultyintwo-yearcollegemathematicsprogramsdeclinedbyaboutathirdfromthelevelsoffall2000,butstillalmostquadrupledbetween1995and2005.

In four-year mathematics departments, thepercentageofTTEfacultyholdingdoctoratesrosefrom90%in fall1995to92%in fall2000andremainedatthe92%levelinfall2005.ThepercentageofTTEfacultyholdingdoctoraldegreesvariesconsiderablybythehighestdegreeofferedbythedepartment,andthedataonpercentageofdoctoraldegreesbytypeofdepartmentappearsinChapter4ofthisreport.

TableS.15showsthatindoctoralstatisticsdepart-ments,thepercentageofPh.D.-holdingfacultyamongallTTEfacultywasabove99%infall2000andfall2005.TableSF.6ofCBMS1995presentsdatashowing

thatabout91%ofTTEfacultyinstatisticsdepartmentshelddoctoraldegreesin1995,butitisimportanttoremember that CBMS1995 data included masters-levelaswellasdoctoralstatisticsdepartments.

The percentage of doctoral faculty in the OFTcategoryisunderstandablyfarlowerthanintheTTEcategory.TableSF.5ofCBMS1995showsthatinfour-year mathematics departments the percentage was43%infall1995,andtheJDCdatapresentedinTableS.15ofthisreportshowsthatthepercentageremainedsteadyat47%infall2000andfall2005.TableS.15of thisreportshowsthatamongtheOFT faculty indoctoral statistics departments, the percentage ofPh.D.-holding faculty actually declinedbetween fall2000andfall2005,inspiteofthefactthatinfall2005,almostoneoutof threemembersof theOFTgroupwere postdoctoral appointees. Perhaps this declinerepresentedtheadditionofmanymasters-levelfull-timeinstructorsindoctoralstatisticsdepartments.

TableS.16showsthepercentageofmathematicsprogrampermanentfacultyintwo-yearcollegeswhoareatvariousdegreelevels.Therewasnotmuchvari-ationbetweenthepercentagesreportedin1990andin2005.Thepercentageoftwo-yearcollegemathematicsfacultyholdingdoctoratesheldsteadyatthe16to17percentlevel,andmasters-degreefacultyhaveslowlyreplaced bachelors-degree faculty in mathematicsprograms.TableS.16containsananomalythatwillreappear many times in this report. CBMS studiesbefore2005 includedbothpublicandsomeprivatetwo-yearcollegeswhileCBMS2005doesnotincludeanyprivatetwo-yearcolleges.NCESdataonenroll-ments in public and private two-year colleges cansometimesbeusedtoestimatepublictwo-yearcollegenumbers,asinthediscussionofTableS.1above,buttheresultingestimatesarerough,atbest.

1990

17

79

4

7222

1995

17

82

1

7578

2000

16

81

3

6960

2005

16

82

2

8793

Highest degree of TYC permanent

mathematics faculty

Doctorate

Masters

Bachelors

Number of full-time permanent faculty

Percentage of full-time permanent faculty

TABLE S.16 Percentage of full-time permanent faculty in mathematics programs at two-year

colleges by highest degree in Fall 1990, 1995, 2000, and 2005. (Data for 2005 include only public

two-year colleges.)

Dec 6; Oct 10 (former S.15);Sept25(former SF.6); Sept 7; August 30, 2006

%%%%

Summary 37

1990 1995 2000 2005

0

10

20

30

40

50

60

70

80

90

100

Pe

rce

nta

ge

of fu

ll-tim

e fa

cu

lty

Bachelors

Masters

Doctorate

FIGURE S.16.1 Percentage of full-time permanent faculty in mathematics

programs at two-year colleges by highest degree in fall 1990, 1995, 2000,

and 2005. Data for 2005 include only public two-year colleges.

Oct 10(former S.15); Sept25(formerSF.6.1); Sept 18; Sept 11, 2006;

formerly SF.7.1

Gender, Age, and Ethnicity Among the Mathematical Sciences Faculty (Tables S.17 to S.23)

JDCsurveysshowthatthepercentageofwomeninmathematicalsciencesdepartmentshasbeenrisingformanyyears,andTableS.17showsthatthepercentageofwomeninthenation’smathematicsandstatisticsfacultyroseagainbetweenfall2000andfall2005.

