Cooperative mentoring relationships that emphasize investigation, original inquiry, genuine research, and scholarly writing and/or development of articles, book materials, software, or problem solutions accelerate the growth of full and effective practitioners of mathematics and computer science.
In fact, the vast majority of mathematical and computing developments as practiced by professionals at advanced levels almost always occurs in an interactive context of intensive, persistent work by teams of competent practitioners and researchers. This prevalent model for serious work in these disciplines provides a functional prototype for the academic and spiritual growth experience that students will enjoy as they engage in close, sustained interaction with their math and computer science faculty mentors.
The Department strives to involve every mathematics and every computer science major in a mentoring relationship at least once during his or her undergraduate experience. The faculty are deeply committed to initiating mentoring patterns that are not only academic but also beneficial to the students' spiritual growth and faith learning integration. Many students have published their first papers jointly with their faculty mentors and with their peers in refereed professional journals as a consequence of their work during a mentoring course.