Department of Mathematics and Computer Science

First-Year Seminars (FYS) constitute a common and academically significant experience in a student’s first year at Converse. All incoming first-year students are required to take a 3- or 4-credit hour FYS course in the fall semester, choosing from a variety of discipline specific topics. Each FYS carries the corresponding departmental prefix, but with a common course number.  Each FYS carries the corresponding departmental prefix but with a common course number. Special emphasis is given to cultivating critical thinking, effective speaking, and writing skills. 

Gives students a broad introduction to uses of computing across the curriculum, and to some of the ways in which computing is transforming both the curriculum and society at large. Topics of particular interest will include the ways in which computers represent data; the ways in which computers change our methods of communication; and the ways in which computing technology raises societal issues not previously seen. CSC 125 and CSC 126 may not both be taken for credit. 

First-Year Seminars (FYS) constitute a common and academically significant experience in a student’s first year at Converse. All incoming first-year students are required to take a 3- or 4-credit hour FYS course in the fall semester, choosing from a variety of discipline specific topics. Each FYS carries the corresponding departmental prefix, but with a common course number.  Each FYS carries the corresponding departmental prefix but with a common course number. Special emphasis is given to cultivating critical thinking, effective speaking, and writing skills. 

A study of computer systems, program development techniques, and basic programming concepts; emphasis on good programming style; introduction to a high- level programming language. 

To continue the study of the fundamental concepts of programming applied to problem solving and to introduce students to the major data structures (arrays, records, stacks, queues, and lists) and their use in Computer Science and classical Computer Science algorithms including searching, sorting, recursion, and pattern matching.

The course focuses on well-known classes of algorithms, and on patterns underlying algorithm (not object) design.  Classes of algorithms studied should include divide-and-conquer algorithms, greedy algorithms, dynamic programming, search algorithms, and classic graph algorithms.  Patterns studied will include a fuller treatment of algorithm analysis and space-time tradeoffs. 

This course covers the use of spreadsheets and databases to process and analyze data in a business context. The emphasis is not on simple calculation, but on using data, including large data sets, to generate insight.

Using examples from a variety of disciplines, students will learn the use of spreadsheets in support of work in the sciences, the social sciences, or business. Among the topics covered will be basic spreadsheet operations; spreadsheet formulas; graphing for communications and clarity; and the proper use of spreadsheets for basic statistical analysis. 

A study of the societal effects of the rise of computing technology, centering on the ethical implications of several currently controversial issues. The course is built around discussions and papers. 

Fundamental principles of database models and database management systems design, implementation, and application. Quantitative GEP requirement.

This course explores the interaction between humans and computers, focusing on the design of
user interfaces that facilitate seamless, intuitive, and enjoyable user experiences. This course
combines theoretical understanding with practical application, emphasizing the importance of
usability and human factors in interface design. The course encourages creativity and critical
thinking while focusing on the user experience.

A program of work and study in which the student is accepted as an apprentice in data processing by a local industry. The student is expected to be a productive member of the data processing staff and have some programming responsibilities. Pass/fail grading.

The student will integrate topics from across the computer-science curriculum as a team lead for a programming team (of CSC 392 students) producing a medium-scale software system.  Alternatively, at the student’s option and with the approval of the course professor, the student will be mentored to conduct original research in computer science.  Regardless of which alternative is chosen, the student will be required to make a public presentation on the work and the lessons learned at the end of the semester.

This course explores the best methods for data visualization with an emphasis on communicating clearly. Best
practices in visualization type, color, wording, and word placement will be discussed. Real data will be used to
give students real-world experience.

A study of data and the questions that can be answered by studying data. This course will use both R and Python
to explore algorithms, modeling techniques, and methods of data science. 

Formerly MTH 117; changed to DSC 217 in Fall '24. 

A continuing study of data and the questions that can be answered by studying data. This course will build on the programming and visualization techniques introduced in Data Science I. Students will encounter more varied data sets and more methods for analyzing data.