Infour-yearmathematicsdepartments,15%ofthetenuredfacultywerewomeninfall2000,afigurethatrose to18% in fall2005.Thepercentageofwomenamong tenure-eligible mathematics departmentfacultywas29%inbothfall2000andfall2005,andintheOFTcategory,thepercentageofwomenrosebythreepoints,to44%.Becausewomenheldonly23%of thePDpositions inmathematicsdepartments infall2005,thatthreepercentagepointincreasemusthavebeenconcentratedinthenon-postdoctoralOFTcategory. In estimating future trends, the fact thatwomen received30%ofmathematics and statisticsdoctoratesbetween2000and2005suggeststhatthepercentageofwomenamongmathematicsdepartmentfacultywillcontinuetorise.

ThefiguresinTableS.17donottellthewholestoryaboutthepercentageofwomenamongmathematicsdepartment faculty in theU.S.Tables inChapter4presentthisdataonthebasisofthehighestdegreeoffered by the department, and show considerablevariationinthepercentageofwomenfacultybetween,forexample,doctoralmathematicsdepartmentsandmathematics departments that offer only bachelorsdegrees.Forexample,TableF.1ofChapter4showsthatbetweenfall2000andfall2005,thepercentageofwomenamong tenured faculty indoctoralmath-ematics departments rose from about 7% to about

9%, percentages that are only half as large as thecorrespondingpercentagesforallmathematicsdepart-mentsinTableS.17.

Doctoralstatisticsdepartmentsalsosawanincreaseinthepercentageofwomenfacultybetweenfall2000andfall2005.Infall2000,9%oftenuredfacultyindoctoralstatisticsdepartmentswerewomen,whileinfall2005thepercentagewas13%.Thepercentageofwomenintenure-eligiblepositionsalsorose,from34%to37%,and31%ofpostdoctoralfacultyindoctoralstatisticsdepartmentswerewomen.

Inrecentyears,womenhaveheldagreaterpropor-tionofpositionsinmathematicsprogramsattwo-yearcolleges than in mathematics departments of four-year colleges and universities. In fall 2000, womenheld49%ofmathematicsprogrampositionsintwo-yearcolleges,andby fall2005thatpercentagehadrisento50%.

TablesS.18andS.19presentdataon theageoftenured and tenure-eligible mathematical sciencesfacultymembers,bygender.Theaverageagedataforfall 2000 is taken from theCBMS2000 report, anddataforfall2005aboutfour-yearmathematicsandstatisticsdepartmentscomefromsurveysbytheJDC.Information about age distribution among two-yearcollegemathematicsfacultywascollectedaspartoftheCBMS2005survey.

Infour-yearmathematicsdepartments,theaverageage of tenured men and women rose between fall2000 and fall 2005, presumably because seniorfaculty are delaying retirement. The average age oftenure-eligible-but-not-tenuredmenandwomenalsoincreased,possiblyreflectingthefactthatmanynewPh.D.sspenttimeinpostdoctoralpositionsorothervisiting positions before entering their first tenure-


Tot

al

1977

9

4346

(22%

)

808

140

(17%

)

Tot

al fu

ll-

time

6960

3423

(49%

)

Ten

ured

1295

9

1941

(15%

)

572

51 (9%

)

Ful

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age<

40

1392

626

(45%

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Ten

ure-

elig

ible

3287

954

(29%

)

137

47

(34%

)

Oth

er

full-

time

3533

1450

(41%

)

99 42

(42%

)

Pos

tdoc

na na na na

Tot

al

2188

5

5641

(26%

)

946

211

(22%

)

Tot

al fu

ll-

time

8793

4387

(50%

)

Ten

ured

1287

4

2332

(18%

)

604

79

(13%

)

Ful

l-tim

e

age<

40

2326

1148

(49%

)

Ten

ure-

elig

ible

4382

1250

(29%

)

179

66

(37%

)

Oth

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full-

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4629

2059

(44%

)

163

66

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819

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Num

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41

91

Num

ber

of w

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1

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TA

BL

E S

.17

Gen

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05. A

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s ar

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the

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ual R

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AM

S-A

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oint

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a C

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Summary 39

Fall 2000 Fall 20050

5

10

15

20

25

30

35

40P

erce

ntag

e of

Fac

ulty

% Women, Tenured , Mathematics Depts

% Women, TE, Mathematics Depts

% Women, Tenured, Doctoral Statistics Depts

% Women, TE, Doctoral Statistics Depts

FIGURE S.17.1 Percentage of women in tenured and tenure-eligible(TE) categories in mathematics departments of four-year colleges

and universities and doctoral statistics departments, in fall 2000 and 2005.

