2025-2026 Provost Lecture Series

Analyzing recent changes to lower-division math courses at Kansas State University

Wednesday, April 8, 2026Craig Spencer
3:30 - 4:30 p.m.
Hemisphere Room
5th Floor, Hale Library, Manhattan Campus

Dr. Craig Spencer
Professor of Mathematics
2025-2026 Coffman Chair for University Distinguished Teaching Scholars

Biographical Sketch

Craig Spencer received a B.A. in Mathematics from Carleton College in 2003 and a Ph.D. in Mathematics from the University of Michigan in 2008. Before coming to Kansas State University, he did postdocs at the Mathematical Sciences Research Institute and the Institute for Advanced Study. Spencer's research employs the circle method to study Diophantine equations, Diophantine inequalities, and additive combinatorics. He has also worked on applications of number theory to compressed sensing and discrepancy theory. Spencer's work in number theory has been supported by three grants from the National Security Agency. In 2013, he became the director of the Center for Quantitative Education, where he has been involved in running professional development programs for K-12 teachers and has attempted to improve retention rates in the calculus sequence at Kansas State University. His math education collaborations with members of the Department of Curriculum and Instruction have been funded twice by the National Science Foundation, twice by the Kansas State Department of Education, and once by the Kansas Board of Regents. Spencer teaches a weekly Math Circle via Zoom for middle school students, and during the summer, he organizes Engineering Launch, which helps prepare incoming students at risk of failing Calculus I or II.

Abstract

Recent years have brought significant changes to math requirements across Kansas State University. With KBOR's new systemwide general education requirements, we've seen programs modify, and sometimes reduce, their math requirements. When Math Pathways are instituted next year, Intermediate Algebra can no longer be offered, and students not meeting certain placement measures for introductory math courses will be required to take versions with corequisite support. Furthermore, the Department of Mathematics has taken certain actions to improve retention rates. In particular, students failing the first exam in Calculus I are allowed to drop back into a special section of Precalculus, and over the summer, incoming students at risk of failing Calculus I or II are encouraged to participate in online math preparation programs over the summer. My goal is to obtain both quantitative and qualitative information on the effects of these changes and initiatives. I will accumulate and analyze data on our students' math placement measures, participation in certain math programs, and performance in math courses. Surveys and interviews will be conducted to gain an understanding of students' perceptions of our math classes, corequisite support offerings, and retention initiatives. My goal is to better understand how the Department of Mathematics can improve placement recommendations, reduce D/F/W rates in lower-division courses, and better serve the K-State community.