*Concerns of Young Mathematicians* Volume 2, Issue 28 Sept. 14, 1994 An electronically distributed digest for discussions of the issues of concern to mathematicians at the beginning of their careers. PLEASE FORWARD TO ANY POTENTIALLY INTERESTED INDIVIDUALS Please, direct submissions and questions to Robert Dobrow dobrow@cam.nist.gov , editor for the month of September. Next issue: Wednesday, Sept. 21. Editor for August: Kevin Madigan km9985@math.albany.edu Editor for September: Bob Dobrow dobrow@cam.nist.gov Editor for October: Frank Arlinghaus frank@math.ysu.edu To subscribe: Send mail to Charles Yeomans at cyeomans@s.ms.uky.edu Back issues and other information are available via anonymous FTP to ftp.ms.uky.edu, in pub3/mailing.lists/ymn-list. Table of Contents Item # Title ------ ----- 1 Editor's notes 2 Mathematics Students' Bill of Rights 3 Job Survey Results, Part 2 4 AMS -- The 1994 Election is Here! 5 AMS -- Role of Offices 6 AMS -- YMN Survey to Candidates 7 Closing Credits _______________________________________________________________ Item #1 EDITOR'S NOTES Summer is over, the new school year has begun, and with this issue we commence our weekly schedule. For all of you who are planning to graduate this year, September also means that on top of your coursework and trying to finish your dissertation, you must start thinking about looking for a job. Given the employment situation for the past few years, such a prospect can be terrifying. START PLANNING NOW! The job hunt takes a lot of time and energy and can be an exhausting experience. Now is the time to get your CV together, to start thinking about who to ask for letters of reference and how to write your cover letters. (There are some jobs out there that will have October deadlines.) Over the next several months, the pages of *Concerns* will be filled with ideas, resources and sound advice to help. Unfortunately, many graduate departments have no resouces or program for advising students on how to navigate the job search. This is one reason for why the *Concerns* is so important and why we encourage you to spread the word among your friends and throughout your department to subscribe. _______________________________________________________________ Item #2 MATHEMATICS STUDENTS' BILL OF RIGHTS As a follow-up to last issue's column about MSEB and the MAA Project NExT, I thought that subscribers to the YMN Newsletter might be interested in the following "Students' Bill of Rights" that summarizes what various recent reports have to say about what students have a right to expect from their college mathematics programs. This summary was prepared by the MSEB Office of Higher Education as part of our effort to synthesize and disseminate program recommendations to teachers and faculty. References to each statement are provided, with a bibliography at the end. Please feel free to distribute to students on your campuses. They might find it interesting. Lynn Arthur Steen, MSEB ******************************************************* Mathematics Students' Bill of Rights Every course in the mathematical sciences should offer students the opportunity to: Effectively learn mathematics through a broad spectrum of instructional practices. [2, p. 207] Solve problems using a wide variety of mathematical methods. [1, p. xi] Use technology naturally and routinely. [1, p. xiii] Study topics that are motivated through applications, problem-solving, and theory. [2, p. 190] Undertake open-ended projects that extend well beyond typical textbook problems. [2, p. 219] Learn to explore, conjecture, and reason logically. [1, p.xi] Read, write, speak, and listen to mathematical ideas. [2, p. 207] Be tested on what is most important, not just on what is easy to test. [2, p. 219] Appreciate the importance of the mathematical sciences in social, cultural, and economic contexts. [1, p. 9] Every mathematical sciences program should offer students: A statement of goals of the mathematics program. [3, p. 2] A set of objectives to accomplish those stated goals. [3, p. 2] A curriculum designed for all students with an interest in mathematics. [2, p. 190] Sufficiently diverse courses that enable students to achieve their personal and professional goals. [4, p.8] Courses that help students develop well-founded self-confidence in their mathematical abilities. [2, p. 206] Appropriate challenges for students of all ability levels at every stage of their studies. [2, p. 190] Sustained, careful, and individualized advising. [2, p. 213] An effective system for placement into introductory courses. [4, p.9] Courses that meet students' mathematical needs when they enter college. [4, p. 8] Extracurricular activities that enhance peer support among mathematics majors. [2, p. 212] A substantive role in the mathematics department's assessment process, from the planning stage through implementation. [3, p. 2] References: These statements were adapted from several publications of the Mathematical Association of America where additional information can be found: 1. Leitzel, James R.C. (Ed.) "A Call for Change: Recommendations for the Mathematical Preparation of Teachers of Mathematics." Washington, DC: Mathematical Association of America, 1991. 2. Steen, Lynn Arthur, (Ed.) "Heeding the Call for Change: Suggestions for Curricular Action." MAA Notes No. 22, Washington, DC: Mathematical Association of America, 1992. 3. "Assessment of Student Learning for Improving the Undergraduate Major in Mathematics." Circulating draft, Washington, DC, Mathematical Association of America, 1993. 