This course is typically offered in Fall, Spring, Summer I and Summer II.

This course surveys a variety of mathematical topics. Topics include numeracy with an emphasis on estimation and fluency with large numbers, evaluating expressions and formulas, rates, ratios, proportions, and percentages, solving equations, linear models, data interpretations including graphs and tables, verbal, algebraic and graphical representations of functions, exponential models. The course will help students develop conceptual understanding and acquire multiple strategies for solving problems. It will prepare students for success in future quantitative courses and will help them develop skills for the workplace and for everyday life. Please note that MATH 0701 is no longer a prerequisite for MATH 1021, College Algebra, or STAT 1001, Quantitative Methods for Business I. Students whose program of studies requires one of these two courses must complete MATH 0702, Intermediate Algebra, instead.

This course is typically offered in Fall, Spring, Summer I, and Summer II.

This course is designed as an intermediate algebra course that prepares students for the topics covered in MATH 1021. This course covers the real number system, basic properties of real numbers, operations with fractional expressions, simplifying complex fractions, powers and roots, operations with radicals, graphing linear equations and inequalities, and factoring of polynomials.

This course is not offered every year.

This course is about becoming an "informed user" of quantitative information. Do numbers make us more or less rational? What does "free" really mean? What's the difference between "correlation" and "cause"? How can we be misled by numbers? How can we make better decisions and have more effective discussions by understanding mathematics? Does it make sense to play the lottery? What are your chances of drawing the card you in need in a poker game? How long will it take you to save a million dollars assuming interest is earned but you keep spending? How does math play into the digital world that surrounds us, whether it is email, online tools or the creation of passwords, IDs or serial numbers? These and many other questions will be explored and answered throughout the course. NOTE: (1) This course fulfills the Quantitative Literacy (GQ) requirement for students under GenEd and a Quantitative Reasoning (QA or QB) requirement for students under Core. (2) Duplicate Course: Students cannot receive credit for CIS 0823/0923 if they have successfully completed MATH 0823/0923.

This course is typically offered in Fall, Spring, Summer I and Summer II.

This course will convey the essence of mathematics and its current breadth. It sets out to describe mathematics as a rich and living part of human culture, and is intended for the general student with minimal mathematical knowledge. Exposure to this subject matter will contribute to students' educational breadth and intellectual development by sharpening their problem-solving skills, enhancing their understanding of logical reasoning and analysis, and strengthening their ability to use language and symbolic expression in a disciplined manner. The course will consist of a series of vignettes. Topics may include problem solving, voting theory, graph theory, finance, mathematical models, cryptography, statistics and probability. NOTE: This course fulfills the Quantitative Literacy (GQ) requirement for students under GenEd and a Quantitative Reasoning (QA or QB) requirement for students under Core. Students cannot receive credit for MATH 0824 if they have successfully completed MATH 0924.

This course is typically offered in Fall, Spring, Summer I, and Summer II.

The course teaches students how to deal with and solve complex problems by confronting them with critical analysis. We look at these problems both from an historical perspective and the practical view of how and when these types of problems affect the students' everyday lives. The course takes students through several key mathematical disciplines, including probability and statistics, including the hallmark of probability - reasoning under uncertainty - as well as set theory and counting techniques and graphing, especially with Venn diagrams, a skill they will find beneficial as the world turns to technology and graphics. For example, when we introduce probability, we cover the first dramatic application of the discipline, Mendel's discovery of the centuries-old problem of explaining the scientific laws of heredity as he gives birth to genetics. We also cover Mendel's use of statistics. This leads us to study modern uses of the same concepts in areas such as medicine - how to evaluate statistical studies and how to analyze topics such as false positives - as well as the application of DNA in areas such as how it has significantly changed our justice system.

This course is not offered every year. This course is about becoming an "informed user" of quantitative information. Do numbers make us more or less rational? What does "free" really mean? What's the difference between "correlation" and "cause"? How can we be misled by numbers? How can we make better decisions and have more effective discussions by understanding mathematics? Does it make sense to play the lottery? What are your chances of drawing the card you in need in a poker game? How long will it take you to save a million dollars assuming interest is earned but you keep spending? How does math play into the digital world that surrounds us, whether it is email, online tools or the creation of passwords, IDs or serial numbers? These and many other questions will be explored and answered throughout the course. NOTE: (1) This course fulfills the Quantitative Literacy (GQ) requirement for students under GenEd and a Quantitative Reasoning (QA or QB) requirement for students under Core. (2) Duplicate Course: Students cannot receive credit for CIS 0823/0923 if they have successfully completed MATH 0823/0923.

