# First Meeting

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**Some questions and concerns**

- By applied math we mean: mathematical modeling, analysis of models and numerical experimantation
- How do we incorporate the math modeling contest into the applied major?
- How do we encourage modeling in the applied major?
- Should 325 be a pre-req for 375?
- Should 325 include modeling? How much and how require this?
- Should we consider creating modeling modules for each of our (core and major) courses?
- Do we need to offer a low-credit course to encourage participation in modeling contest?

**Issues directly related to the applied math major (track)**

- The applied track is
- Math 325
- Two of
- Math 330 - Fourier analysis and separation of variables techniques for PDE's
- Math 360 - Numerical Analysis
- Math 375 - Modeling
- Sci 370 - Computational Science

- Is this what we want for the track? If not, then what?
- Some of these courses have been taught in widely divergent ways - what should they be?
- Has Sci 370 been taught? Will it be? Does it do any modeling? Should CSC 270 count as a prerequisite?
- Could we offer one course from these four each semester?

**Result of Meeting One**- We all seem to be available Monday, 1-3. We will meet on Nov 9 at this time.
- Lisa will work on a handout for faculty to use in recruiting students for the COMAP Modeling Contest
- We need to work on recruiting students into courses in the spring, including
- Math 325 (DE) This course gives us a pool from which to recruit into our upper-level courses
- Mat 330 This is one of our core courses - we should work with physics to make sure their students take this course (and then perhaps finish the major with modeling in the fall.)
- Math 430 Not in the applied core, but seen as an important course for these students.

- We need to think about the track
- Which courses should be in the major?
- How do we make sure the courses run? How do we recruit students?
- What should the modeling course be? An upper level course or lower level?
- How do we educate students about the content and of the coursework?
- Should we bring in outside speakers?
- Should we have a 400 level course in the track?
- How can we tie the track into the contest (and vice-versa?)

- Creating modules that can easily be used in math core and applied track courses.

- Added in later discussion
- should Cryptography be part of the applied math track?

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