As a Mathematics major, students will gain an increased understanding and appreciation for math as a universal language. Students can expect to use and build on skills such as thinking critically, formulating and solving problems and communicating solutions. Students will increase their ability to prove theorems, understand complex structure, and apply mathematics and statistics in many real-world settings. The program students choose will make it possible for them to acquire strong preparation for graduate work or for professional applications in mathematics and statistics, teaching, natural and social sciences or other technical areas.

There will also be opportunities for students to experience the challenge and rewards of faculty-mentored research. Students are strongly encouraged to participate in the numerous undergraduate research opportunities as well as individual and small group projects available in the department. Opportunities exist through the Center for Mathematical Modeling, the Office of Statistical Services, honors theses, and independent studies with individual faculty mentors.

As a quantitative finance major (QFIN), your course of study will result in a B.S. degree with minors in economics and math (or a double major with math) rather than a B.B.A.

This major is a highly structured program and you must begin your mathematics courses in your freshman year in order to progress through the major in a timely manner. The required major coursework provides you with the foundation and tools for a variety of financial situations and problem solving, while electives permit you to emphasize economics, mathematics, statistics or finance.

The Statistics major is designed for students who have an interest in the mathematics of statistics or plan to go to graduate school in statistics. Students choose one of two tracks: applied statistics and mathematical statistics. This major emphasizes probability and the theory of statistics and provides opportunities for additional study in applied and theoretical statistics as well as mathematics. Students are encouraged to take elective courses offered by the department that will prepare them for graduate studies.

If students are interested in the applications of statistics and they are planning to seek employment upon graduation as a practicing statistician, they are advised to choose the applied statistics track. Emphasis in this track is on the applications of statistics to various fields of study. Students will take courses on the design and analysis of experiments, regression analysis and sample surveys, as well as other courses in applied and theoretical statistics, probability and mathematics. Students who choose the applied statistics track are encouraged to take as many elective courses as possible in applied fields of their choice.

As a Mathematics major, students will gain an increased understanding and appreciation for math as a universal language. Students can expect to use and build on skills such as thinking critically, formulating and solving problems and communicating solutions. Students will increase their ability to prove theorems, understand complex structure, and apply mathematics and statistics in many real-world settings. The program students choose will make it possible for them to acquire strong preparation for graduate work or for professional applications in mathematics and statistics, teaching, natural and social sciences or other technical areas.

There will also be opportunities for students to experience the challenge and rewards of faculty-mentored research. Students are strongly encouraged to participate in the numerous undergraduate research opportunities as well as individual and small group projects available in the department. Opportunities exist through the Center for Mathematical Modeling, the Office of Statistical Services, honors theses, and independent studies with individual faculty mentors.

Purpose: This program prepares students to communicate proficiently in American Sign Language, including both expressive and receptive skills. The ASL Career Studies Certificate will improve the students' marketability in a wide range of positions where it is necessary to possess effective communication between hearing and Deaf persons. These fields include careers such as teaching, health and social service occupations, and public safety positions. Many people already holding positions in these areas would enhance their ability to perform their current jobs by expanding the range of people with whom they can communicate. The ASL Career Studies Certificate also fulfils all of the prerequisite requirements for our other programs of study. Many students complete the ASL CSC and then go on to enroll in either the Interpreting A.A.S. or Deaf Studies A.S. curriculum.

Purpose This curriculum is designed for students seeking licensure in 6-12 social studies education. This curriculum prepares students to transfer to any four-year college or university teacher preparation program. Courses in this degree are designed to satisfy some of the endorsement and professional course requirements of a Virginia teaching license. In EDU 200, students will identify the endorsement (content) courses they need to earn a teaching license. Students should meet with a Teacher Education faculty member or Education Field Placement Coordinator and Advising Specialist to select the correct courses for their area of licensure. EDU 200 and EDU 204 both require 20-hour field placements in a K-12 public school. Students will be required to complete a background check before being placed in the schools. Students with criminal records should consult with the Teacher Education Field Placement Coordinator before enrolling in the courses. Students are strongly encouraged to take the VCLA after completing ENG 111, ENG 112, Eng-literature course, and CST 100 or CST 110.

Purpose This curriculum is designed for students seeking licensure in either PreK-3rd Grade or PreK-6th Grade. Upon completion of endorsement courses, students should take the Praxis II: Elementary Education Multiple Subjects. This curriculum prepares students to transfer to any four-year college or university teacher preparation program. Courses in this degree are designed to satisfy some of the endorsement and professional course requirements of a Virginia teaching license. In EDU 200, students will identify the endorsement (content) courses they need to earn a teaching license. Students should meet with a Teacher Education faculty member or Education Field Placement Coordinator and Advising Specialist to select the correct courses for their area of licensure. EDU 200 and EDU 204 both require 20-hour field placements in a K-12 public school. Students will be required to complete a background check before being placed in the schools. Students with criminal records should consult with the Teacher Education Field Placement Coordinator before enrolling in the courses. Students are strongly encouraged to take the VCLA after completing ENG 111, ENG 112, Eng-literature course, and CST 100 or 110.