This course is typically offered in Fall and Spring.

This course will convey the essence of mathematics and its current breadth. It sets out to describe mathematics as a rich and living part of human culture, and is intended for the general student with minimal mathematical knowledge. Exposure to this subject matter will contribute to students' educational breadth and intellectual development by sharpening their problem-solving skills, enhancing their understanding of logical reasoning and analysis, and strengthening their ability to use language and symbolic expression in a disciplined manner. The course will consist of a series of vignettes. Topics may include problem solving, voting theory, graph theory, finance, mathematical models, cryptography, statistics and probability. (This is an Honors course.) NOTE: This course fulfills the Quantitative Literacy (GQ) requirement for students under GenEd and a Quantitative Reasoning (QA or QB) requirement for students under Core. Students cannot receive credit for MATH 0924 if they have successfully completed MATH 0824.

The course teaches students how to deal with and solve complex problems by confronting them with critical analysis. We look at these problems both from an historical perspective and the practical view of how and when these types of problems affect the students' everyday lives. The course takes students through several key mathematical disciplines, including probability and statistics, including the hallmark of probability - reasoning under uncertainty - as well as set theory and counting techniques and graphing, especially with Venn diagrams, a skill they will find beneficial as the world turns to technology and graphics. For example, when we introduce probability, we cover the first dramatic application of the discipline, Mendel's discovery of the centuries-old problem of explaining the scientific laws of heredity as he gives birth to genetics. We also cover Mendel's use of statistics. This leads us to study modern uses of the same concepts in areas such as medicine - how to evaluate statistical studies and how to analyze topics such as false positives - as well as the application of DNA in areas such as how it has significantly changed our justice system.

This course is typically offered in Fall, Spring, and Summer II.

This course provides a firm foundation for the study of statistics in other fields. Although no one field is emphasized to the exclusion of others, applications are drawn from psychology, political science, exercise science, and other areas. NOTE: This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

This course is typically offered in Fall, Spring, and Summer I.

This is a course intended for students wishing to familiarize themselves with basic arithmetic and geometric concepts. Subjects include the real numbers, the decimal system, and fractions, elementary number theory (primes, gcd, lcm, rational and irrational numbers), and geometry (angles, triangles, polygons, polyhedra, circles, spheres, symmetry, congruence, and similarity).

This course is not offered every year.

Fundamentals of finite mathematics necessary for a business student to pursue statistics and other quantitatively oriented business courses. Topics and illustrations are specifically directed to applications in business and economics. Topics include algebraic concepts; linear, quadratic, polynomial and rational functions; logarithm and exponential functions; elementary matrix manipulations. Fitting of curves, interest rate calculations, present and future values of annuities are some of the specific applications. Use of a graphing calculator. NOTE: (1) Duplicate Course: Students cannot receive credit for MATH 1018 if they have successfully completed Statistics 1001. (2) This course can be used to satisfy the university Core Quantitative Reasoning A (QA) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

This 2-credit course is intended as a supplement to MATH 1021 College Algebra for students with a Math GQ/1015 ALEKS math placement. The course will cover the particular intermediate algebra concepts that are necessary background for success in College Algebra.

This course is typically offered in Fall, Spring, Summer I and Summer II.

This course covers polynomial, rational and algebraic expressions, equations and inequalities. It also includes some topics in graphing, an introduction to the concept of a function, and a brief introduction to the exponential and logarithmic functions. NOTE: This course can be used to satisfy the university Core Quantitative Reasoning A (QA) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

This course is typically offered in Fall, Spring, Summer I and Summer II.

This course is designed to prepare students for the calculus courses. Topics include functions and function operations, one-to-one and inverse functions, exponential and logarithmic functions, trigonometric functions, inverse trigonometric functions, basic trigonometric identities, polar coordinates, and an introduction to vectors. The course also contains a brief review of basic algebra. NOTE: This course can be used to satisfy the university Core Quantitative Reasoning A (QA) requirement. Although it may be usable towards graduation as a major requirement or university elective, it cannot be used to satisfy any of the university GenEd requirements. See your advisor for further information.

