As with any(?) large organization, there are many terms and acronyms that are used to characterize the instructional program in the Mathematics Department here. This is an incomplete list of some of those terms.

The Douglass Houghton Scholars Program at the University. This program is an Emerging Scholars Program, and is co-sponsored by the Department of Mathematics and the LSA Dean’s office. It offers highly motivated students with an interest in scientific or mathematical careers the opportunity to work closely with faculty and other high-achieving students on stimulating work in mathematics.
Inquiry Based Learning. There are many definitions floating about for what this might mean; see, for example, the AIBL definition or our Center for Inquiry Based Learning, which says “this learning method emphasizes discovery, analysis, and investigation to deepen students’ understanding of the material and its applications.” In this blog we interpret IBL broadly.
UM Mathematics’ Center for Inquiry Based Learning
The Department is fortunate the have a center that works to promote and develop IBL courses; this center is generously supported by the Educational Advancement Foundation, NSF grants #DUE-0536464 and #DUE-0920057, and others.
Introductory Program
This encompasses the “most common” mathematics sequence taken by students at the University: precalculus (math 105), calculus I (math 115) and calculus II (math 116). Generally speaking we mean “those courses, and how they are taught. And a bunch of other related things about them.” In the last of these categories we often include the next two big courses we teach: calculus III (math 215) and the sophomore-level differential equations course (math 216).
The Michigan Math and Science Scholars program. This is a summer program designed to introduce high school students to current developments and research in the sciences and to encourage the next generation of researchers to develop and retain a love of mathematics and science.

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