Directories
Holloway Hall

Directories

Operator: 410-543-6000

Austin, Homer

Faculty, Math and Computer Science
Henson Science Hall (HS) 116
410-543-6468 or ext 36468
hwaustinsalisburyedu
Website



Courses  []

2014 Fall

  • COSC 362-001 THEORY OF COMPUTATION
    Applications of discrete mathematics to computer science and introduction to the theory of computation. Topics include automata and formal languages, computability by Turing machines and recursive functions, undecidability and computational complexity. Prerequisite: C or better in COSC 120, MATH 210. Three hours per week.
  • MATH 210-001 INTRO TO DISCRETE MATH
    Introduction to basic techniques and modes of reasoning for discrete problem solving. Set theory, recurrence relations, counting, graphs and lattices, number theory. Prerequisites: MATH 140 or equivalent. Four hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).
  • MATH 306-001 LINEAR ALGEBRA
    Basic concepts of linear algebra: linear equations and matrices, vector spaces and subspaces, similar matrices, basis and dimension, linear transformations, eigenvalues, determinants, orthogonality, coordinate systems, and applications to geometry. Prerequisite: MATH 202. Four hours per week.

2015 Winter

  • MATH 155-002 MOD STATISTICS WITH COMPUT
    Descriptive and inferential analysis of raw data, emphasizing appropriate assumptions, computer use and interpretation. Consideration of parametric and nonparametric methods and comparison of their powers. Intended for students in the social and natural sciences. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisites: High school Algebra II and plane geometry. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).

2015 Spring

  • MATH 155-507 MOD STATISTICS WITH COMPUT
    Descriptive and inferential analysis of raw data, emphasizing appropriate assumptions, computer use and interpretation. Consideration of parametric and nonparametric methods and comparison of their powers. Intended for students in the social and natural sciences. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisites: High school Algebra II and plane geometry. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).
  • MATH 155-508 MOD STATISTICS WITH COMPUT
    Descriptive and inferential analysis of raw data, emphasizing appropriate assumptions, computer use and interpretation. Consideration of parametric and nonparametric methods and comparison of their powers. Intended for students in the social and natural sciences. May not receive credit for more than one: MATH 150, 151, 155 or 213. Prerequisites: High school Algebra II and plane geometry. Three hours per week. Meets General education IVB or IVc (Prior to Fall 2008: IIIB or IIIC).
  • MATH 213-002 STATISTICAL THINKING
    Descriptive and inferential analysis of data, emphasizing appropriate assumptions, computer use and interpretation. Parametric and non parametric methods will be compared and contrasted throughout the course. May not receive credit for more than one: MATH 150, 151, 155 or 213. Concurrent registration with MATH 214 is required. Prerequisites or corequisites: MATH 214 and 160 or 201. Three hours per week.
  • MATH 214-001 STATISTICS LABORATORY
    Laboratory activities to reinforce topics covered in MATH 213. Must be taken during the same semester that students register for MATH 213. Students having completed MATH 155 or equivalent may also take MATH 214. Two hours laboratory per week.
  • MATH 230-003 FUNDAMENTAL CONCEPTS II
    Continuation of the process begun in MATH 130 of preparing prospective elementary school teachers to teach mathematics. Like MATH 130, it fosters a thorough understanding of fundamental mathematics and emphasizes the ability to communicate this understanding effectively. Cannot receive credit for both MATH 104 and 230. Prerequisites: MATH 130 completed with a C or better. Three hours per week. Meets General Education IVB or IVC (Prior to Fall 2008: IIIB or IIIC).