This is a 1-credit course to be taken as a supplement to MATH 1022: Precalculus for students with a C- in the prerequisite MATH 1021: College Algebra. The course supplements Precalculus by giving an in-depth review of the College Algebra concepts, in the context of Precalculus, that are necessary background for success in Precalculus.

This course is typically offered in Fall and Spring.

This is a calculus course in the reform style that will introduce students to the basic concepts of differential and integral calculus. The emphasis of the course will be on understanding the concepts (intuitively rather than rigorously). However, the course will also cover the basic techniques of differentiation and some techniques of integration. NOTE: (1) This is the course appropriate for those students who are taking calculus in order to fulfill the quantitative core requirements. (2) This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement or the GenEd Quantitative Literacy (GQ) requirement.

This course is designed as an introduction to MATLAB and as preparation for computing in undergraduate applied mathematics courses. Topics include computer arithmetic, vectors and matrices, graphics, loops, functions, and conditional operators. No prior programming or MATLAB skills are required.

This course is designed as a supplement to MATH 1033 Computing in MATLAB and will introduce students to some particular applications using MATLAB. Topics covered will require students to reinforce their programming skills while exposing them to a variety of problems where computation is useful and necessary. After completing the course, students will be better prepared for the use of computing in more advanced undergraduate courses, research projects, and future internships/employment.

This course is typically offered in Fall and Spring.

This is the lab component of MATH 1041, a first semester calculus course that involves both theory and applications. MATH 1039 is required for students who earned a grade of C- in MATH 1022 Precalculus. Students with no previous calculus experience or those needing extra review of algebra and precalculus topics are strongly encouraged to register for MATH 1039. Topics include algebra and precalculus in the context of the topics covered in MATH 1041.

This is a first semester calculus course primarily for students with some calculus background or strong precalculus skills. It involves both theory and applications. Students who earned a grade of C- in MATH 1022 must register for MATH 1039 simultaneously with MATH 1041. Students with no previous calculus experience or those needing extra review of precalculus topics are strongly encouraged to register for MATH 1039. Topics include functions, limits and continuity, differentiation of algebraic, trigonometric, exponential and logarithmic functions, curve sketching, optimization and L'Hospital's rule. NOTE: (1) Students may not get credit for more than one of MATH 1041 and MATH 1941. (2) This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement or the GenEd Quantitative Literacy (GQ) requirement. However, this course is not appropriate for students whose sole purpose is to fulfill the quantitative core requirements. They should take MATH 1031 instead.

This course is typically offered in Fall, Spring, Summer I and Summer II.

This is a second semester calculus course that involves both theory and applications. Topics include the definite integral and the Fundamental Theorem of Calculus, applications of the definite integral, techniques of integration, improper integrals and sequences and series, including power and Taylor series.

A one-semester course at the freshman level to follow Calculus I for majors in Biology and Earth and Environmental Sciences (EES). Probabilistic and statistical methods needed for empirical modeling and associated data analysis, with examples primarily taken from the life sciences. This course does not serve as a prerequisite to Calculus III. Primarily for majors in Biology and EES.

This course is typically offered in Fall and Spring.

This is a first semester calculus course that involves both theory and applications. Topics include functions, limits and continuity, differentiation of algebraic, trigonometric, exponential and logarithmic functions, curve sketching, optimization and L'Hospital's Rule. NOTE: This course can be used to satisfy the university Core Quantitative Reasoning B (QB) requirement or the GenEd Quantitative Literacy (GQ) requirement. However, this course is not appropriate for students whose sole purpose is to fulfill the quantitative core requirements. They should take MATH 1031 instead.

This course is typically offered in Fall and Spring.

This is a second semester calculus course that involves both theory and applications. Topics include the definite integral and the Fundamental Theorem of Calculus, applications of the definite integral, techniques of integration, improper integrals and sequences and series, including power and Taylor series.

This course is typically offered in Fall.

This is a course for students who have had a year of calculus in high school. Its purpose is two-fold: to present a more theoretical treatment of calculus than is usually seen in an American high school and to prepare students for MATH 2043, Calculus III. Topics covered will include some or all of the following: limits and continuity, derivatives and rules of differentiation, the Mean Value Theorem, L'Hospital's rule, optimization, graphing, the definite integral and the Fundamental Theorem of Calculus, u-substitution and integration by parts, limits of sequences, infinite series, convergence tests, power series, and Taylor series. NOTE: Prior to summer 2010, the course title was "Honors Differential & Integral Calculus."