June 11, 2007; Dec 6; Oct 10(formerS.16.1); Oct 7 (newAMS)

<30

0%

0

1

1

2

<30

5

30-34

1%

0

6

2

9

30-34

8

35-39

4%

1

5

2

13

35-39

12

40-44

8%

3

3

1

14

40-44

13

45-49

9%

2

1

1

13

45-49

15

50-54

10%

3

1

0

14

50-54

18

55-59

11%

2

1

0

14

55-59

17

60-64

11%

1

0

0

13

>59

11

65-69

5%

0

0

0

6

>69

2%

0

0

0

2

52.4

49.6

36.6

37.8

47.6

53.7

50.2

38.9

38.6

47.8


Tenured men

Tenured women

Tenure-eligible men

Tenure-eligible women

Total tenured & tenure-

eligible faculty

Two-Year College


Full-time permanent

faculty

Average age

2000

Average age

2005

Four-Year College &

University

TABLE S.18 Percentage of all tenured and tenure-eligible faculty in mathematics departments of four-year colleges and

universities in various age groups, and average age, by gender in fall 2005. Percentage full-time permanent faculty in mathematics

programs at public two-year colleges, by age, and average ages in fall 2005. Also, historical data from fall 2000.

Note: 0 means less than half of 1%. Round-off may cause some marginal totals to appear inaccurate.

Percentage of tenured/tenure-eligible faculty

Percentage of permanent full-time faculty

Dec 6; Nov 10; Nov 3; Oct 31; Oct 10(former S.17); Oct 2; Sept25(former SF.8); Sept 18; Sept

11;Sept 8; AUGUST 30, 2006; formerly SF9 has two figures


>69

65-6

9

60-6

4

55-5

9

50-5

4

45-4

9

40-4

4

35-3

9

30-3

4

<30

Women

Men

12

10

8

6

4

2

0

Perc

enta

ge o

f T

TE

faculty

Perc

enta

ge o

f T

TE

faculty

0

2

4

6

8

10

12

FIGURE S.18.1 Percentage of all tenured and tenure-eligible (TTE) faculty in mathematics departments at four-

year colleges and universities belonging to various age groups, by gender, in fall 2005.

Nov 1; Oct 10(former S.17.1)

<30 30-34 35-39 40-44 45-49 50-54 55-59 >59

0

5

10

15

20

Perc

enta

ge o

f fu

ll-tim

e f

acu

lty

Age

FIGURE S.18.2 Percentage of permanent full-time faculty in various age

groups in mathematics programs at public two-year colleges in fall 2005.

Dec 6; Nov 3; Oct 31; Oct 10(former S.17.2); Oct 2(former SF.8.2)

Summary 41

0%

0

2

2

5

1%

1

8

4

15

6%

2

5

2

15

8%

3

1

0

12

10%

2

0

0

12

11%

1

0

0

12

11%

1

0

0

12

9%

1

0

0

9

6%

0

0

0

6

2%

0

0

0

2

52.6

48.3

34.4

38.0

52.7

45.6

33.7

33.2

Tenured men

Tenured women

Tenure-eligible men


Total tenured &

tenure-eligible faculty

<30 30-34 35-39 40-44 45-49 50-54 55-59 60-64 65-69 >69

Average

age 2000

Average

age 2005

Doctoral Statistics

Departments

TABLE S.19 Percentage of tenured and tenure-eligible faculty belonging to various age groups in doctoral statistics

departments at universities by gender, and average ages in fall 2005. Also average ages for doctoral and masters

statistics departments (combined) in fall 2000.

Note: 0 means less than half of 1%. Roundoff may cause some marginal totals to appear inaccurate.

Average ages for fall 2000 from CBMS2000 Table F.5.