4. "Guidelines for Programs and Departments in Undergraduate Mathematical Sciences." Washington, DC: Mathematical Association of America, 1993. _______________________________________________________________ Item #3 JOB SURVEY RESULTS -- PART 2 This article and its sequel both concern the comments taken from the survey responses. First, there were a number of individuals who sent me their best guesses for how the graduate students at their school were doing on the job market at the time of the responses. I have blanked out the name of the schools but left in some general description below. Date of Response University or location Results 5/12 Top 10 school 8/10 had offers 5 have multi-year offers 3 have 1 year offers 2 have nothing 6/22 Midwestern U. 4/8 had offers 2 have tenure track offers 1 has a 1-year position in U.S. 1 has a 1-year position in Mideast 4 have nothing 5/19 Large Midwest U. all but 1 received offer (no details and the respondent was unsure) 5/28 Large Midwest U. 3 have "decent" offers 10 have nothing ? others 5/10 Western U. 3/9 have offers 5/11 Western U. 1/5 has an offer (1-yr) 5/1 Large Midwest U. 1/4 - 1/2 of all PhD's had offers 5/12 Large Midwest U. 2/10 had offers It is almost certainly the case that many of those above with nothing will receive 1-year positions or mercy graduate extensions, particularly since most of the responses came in during the month of May. Since these 1-year positions are often horrible though, I take little comfort in this fact. What seems to be clear is that getting a job offer by early May when you are fresh out of graduate school is a crap shoot right now. In the next few weeks I will be posting general comments taken from the survey (all will be posted anonymously). Curtis Bennett cbennet@math.bgsu.edu _______________________________________________________________ Item #4 AMS -- THE 1994 ELECTION IS HERE! The 1994 AMS election is underway! Ballots have just appeared inside the September 1994 issue of the Notices. I'd like to urge you to carefully go through the election materials (also in the Notices), especially the statements submitted by the candidates, and make sure your voice is heard by voting. The deadline for returning your ballot is November 10. Ben Lotto (BeLotto@vassar.edu) _______________________________________________________________ Item #5 AMS -- ROLE OF OFFICES Recently, a discussion came up on the Internet newsgroup sci.math about the role of the various offices of the AMS and other operational procedures of the AMS. I wrote William Jaco, Executive Director of the AMS, about the need of making this information more accessible. I suggested placing information on e-math. I found the reply interesting and informative, and it is a model of responsiveness for the next Executive Director. Excerpts of the reply, and a followup note: ********************************************************* Dear Mark, Each year the AMS publishes the entire BYlaws in the NOTICES - required in the Bylaws. The Bylaws avoid any description of officers' duties - but do give some hint of the duties of the Executive Director. The Society had a "Committee on Governance" look into the officers' roles and particularly at the role of the Executive Director, which had not been redefined since 1948 when the position was established. The committee decided NOT to add descriptions to the Bylaws but did add a section on "current practice" to the Council and Officers Manuel [sic]- which is also being revised. I think your idea about availability is good and the Bylaws and the Manuel [sic] could and should be available over e-MATH. ... [from a followup note] The Bylaws are published in the November NOTICES each year - I checked and believe it is page 1266 for the start in 1993 - however, I have had two conversations since checking and can't remember if this is the right page - I don't think it was 1066 (that's the year William the Conquer moved on Britain from Normandy) .... ???? [so there is something of interest in the November NOTICES besides the first report of employment figures ;-) MWW] Mark Winstead mwwinst@gcr.com ___________________________________________________________________ Item #6 AMS -- YMN SURVEY TO CANDIDATES The following survey, prepared by YMN Board member Marion W. Brunzie, is being sent to all candidates on the AMS ballot. Candidates are being asked to respond, by Oct. 10, 1994, to brunzie@math.montana.edu, or, via regular mail, to Marion W. Brunzie Department of Mathematics Montana State University Bozeman, MT 59717. ********************************************************* Survey Questions 1) Last year's Annual AMS-IMS-MAA Survey of new doctorates showed that of the 1202 awarded, 721 obtained domestic employment and about 1/3 of the remainder left the country. Do you believe, as these figures might suggest, that Ph.D.'s are being overproduced? Is it your opinion that the AMS can and/or should act to reduce the number of Ph.D.'s being produced? What specific measures, if any, would you endorse? 2) Do you believe that young mathematicians are getting the support and training necessary to become successful professionals? In particular, fewer than 60% of new Ph.D.'s obtain academic employment. Should graduate education be changed to reflect that? If so, how? If not, why? 3) Would you support an endorsement of flat-rate funding for NSF grants as a way to increase the number of awardees, in particular beginning investigators? Would you support the creation of an initiative within AMS to ask NSF to divert more of its resources to young investigators? 4) The pages of Concerns of Young Mathematicians are full of ideas for improving the current system of matching applicant to position. What is your opinion of the following: i) AMS-administered matching system for postdocs, patterned after the resident-matching system used by the medical profession. ii) Creating a standard format for jobs on the e-math node and asking employers to post periodic updates on the progress of their searches there. iii) The present format of the Employment Register at the Joint Meetings and its effectiveness. 5) What is your opinion of this employment situation? Are there other methods you would suggest to resolve these difficulties? ______________________________________________________________ Item #7 CLOSING CREDITS The Young Mathematicians' Network is administered by: Charles Yeomans cyeomans@s.ms.uky.edu Mark Winstead mwwinst@gcr.com Frank Sottile sottile@math.toronto.edu Vic Perera vperera@silver.ucs.indiana.edu Franklin Mendivil mendivil@math.gatech.edu Kevin Madigan km9985@math.albany.edu Steve Kennedy skennedy@mathcs.carleton.edu Matt Hudelson hudelson@math.washington.edu Bob Dobrow dobrow@cam.nist.gov Lyle Cochran 74443.3055@compuserve.com Neil Calkin calkin@math.gatech.edu Wendy Brunzie brunzie@turing.ucdavis.edu Curtis Bennett cbennet@andy.bgsu.edu Frank Arlinghaus frank@math.ysu.edu Jeff Adams adams@bright.uoregon.edu Edward Aboufadel aboufade@scus1.ctstateu.edu _______________________________________________________________ End of Journal -- Next week: The Discussion Continues