This course is typically offered in Spring.

In this course, required for TUteach Mathematics with Teaching majors, students will give presentations and work in small groups to engage in explorations and lab activities designed to strengthen and expand their knowledge of the topics found in secondary mathematics; illuminate the connections between secondary and college mathematics and between various areas of mathematics; and illustrate productive uses of technology in teaching. Students will engage in non-routine problem solving, problem-based learning, and applications of mathematics. The course consists of four units: 1) Functions, 2) Modeling, 3) Overlooked Topics and Explorations, and 4) Geometry of Complex Numbers. Specific topics of investigation include function properties and patterns, complex numbers, parametric equations, polar equations, vectors, and exponential growth and decay. Explorations involve the use of multiple representations, transformations, data analysis techniques (such as curve fitting) and interconnections among topics in algebra, analytic geometry, statistics, trigonometry, and calculus. The lab investigations include use of various technologies including computers, calculators, and computer graphing software.

This course is typically offered in Fall and Spring.

This course presents basic principles of statistical reasoning and the concepts from probability theory that give the student an understanding of the logic behind statistical techniques. Topics covered include rules of probability, discrete probability distributions, normal distribution, sampling distributions, the central limit theorem, point estimation, interval estimation, tests concerning means, tests based on count data, correlation and regression, and nonparametric statistics. NOTE: This course cannot be credited towards graduation if taken after MATH 3031.

This is a course in ordinary differential equations. Topics include first order ordinary differential equations, linear second order ordinary differential equations, systems of differential equations, numerical methods and the Laplace transform.

This course is typically offered in Fall, Spring, Summer I and Summer II.

This is a third semester calculus course that involves both theory and applications. Topics include vectors in two or three dimensions, lines and planes in space, parametric equations, vector functions and their derivatives, functions of several variables, partial derivatives, multiple integrals, line integrals, and Green's, Divergence and Stokes' theorems.

This course is typically offered in Fall.

This is a course in ordinary differential equations that emphasizes the use of linear algebra. It has two objectives: 1) to teach students how to solve linear differential equations and systems of linear differential equations, and 2) to introduce students to the linear algebra concepts such as vector spaces, dimension, basis, matrices, eigenvalues and eigenvectors, that play a key role in the theory of linear differential equations.

This course is typically offered in Spring.

Students will be introduced to mathematical proofs and reasoning in the context of Euclidean geometry. The course will provide a foundation for more advanced courses in geometry and other proof-based mathematics courses.

This course is typically offered in Fall, Spring, Summer I, and Summer II.

Intensive study in a specific area. This course does not count for a mathematics related major elective credit. Prerequisites are MATH 1042 and a GPA of 3.5 or higher.

This course is typically offered in Fall, Spring, Summer I and Summer II.

This course covers vectors and vector spaces, matrices, determinants, systems of linear equations, linear transformations, inner products and orthogonality, and eigenvectors and eigenvalues. NOTE: Only one course, MATH 2101 or MATH 2103, can be credited towards graduation.

This course is typically offered in Fall.

Topics in this course include: systems of linear equations; matrix algebra; determinants; fundamental subspaces; linear transformations; eigenvalues and eigenvectors; inner products; orthogonality; and spectral theory. Included is a computational lab component that uses activities and applications designed to promote understanding of the basic concepts from algebraic, symbolic, and geometric viewpoints. NOTE: Only one course, MATH 2101 or MATH 2103, can be credited towards graduation.

This course is typically offered in Fall, Spring, and Summer I.

This is a course designed to introduce students to mathematical abstraction and the language of mathematical proof. Topics include logic, sets, relations, integers, induction and modular arithmetic, functions, and cardinality. This course is highly recommended for students who have not been exposed to mathematical proof and intend to take advanced math courses.

This course exposes students to first-principles models of real-world processes, simulations on computers, and the proper interpretation of simulation results and data. The course focuses on applications in which first-principles modeling and simulation are not yet standard toolsets, such as: bacterial motion, disease spread, traffic flow, animal swarming/flocking/herding, crowd dynamics, ecology, economic markets, and social networks. However, the fundamental concepts and techniques apply equally to fields in which simulation is more commonplace, such as computational physics and engineering. In the course, students are provided with suitable software and high-level programming environments that enable them to engage right away in devising, modifying, and simulating models of interacting agents that describe real-world phenomena. In addition to homework problems that involve mathematical modeling and programming, the course also involves course projects, including final project reports and presentations.