Percentage of tenured/tenure-eligible faculty

Nov 6; Oct 31; Oct 25(new AMS data); Oct11(former S.18); Oct9; Oct 2;

Sept25(formerSF.9); Sept 8,2006; formerly SF10

1

1

>69

65-6

9

60-6

4

55-5

9

50-5

4

45-4

9

40-4

4

35-3

9

30-3

4

<30

Women

Men

12

10

8

6

4

2

0

Perc

enta

ge o

f T

TE

faculty

Perc

enta

ge o

f T

TE

faculty

0

2

4

6

8

10

12

FIGURE S.19.1 Percentage of tenured and tenure-eligible faculty in various age groups, by

gender, in doctoral statistics departments in fall 2005.

Oct 31; Oct11(former S.18.1); Oct 2, 2006


eligiblepositions.TableS.19showssimilarincreasesin average ages in doctoral statistics departments,withtheexceptionoftenure-eligible-but-not-tenuredwomenfaculty,whoseaverageageactuallydeclinedslightlybetweenfall2000andfall2005.Theaverageages of faculty in two-year college mathematicsprogramsalso increasedbetween fall 2000and fall2005,butonlymarginally.

Forsomereason,theaverageagesofeachofthefourfacultygroupsstudiedinTablesS.18andS.19are lower indoctoralstatisticsdepartmentsthaninmathematics departments. Table F.4 in Chapter 4showsthatthisaverageagedifferencepersistsevenifdoctoralstatisticsdepartmentsarecomparedwithdoctoralmathematicsdepartmentsratherthanwithallmathematicsdepartments.

Forastudyoftheagedistributionofmathematicsprogramfacultyintwo-yearcolleges,seeTablesTYF.16andTYF.17inChapter7ofthisreport.

Dataontheagesoffacultyisbecomingdifficulttoobtainfromdepartmentalsurveys,andsomedepart-mentsreportedthattheywereprohibitedbyuniversitypolicyfromobtainingsuchdata.Theremaybefederalsourcesforthisage-distributiondata.

Table S.20 presents the distribution of all full-time mathematical sciences faculty among variousethnicgroups.TheCBMS2005questionnairesusedtheethniccategoriesanddescriptionsthatappearincontemporaryfederalsurveys.Becausethepercentageof mathematical sciences faculty in several of thefederalcategoriesroundedtozero,TablesS.20andS.21combinesomeof thesmallercategories intoacolumntitled“unknown/other”.

ComparisonsofTableS.20withfall2000datainCBMS2000TableSF.11showthatthepercentageoffour-yearmathematicsdepartment faculty listedas“White,notHispanic”declinedfrom84%infall2000to80%infall2005.ThepercentageofAsiansamong

5%

1

2

1

1

0

1

1

9

3

1%

0

0

0

0

0

0

0

2

1

1%

0

0

0

0

0

0

0

2

1

39%

9

11

4

2

1

7

7

59

21

1%

0

0

0

0

0

1

0

2

1

Tenured men

Tenured women

Tenure-eligible men


Postdoctoral men

Postdoctoral women

Full-time men not

included above

Full-time women not

included above

Total full-time men

Total full-time women

AsianBlack, not

Hispanic

Mexican

American/

Puerto

Rican/ other

Hispanic

White, not

Hispanic

Not known/

otherMathematics Departments

TABLE S.20 Percentage of gender and of racial/ethnic groups among all tenured, tenure-eligible, postdoctoral, and other full-time faculty in mathematics departments of four-year colleges and universities in fall 2005.

Note: 0 means less than half of 1% and this may cause apparent column sum inconsistencies.

Feb 7, jwm;replacement Jan26,07;Nov3;Oct11(formerS.19)Oct 2;Sept25(formerSF.10);Sept 8; former SF.11

Note: The "Not known/other" category includes the federal categories Native American/Alaskan Native and Native

Hawaiian/Other Pacific Islander.

Summary 43

10%

2

6

3

1

1

1

0

18

7

0%

0

0

0

0

0

0

0

1

1

1%

0

0

0

0

0

0

0

1

0

41%

6

7

4

2

1

5

4

55

16

1%

0

0

0

1

0

0

0

2

1

Tenured men

Tenured women

Tenure-eligible men


Postdoctoral men

Postdoctoral women

Full-time men, not

included above

Full-time women, not

included above

Total full-time men

Total full-time women

AsianBlack, not

Hispanic

Mexican

American/

Puerto Rican/

other Hispanic

White, not

Hispanic

Not known/

other

Doctoral Statistics

Departments

TABLE S.21 Percentage of gender and of racial/ethnic groups among all tenured, tenure-eligible, postdoctoral, and

other full-time faculty in doctoral statistics departments at universities in fall 2005.

