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The course seeks to help students utilize campus resources effectively, learn useful academic skills, especially those relevant to mathematics, develop a support network, become more self-aware, promote personal health and wellness, and better connect with the campus. The course will introduce students to the culture of the Mathematical Sciences department and the mathematics community in general. Students in the course should be concurrently enrolled in a precalculus or calculus course.

The course is designed to prepare students to take Survey of Calculus I (MATH 120) or University Calculus I (MATH 122). It emphasizes multi-step problem solving. Topics include algebraic, exponential, logarithmic, and trigonometric functions and their graphs, transformations and combinations of functions, a review of algebra, geometry, and trigonometry, solving inequalities and systems of equations, and computational technology. (The course is not open to students who have completed MATH 106 with a grade of C- or better, or those who have completed a calculus course.) Background assumed: N.Y.S. Integrated Algebra and Trigonometry, or equivalent.

The course is designed to prepare students to take University Calculus (MATH 122) and emphasizes multi-step problem solving. Topics include a review of algebra, solving inequalities, algebraic and transcendental functions, trigonometry, analytic geometry, applications and computational technology. (Not open to students who have completed a calculus course with a grade of C- or better.) Background assumed: N.Y.S. Algebra II and Trigonometry (or Math B), or equivalent.

The course surveys some mathematical tools that have proved useful to the social sciences, especially in business, economics, and political science. Work on one topic in particular, game theory, has led to several Nobel prizes, and may have helped the New England Patriots win three Super Bowls. Other topics will be selected from linear models, matrices, linear programming, and nonlinear and probabilistic models. Background assumed: N.Y.S. Algebra II and Trigonometry (or Math B), or equivalent.

Emphasizes the real-world significance of mathematics and the applications of several areas of mathematics. Some topics: design of street networks, planning and scheduling, weighted voting systems, fair division and apportionment, measuring populations and the universe, and statistics. Background assumed: N.Y.S. Algebra II and Trigonometry (or Math B), or equivalent.

Designed for students who plan to take first-semester calculus in the following semester, and want to hone their precalculus skills. The course utilizes an online system called ALEKS (Assessment and LEarning in Knowledge Spaces), an artificially-intelligent assessment and learning system. ALEKS uses adaptive questioning to determine exactly what each student knows, and then tailors a study plan to each individual student. Students work at their own pace to attain mastery of the prerequisite knowledge necessary for success in calculus. Not open to students with credit for calculus.

The course surveys topics from linear algebra, including matrix algebra, systems of linear equations, linear inequalities and linear programming, determinants, linear transformations, and eigenvalues and eigenspaces. Other topics may be selected from: regression, Markov chains, and game theory. Background assumed: N.Y.S. Algebra II.

Introduces the liberal arts student to the nature of mathematics and what mathematicians do. An emphasis on presenting ideas and mathematical concepts rather than on attaining computational skills. Ideas from algebra, geometry, number theory, set theory and topology are presented with emphasis on their history and relevance to other disciplines. Background assumed: N.Y.S. Algebra II and Trigonometry (or Math B), or equivalent.

An introduction to differential and integral calculus for functions of a single variable with applications to the management, social, and life sciences. Not open to students majoring in mathematics, physics, or chemistry. Background assumed: Preparation equivalent to MATH 105 or MATH 106. Credit may not be earned for both MATH 120 and MATH 122.

A continuation of MATH 120. Review of the definite integral and the fundamental theorem of calculus. Techniques of integration, including integration by parts and partial fractions. Applications of the definite integral, including area, volume, work with probability density functions, and simple differential equations. Introduction to multivariate calculus and to curves described parametrically. Note: Students majoring in mathematics, physics, or chemistry should take MATH 123 University Calculus II instead of MATH 121.

Functions, inverse functions, limits, continuity, derivatives, indeterminate forms, antiderivatives; applications to rectilinear motion, graphing, maxima-minima, related rates; computational technology. Background assumed: Preparation equivalent to MATH 105 or MATH 106. Credit will not be given for both MATH 120 and MATH 122.

Definite integrals, the fundamental theorem of calculus, techniques of integration, applications of the definite integral in the physical sciences and geometry, improper integrals, differential equations, sequences and series. Credit will not be given for both MATH 121 and MATH 123.

A continuation of MATH 121. Differentiation and integration of transcendental functions, with applications to the computation of tangent lines, Taylor polynomials, area, and volume. Additional techniques of integration (trigonometric integrals and trigonometric substitution). Vector calculus, sequences and series, and multivariable calculus of transcendental functions.

Introduction to software packages used by mathematicians. Topics selected from: computer algebra systems, spreadsheet software, and software for publishing mathematics (both in print and on the Web). Some attention is given to writing programs and macros within these systems.

Designed to engage promising mathematics students in solving problems related to calculus and its applications. Students are partitioned into small groups and given interesting and nontrivial problems to work on together. Students present solutions in class and are required to record their work in notebooks.