This course is typically offered in Fall and Spring.

This is a course in ordinary differential equations. Topics include first order ordinary differential equations, linear second order ordinary differential equations, systems of differential equations, numerical methods and the Laplace transform. Additional topics may include series solutions to differential equations, the matrix exponential, and various applications.

This course is typically offered in Fall and Spring.

This is a third semester calculus course that involves both theory and applications. Topics include vectors in two or three dimensions, lines and planes in space, parametric equations, vector functions and their derivatives, functions of several variables, partial derivatives, multiple integrals, line integrals, and Green's, Divergence and Stokes' theorems.

This course is typically offered in Fall and Spring.

Divisibility properties of integers, prime factorization, distribution of primes, linear and quadratic congruences, primitive roots, quadratic residues, quadratic reciprocity, simple Diophantine equations, cryptology.

This course is typically offered in Fall and Spring.

Counting techniques, axiomatic definition of probability, conditional probability, independence of events, Bayes Theorem, random variables, discrete and continuous probability distributions, expected values, moments and moment generating functions, joint probability distributions, functions of random variables, covariance and correlation. NOTE: Prior to summer 2010, the course title was "Introduction to Probability Theory."

This course is typically offered in Spring.

Random sampling, sampling distributions, Student's t, chi-squared and F distributions, unbiasedness, minimum variance unbiased estimators, confidence intervals, tests of hypothesis, Neyman-Pearson Lemma, and uniformly most powerful tests. NOTE: Prior to summer 2010, the course title was "Introduction to Mathematical Statistics."

This course is typically offered in Fall, Spring, Summer I and Summer II.

This is a course in ordinary differential equations. Topics include first order ordinary differential equations, linear second order ordinary differential equations, systems of differential equations, numerical methods and the Laplace transform.

This course is not offered every year.

This is a second course in differential equations. Topics include orthogonal polynomials, including Legendre and Chebyshev polynomials, Fourier series, partial differential equations, the boundary value problems and other topics of the instructor's choice. NOTE: This course is offered only in odd-numbered years.

This course is typically offered in Fall.

Computer arithmetic, pitfalls of computation, iterative methods for the solution of a single nonlinear equation, interpolation, least squares, numerical differentiation, numerical integration, and solutions of linear systems by direct and iterative methods.

This course is typically offered in Spring.

Solution of systems of nonlinear equations, solution of initial value problems, matrix norms and the analysis of iterative solutions, numerical solution of boundary value problems and partial differential equations, and introduction to the finite element method. NOTE: Offered in even-numbered years only.

This course is typically offered in Fall.

This is a course in ordinary differential equations that emphasizes the use of linear algebra. It has two objectives: 1) to teach students how to solve linear differential equations and systems of linear differential equations, and 2) to introduce students to the linear algebra concepts such as vector spaces, dimension, basis, matrices, eigenvalues and eigenvectors, that play a key role in the theory of linear differential equations.

This course is typically offered in Spring.

This course combines traditional material with a modern systems approach. It presents a thorough introduction to differential equations, tempering a classic "pure math" approach with more practical applied aspects. The course covers key topics such as first order equations, matrix algebra, systems, and phase plane portraits. The focus is on interpreting and solving problems through the use of software support and technology projects. Using software tools graphics will be used to display the ideas in ODEs; modeling and applications; and projects. An objective is to provide students with the opportunity to bring together much of what they have learned, including analytical, computational, and interpretative skills.

This course is typically offered in Spring.

This is a course in linear algebra with a higher degree of abstraction than a traditional undergraduate linear algebra course. Topics include vector spaces, linear transformations, determinants, eigenvalues and eigenvectors, canonical forms, inner product spaces, and bilinear forms.

This course is typically offered in Fall.

An introduction to Euclidean and Noneuclidean geometries with a particular emphasis on theory and proofs.

This course is typically offered in Fall, Spring, Summer I and Summer II.

Intensive study in a specific area. NOTE: May be taken in either semester.

This course is typically offered in Fall, Spring, Summer I and Summer II.

Intensive study in a specific area. NOTE: May be taken in either semester.

This course is typically offered in Fall and Spring.