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Awards, Scholarship & Creative Works:  []

Article(s)

Austin, H.W. & Austin, J.W. 
(2012). 
On a Special Subset of Pythagorean-triple-preserving Matrices. 
Advances & Applications in Mathematical Sciences, 
12(2), 
97-104. 
Austin, H. & Austin, J. 
(2009). 
Binet's formula for recursive integer sequences. 
Journal of Mathematical Sciences & Mathematics Education, 
Barzilai, H., Austin, H., Hauk, S., Brown Judd, A. & Tsay, J.J. 
(2008). 
Preservice elementary teachers' understanding of logical inference. 
Investigations in Mathematics Learning, Official Journal of the Research Council on Mathematics Learning, 
1(2), 
1-34. 
Austin, H. W. & Barzilai, H. 
(2003). 
Classroom note: An equivalence relation. 
IJMEST: International Journal of Mathematical Education in Science & Technology, 
34(6), 
919-922. 
Wainwright, B. A., Tardiff, R. M. & Austin, H. W. 
(2002). 
Making statistics a full partner in mathematical sciences programs. 
PRIMUS: Problems, Resources, & Issues in Mathematics Undergraduate Studies, 
12(1), 
61-74. 
Austin, H. W. & Wainwright, B. A. 
(1997). 
The first CAMS project: A humanistic endeavor. 
Humanistic Mathematics Network Journal, 
Austin, H. W. 
(1995). 
The Fermat machine. 
International Journal of Mathematical Education in  Science & Technology (IJMEST), 
26(1), 
107. 
Austin, H. W. 
(1994). 
Note on Golomb's problem. 
Journal of Natural Science & Mathematics, 
Austin, H. W. 
(1992). 
Chain rule for derivatives revisited. 
PRIMUS: Problems, Resources, & Issues in Mathematics Undergraduate Studies, 
2(1), 
62-64. 
Austin, A. H. & Shannon, K. M. 
(1991). 
A problem to foster critical thinking in mathematics. 
International Journal for Mathematics Education in Science & Technology (IJMEST), 
23(4), 
543-547 . 
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Austin, H. W. & Tardiff, R. M. 
(1989). 
Convexivity & a generalized Minkowski inequality. 
Houston Journal of Mathematics, 
15(4), 
Austin, H. W. & Schultz, C. N. 
(1987). 
An evaluation of a self-assessment test used to predict success in introductory college mathematics courses. 
International Journal of Mathematical Education in Science & Technology (IJMEST), 
18(4), 
507-518 . 
Austin, H. W. 
(1984). 
An assessment of mathematical implication in college students. 
International Journal of Mathematical Education in Science & Technology (IJMEST), 
15(3), 
327-333. 
Austin, H. W. 
(1983). 
Sample size: How much is enough? 
Quality & Quantity, 
17(3), 
239-245. 
Austin, H W. 
(1982). 
Calculus & its teaching: An accumulation effect. 
International Journal of Mathematical Education in Science & Technology (IJMEST), 
13(5), 
573-578. 
Austin, H. W. 
(1982). 
Probability solution to a limit problem. 
College Mathematics Journal, 
13(4), 
272. 
Austin, H. W. 
Note on the order of the reals. 
International Journal of Mathematical Education in Science & Technology (IJMEST), 
18(3), 
484-486. 

Awards(s)

Homer Austin (2010). Faculty Appreciation Award - Salisbury University Alumni Association, Salisbury, MD.
Homer Austin (2004). The John Smith Award for Distinguished Teaching - Maryland-DC-Virginia Branch of the Mathematical Association of America (MAA).
Homer W. Austin (2003). Distinguished Faculty Award - Salisbury University, Salisbury, MD.
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Presentations

Barzilai, H. & Austin, H. W. (2005). Math ADEPT K-16 Collaboration Workshop.  NSF-funded workshop. Presented at ADEPT Allied Delmarva Enhancement Program for Teachers

Other

Barzilai, H. & Austin, H. W. (2005). Math ADEPT K-16 Collaboration Workshop Resource Binder. Presented at ADEPT Allied Delmarva Enhancement Program for Teachers

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Please send any updates to lahanscom@salisbury.edu.


Press Releases: []

Visit the Press & Publications site for more information.




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