Formerly MTH 118; changed to DSC 218 in Fall '24. 

This course explores the ethical considerations surrounding the world of data, data science, data methods, and
data visualization. Various case studies will be explored.

This course allows students to complete research on a data science topic or project. The student will also present their work and results through a visual presentation and through a professionally written document. Offered every year. Capstone.

Selected topics in mathematics. The topics in the course will vary depending on the available faculty and interest of the students.

A study of selected topics from finite mathematics. The topics may include probability, statistics, systems of linear equations, linear programming and the mathematics of finance. Offered most terms. 

This course is designed as a “bridge” course to help students progress through the ALEKS system in order to prepare them for entering MTH 110 Elementary Functions. Topics include whole numbers, fractions, percentages, linear equations and inequalities, factoring, quadratic functions, polynomial functions, radical and rational expressions, basic geometry, and basic trigonometry. Typically offered every Fall term.

A study of elementary functions and their graphs and applications, including polynomials, rational and algebraic functions, exponential, logarithmic, and trigonometric functions. Offered most terms. 

Clive Humby is credited with coining the phrase, “Data is the new oil.” In this course, we'll explore the
basics of the hottest new commodity: data.  Data is now collected everywhere, all the time. This course is designed to introduce students to methods and best practices surrounding data. Students will learn about data collection, interpretation, limitations, ethics, and presentation. This core course will prepare students to think critically about data, its source(s), its presentation, and the conclusions drawn from it.

This course will cover fundamental mathematical skills similar to those typically taught in finite mathematics or
college algebra courses, but will place special emphasis on a wide range of applications. These application
categories divide the course into four units: (1) Mathematics in Technology & Analytics, (2) Mathematics in
Social & Political Science, (3) Mathematics in Economics & Finance, (4) Mathematics in Art. The goals of this
course are for the student to master basic skills from algebra and geometry and to become familiar with
applications of mathematics to other areas of study and modern careers. Typically offered in January term.

First-Year Seminars (FYS) constitute a common and academically significant experience in a student’s first year at Converse. All incoming first-year students are required to take a 3- or 4-credit hour FYS course in the fall semester, choosing from a variety of discipline specific topics. Each FYS carries the corresponding departmental prefix, but with a common course number.  Each FYS carries the corresponding departmental prefix but with a common course number. Special emphasis is given to cultivating critical thinking, effective speaking, and writing skills. 

This course is meant to serve as a transition from calculus to more abstract mathematics and ways of thinking. This course emphasizes the importance of proper proof writing style and covers basic set theory, logic, and the main proof techniques in higher mathematics: direct proof, proof by contradiction, proof by contrapositive, and mathematical induction. These topics are fundamental to communicating and understanding mathematical concepts learned in later courses.
 

Business statistics will cover a brief introduction with motivation, visualizing basic statistics, descriptive statistics, t-tests, ANOVA, and chi-square tests. Time permitting, linear regression, probability, and other topics will also be covered.

ECN 300 was removed and replaced with MTH 300 beginning Fall 2024. 

An introductory study of ordinary differential equations, their analytical and numerical solution techniques, and their physical applications. Offered alternate years. Quantitative GEP requirement.

Quantitative GEP Requirement.

This is a first course in numerical analysis. Topics include numerical techniques for solving equations and problems in calculus, understanding error, and computer solutions. Students will be required to complete coding assignments as part of the course.

A study of linear equations and matrices, vector spaces, determinants, linear mappings, inner products, and cross products of vectors. Offered alternate years. Quantitative GEP requirement.

A study of selected topics from real analysis. Offered on demand. Quantitative GEP requirement.

A study of groups, rings, integral domains, and fields. Offered alternate years. Quantitative GEP requirement.

The internship involves the student in a business or governmental agency related to the student’s career choice. Credit and work to be arranged according to the experience desired.

This course allows the student to investigate a topic of particular interest in mathematics or computer science. The student will have the opportunity to present a written and oral report on the student's topic. Offered every year. Quantitative GEP requirement. Capstone.