From the YMN Newsletter (Sept. 14, 1994)

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

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  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.