Note: 0 means less than half of 1%; roundoff causes apparent column sum inconsistencies.

replacement Jan26, 07;

Dec 31; Oct11(former

S.20); Oct 2; Sept25

(former SF.11); Sept

8(former SF12)

Note: The column "Not known/other" includes the federal categories Native American/Alaskan Native and Native Hawaiian/Other

Pacific Islander.

thefour-yearmathematicsfacultygrewfrom10%infall2000to12%infall2005.Thepercentageoffacultyclassified as “Black, not Hispanic” and “MexicanAmerican,PuertoRican,orOtherHispanic”didnotchangemuchbetween2000and2005.

Table S.21 shows the distribution of doctoralstatistics faculty among various ethnic groups.Consequently, the table should be compared withTableF.7ofChapter4intheCBMS2000report,ratherthanwithanyChapter1tablefromCBMS2000.The

percentage of doctoral statistics department facultylistedas“White,notHispanic”declinedfrom75%infall 2000 to 71% in fall 2005 while the percentagelistedas“Asian”rosefrom21%infall2000to25%infall2005.

Thedistributionofmathematicsprogramfacultyinpublictwo-yearcollegesamongvariousethnicgroupsisstudiedinTablesTYF.10throughTYF.15ofChapter7ofthisreport.


135

68

119

322

17

na

172

132

137

441

33

274

174

165

123

462

16

163

139

140

219

499

14

292

5652

3563

8041

17256

783

Number of full-time

permanent faculty 2005

8793


Univ(PhD)

Univ(MA)

Coll(BA)

Total deaths and retirements in all


Doctoral Statistics

Departments:Total deaths and

retirements

Two-Year College Mathematics

Programs

Total deaths and retirements in all

TYC Mathematics Programs

1989-

1990

1994-

1995

1999-

2000

2004-

2005

Number of tenured/

tenure-eligible faculty

2005

Four-Year College & University

TABLE S.22 Number of deaths and retirements of tenured/tenure-eligible faculty from mathematics departmentsand from doctoral statistics departments by type of school, and of full-time permanent faculty from mathematicsprograms at two-year colleges between September 1, 2004 and August 31, 2005. Historical data is included whenavailable. (Two-year college data for 2005 includes only public two-year college data. Historical data on statisticsdepartments includes both masters and doctoral statistics departments.)

Feb 7, jwm; Dec 7; Nov 3; Oct 11(former S.21); Oct7(newAMSData);Oct 2(former S.22); Sept25(former SF.13); Sept 18; Sept 8,2006; formerly SF15

TableS.22summarizesdataon facultymemberswho leftmathematicalsciencesdepartmentsdue todeathorretirementbetweenSeptember1,2004andAugust31,2005.HistoricalcomparisonscanbebasedonTablesSF.15 in theCBMS1995andCBMS2000reports. Four-year mathematics departments lost2.7%,3.0%,and2.9%oftheirTTEfacultytodeathsandretirementsinthe1994–1995,1999–2000,and2004–2005academicyearsrespectively,whilemathe-

maticsprogramsattwo-yearcollegeslost3.6%,2.3%,and3.3%ofpermanentfull-timefacultyduringthosesame academic years. Statistics departments lost3.6%,1.8%,and1.8%of theirTTEfaculty in thosethree academic years, but when comparing thosethreepercentages,readersmustkeepinmindthatthetablesinCBMS1995andCBMS2000presentdataonallstatisticsdepartments,whileCBMS2005presentsdataondoctoralstatisticsdepartmentsonly.

Summary 45

TableS.23summarizesCBMS2005findingsaboutteaching assignments in four-year mathematicalsciencesdepartmentsofvarioustypes.TheCBMS2000tablewithcomparabledataforfour-yearcollegesanduniversitymathematicsdepartmentsisTableSF.16.Fordataonteachingassignmentsinthemathematicsprograms of two-year colleges, see Table TYF.2 inChapter7ofthisreport,andforhistoricalcompari-sons of two-year college teaching assignments, seeTableTYR.18ofCBMS2000.