This is a one-semester course in modern algebra that covers topics from group, ring, and field theory. Topics include groups and their basic properties, subgroups, normal subgroups and quotient groups, group homomorphisms, rings, rings of integers and polynomial rings, congruences in the rings of integers and polynomial rings, ideals and quotient rings, ring homomorphism, fields and field extensions, Galois theory.

This course is typically offered in Fall.

This is the first semester in a year-long modern algebra sequence MATH 3098 - MATH 3101. It is a thorough introduction to the theory of groups and rings. NOTE: Students who have had limited exposure to proofs should consider taking MATH 2111 first.

This course is typically offered in Spring.

This is the second semester of a year-long modern algebra course. Topics come from theory of rings, fields and modules and from Galois theory.

This course is typically offered in Fall.

Real and complex number systems, completeness. Sequences and series and their limits. Continuity of real and complex functions. Derivative. Analytic functions. Power series.

This course is typically offered in Spring.

The Riemann-Stiltjes integral. Cauchy integral theorem. Cauchy integral formula and its consequences. The calculus of residues.

This course is typically offered in Fall.

This is a first semester course in real analysis. Topics include the real number system and the completeness property, sequences and their limits, limits of real-valued functions and continuity and point-set topology of Euclidean spaces. NOTE: Students who have had limited exposure to proofs should consider taking MATH 2111 first.

This course is typically offered in Spring.

This is a second semester course in real analysis. Topics include the derivative and differentiable functions, the Riemann integral, infinite series and convergence tests, power and Taylor series and operations with them, and topics from calculus of several variables.

This course provides an in depth exposure to selected topics in advanced mathematics.

This course is typically offered in Fall and Spring.

This is a course in ordinary differential equations. Topics include first order ordinary differential equations, linear second order ordinary differential equations, systems of differential equations, numerical methods and the Laplace transform. Additional topics may include series solutions to differential equations, the matrix exponential, and various applications.

This course is not offered every year.

The development of the major mathematical concepts from ancient times to the present, emphasizing topics in the standard undergraduate curriculum. Special attention will be paid to the history of mathematics and mathematics education in the United States. NOTE: Offered in even-numbered years only.

This course is not offered every year.

Basic theorems and applications of combinatorial analysis, including generating functions, difference equations, Polya's theory of counting, graph theory, matching, and block diagrams. NOTE: Offered in odd-numbered years only.

This course is typically offered in Fall.

Markov chains, exponential distribution, Poisson process, continuous time Markov chains, Brownian motion, stationary processes. NOTE: Prior to summer 2010, the course title was "Introduction to Probability Theory."

This course is typically offered in Spring.

The solution and properties of first and second order equations; heat and wave equation. Elliptic boundary value problems and Green's functions. Hyperbolic problems and the theory of characteristics. Finite difference methods. The equations of mathematical physics.

This course is typically offered in Fall.

The construction and study of mathematical models for physical, economic, and social processes. NOTE: Offered in odd-numbered years only.

This course is typically offered in Fall.

Complex numbers, analytic functions, harmonic functions, power and Laurent series, Cauchy's theorem, calculus of residues, and conformal mappings. NOTE: Prior to summer 2010, the course title was "Introduction to Functions of a Complex Variable."

This course is typically offered in Spring of even years.

This course is an introduction to differential geometry starting with concepts learned in Calculus III. A particular emphasis will be placed on the study of curves and surfaces in 3-space and their generalizations. The course will revolve around Riemannian geometry, but, time permitting, it will also include a brief introduction to one or more of the following: symplectic geometry and its relation to classical mechanics, general connections and their relation with field theory and pseudoriemannian manifolds, and general relativity.

This course is typically offered in Spring of odd years.

Topological and metric spaces. Continuity, compactness, connectedness, convergence. Introduction to algebraic and combinatorial topology. Classification of compact surfaces, fundamental groups and covering spaces.

This course is typically offered in Fall, Spring, Summer I and Summer II.

Intensive individual study at a senior or graduate level. Arranged each semester. Please consult with the instructor. NOTE: Can be taken in either semester.

This course is typically offered in Fall, Spring, Summer I and Summer II.

Intensive individual study at a senior or graduate level. Arranged each semester. Please consult with the instructor. NOTE: Can be taken in either semester.

This course is typically offered in Fall and Spring.

This is a course in mathematical discovery through problem solving. Students will be expected to develop two or three areas of mathematics by solving problems, assigned by the instructor. Problems will be solved both individually and in groups. (Capstone writing course.)