Purpose: The curriculum is designed for persons who seek entry-level employment as clinical data coding specialists in healthcare organizations by providing them with knowledge in anatomy and medical terminology, skill development in ICD-10-CM/PCS and CPT coding classification systems, database management, and clinical data abstracting processes, prospective payment systems, and reimbursement strategies. Clinical data coding specialists are in demand across the spectrum of healthcare organizations including hospitals, physician offices, insurance companies, managed care organizations, contracting groups, and accounting firms. Graduates of the certificate program are eligible to take one of two national certifying examinations administered by the American Health Information Management Association (AHIMA) to become a Certified Coding Associate (CCA), Certified Coding Specialist (CCS), or Certified Coding Specialist-Physician Office setting (CCS-P).

Socrates claimed that the unexamined life is not worth living. Why not? One reply is that since our unexamined opinions and values are often inseparable from who we are and how we conceive of ourselves, our satisfactions, our relations to others and reality itself, our lives, and the worth of our lives depend on our efforts to achieve greater understanding. The examination and critique of claims to truth and rightness is central to philosophical understanding, involving the gradual liberation from false beliefs and partial views of ourselves and our world. Because of this, it has an essential place in the liberal arts curriculum.

The aim of the philosophy department is to introduce students to the inquiries of important philosophers and to aid them in developing and in exercising their own critical, independent thought. To this end, philosophy courses encourage students to formulate issues and questions and to evaluate critically philosophers' arguments and their own in classroom discussion as well as in the writing of papers.

The major in applied mathematics combines classical study of mathematics with modern computational methods and applications to other disciplines. Students pursuing the major will develop multiple modes of evidence including proof, simulation, computation, and visualization, and they will apply their skills to real-world problems in courses taught by mathematics faculty and in a chosen cross-disciplinary area.

Mathematics is the language of the sciences, and the analytical tool of many disciplines. In its own right, mathematics is one of the finest inventions of civilization, demanding both creativity and rigor. At Randolph-Macon College, the mathematics curriculum is designed to serve a broad variety of interests. Courses in calculus, statistics, modeling, finite mathematics, and logic are available to all students and provide one of the cornerstones of a liberal arts education.

Students pursuing the mathematics major or minor are expected to gain an appreciation of mathematical rigor, the process whereby propositions are logically deduced from general premises. Such study should enable students to apply greater clarity and precision of thought to their future endeavors and promote higher order thinking and habits of mind suitable for effective problem-solving. The curriculum includes courses in both theoretical and applied mathematics. Each student should be able to develop a course of study which will serve as the foundation for graduate work or for a career that requires well-developed analytical skills. A major in mathematics may lead to graduate study in many fields, e.g. mathematics, statistics, computer science, economics, or operations research. The program also provides excellent preparation for a career in law, medicine, business, or engineering.

The minor in ethics offers an interdisciplinary approach to the study of morality. Throughout history, notions of the good, the right, and the virtuous have been a central concern for individuals and societies. Although both philosophy and religion have traditionally been the disciplines that study ethics, ethical questions arise in the whole of human life, and every academic area is to some extent concerned with such questions. Thirteen departments or programs of the college presently offer courses approved in this minor. These courses pursue an understanding and critical examination of ethical notions, arguments, practices, decisions, and decision-making as they investigate various subject matters. The aim of the ethics minor is consonant with the mission of the college: to develop "the mind and character of each student." It does this by drawing on courses in different disciplines that cultivate students' understanding and judgement about often complex issues of right and wrong.

The minor consists of five courses: two foundation courses and three electives. Students must take one foundation course in Philosophy (PHIL 212 Ethics) and one in Religious Studies (either RELS 235 Religious Ethics or RELS 237 Christian Ethics). Students are encouraged to take one or both foundation courses before taking electives in the minor. If a student takes both RELS 235 Religious Ethics and RELS 237 Christian Ethics, one will count as a foundation course and the other as an elective. No more than three courses from a single department or program may count toward the minor.

Mathematics is the language of the sciences, and the analytical tool of many disciplines. In its own right, mathematics is one of the finest inventions of civilization, demanding both creativity and rigor. At Randolph-Macon College, the mathematics curriculum is designed to serve a broad variety of interests. Courses in calculus, statistics, modeling, finite mathematics, and logic are available to all students and provide one of the cornerstones of a liberal arts education.

Students pursuing the mathematics major or minor are expected to gain an appreciation of mathematical rigor, the process whereby propositions are logically deduced from general premises. Such study should enable students to apply greater clarity and precision of thought to their future endeavors and promote higher order thinking and habits of mind suitable for effective problem-solving. The curriculum includes courses in both theoretical and applied mathematics. Each student should be able to develop a course of study which will serve as the foundation for graduate work or for a career that requires well-developed analytical skills. A major in mathematics may lead to graduate study in many fields, e.g. mathematics, statistics, computer science, economics, or operations research. The program also provides excellent preparation for a career in law, medicine, business, or engineering.