Scholarship in the Mathematical Sciences at Monmouth University

The specic nature and quantity of scholarly activity expected of the faculty of a teaching university such as Monmouth University will vary from department to department and even between subelds of a particular discipline. Those trained in a particular eld are best able to evaluate scholarship in that eld. The Mathematics Department is committed to encouraging and evaluating the scholarly activities of its faculty. This document outlines the expectations for scholarship in the mathematical sciences at Monmouth University. These lists are not meant to limit the possibilities to those on the lists. The order they are listed in does not indicate preference for one over another. Nature of the Scholarship In the mathematical sciences, because of the breadth of the discipline, the nature of appropriate scholarly activity is quite wide. The following are examples of appropriate kinds of scholarship for members of the Mathematics Department. Research in how undergraduate students learn the mathematical sciences, or how to improve the success of students attempts to learn these sciences. Applications of the mathematical sciences that are novel, either because they involve problems never before solved, or because they involve new or improved approaches to problems. Traditional research in the mathematical sciences without specic applications, developing new theories or proving theorems heretofore unpublished. Development of new kinds of software to either do or support work in the mathematical sciences or to assist students in learning the mathematical sciences. Reconceptualizing portions of the mathematical sciences in signicant ways in the form of textbooks, course materials, or expository articles. Mathematical exposition to enable non-mathematicians to understand portions of the mathematical sciences that have not previously been explained at that level. Research in the history or philosophy of mathematics, or its relationship to other academic disciplines. Forms of Scholarship There are many ways in which the above activities can be shared with the mathematical community or with society at large. As in all elds, not all forms of scholarly activity are equal. Invited (45+ minute) addresses at national meetings of the major mathematical associations indicate a level of distinction in the eld that few achieve during their professional careers, while a book review is a more modest accomplishment. Electronic publication which has gone through an equivalent level of refereeing is considered equivalent to the physical publication.

The most signicant common forms of mathematical scholarship: Publication of articles (or chapters) in refereed journals, refereed books, or refereed conference proceedings. Invited addresses or workshops at sectional meetings or meetings of smaller professional groups may be equivalent of such publication, depending on the level of peer review involved. A funded grant proposal. Publication of a book, whether a textbook or a book on ones research (this is usually the equivalent of publishing several articles). Other acceptable forms of scholarship: Short invited talks at special sessions of local or national meetings Contributed papers or posters at both national and local meetings. Invited talks at other institutions. Classroom innovations Book reviews. Reviewing articles for mathematical review publications Refereeing articles for publication. Quantity of Scholarship Scholarship in mathematics diers from that in many elds; it is quite possible to work appropriately on a topic for many years and not get a result worth publishing. Negative results almost never merit publication. There is also a signicant gap of time, sometimes more than a year, between the time an article is sent for publication and when it is accepted, and sometimes another year before it actually appears. In many elds of mathematics, joint work is the predominant format; in all mathematical elds joint work is accorded the same level of respect as individual work. The expected level of activity for faculty in mathematics teaching nine (9) credit-hours per semester is, on average One scholarly activity per year. This shall include any appropriate activity, not just the publication of articles. One item from the list of the most signicant common forms of mathematical scholarship every three years.