Amongdoctoralmathematicsdepartments,abouttwo-thirdshadtypicalfall-termteachingassignmentsofatmostsixcontacthourswhile91%hadtypicalteachingassignmentsofatmosteightcontacthours.Slightly more than half of all masters-level math-ematics departments had typical fall-term teachingassignmentsofatmostelevencontacthours,whilealmost all masters-level departments assigned atmost twelve contact hours. Among bachelors-level

24

26

0

0

0

0

48

50

42

40

4

7

0

0

45

40

25

26

5

2

3

3

4

4

5

4

44

40

30

28

0

2

2

2

48

51

53

53

4

4

2

2

0

0

14

16

0

0

6.3

6.2

10.3

10.3

11.3

11.5

5.3

5.3

Mathematics

Departments

Univ (PhD) Fall

Univ (PhD) Spring

Univ (MA) Fall

Univ (MA) Spring

College (BA) Fall

College (BA) Spring

Statistics

Departments

Univ (PhD) Fall

Univ (PhD) Spring

< 6 hrs

%

6 hrs

%

7–8 hrs

%

9–11 hrs

%

12 hrs

%

>12 hrs

%

Average

assignment

TABLE S.23 Percentage of four-year college and university mathematics and statisticsdepartments having various weekly teaching assignments in classroom contact hours for tenuredand tenure-eligible faculty in spring 2005 and fall 2005, by type of department. Also averageassignment by type of department.

Oct 11(former S.22); Oct 2(former S.23); Sept25(formerSF.14); Sept 18; Sept 8, 2006; formerly SF16;August 30,2006


Univ (PhD) Univ (MA) Univ (BA) Univ (PhD)

0

10

20

30

40

50

60

Pe

rce

nta

ge

of

de

pa

rtm

en

ts

< 6 hrs

6 hrs

7–8 hrs

9–11 hrs

12 hrs

> 12 hrs

FIGURE S.23.1 Percentage of mathematics departments and doctoral statistics departments in four-year

colleges and universities having various weekly teaching assignments (in classroom contact hours) for tenured

and tenure-eligible faculty, by type of department, in fall 2005.

Mathematics Departments Statistics Departments

Dec 7; Oct 11(former S.22.1); Oct 2(former S.23.1); Sept25(formerSF.14.1); Sept 8,

2006; formerly SF16.1

departments,themajorityreportedteachingassign-mentsoftwelvecontacthoursperterm.

Anecdotalevidencesuggestedthatteachingassign-mentsinfour-yearcollegeanduniversitymathematicsdepartments declined between 2000 and 2005.ComparingTableS.23withCBMS2000TableSF.16shows that, on the national scale, any teachingassignment changes between 2000 and 2005 weremarginal.

CBMS also investigated spring-term teachingassignments by asking departments to report theiraverage teaching assignments for spring 2005 aswellasforfall2005.Theactualdifferencesdetectedwere minor. For example, consider doctoral math-ematicsdepartments.Twenty-fourpercentofdoctoralmathematicsdepartmentsreportedaveragefall-termteachingassignmentsoflessthansixcontacthours,while 26% of those departments reported averagespring-term teaching assignments of less than sixcontact hours. Sixty-six percent of doctoral math-ematics departments reported fall-term teachingassignmentslessthanorequaltosixcontacthours,

and the corresponding spring-term percentage wasalso66%.Amongbachelors-leveldepartments,thereappears to be a marginal increase in spring-termteachingassignmentswhencomparedtofall.Theseconclusionsarereflectedinthe“Averageassignment”columnofTableS.23.

Among doctoral statistics departments, just lessthanhalfreportedtypicalfall-termteachingassign-mentsofatmostsixcontacthours,whileessentiallyallreportedtypicalfallteachingassignmentsofatmosteightcontacthours.Forcomparison, inCBMS2000only34%ofdoctoralstatisticsdepartmentsreportedaveragefall-termteachingassignmentslessthanorequal to six contact hours, a percentage that roseto 48% in CBMS2005. In both CBMS2000 andCBMS2005, almost all doctoral statistics depart-ments reported typical teaching assignments of atmosteightcontacthours.Aswasthecaseinmath-ematicsdepartments,therewasnomajordifferencebetweenfall-andspring-termteachingassignmentsindoctoralstatisticsdepartments.

Documents

Chapter 1 Summary of CBMS2005 Report · Highlights of Chapter 1 A. Enrollments • Between fall 1995 and fall 2005, total enrollment in U.S. four-year colleges and universities grew