Semester of Graduation

2026

Degree

Master of Natural Sciences (MNS)

Department

Interdisciplinary Program in Natural Sciences

Document Type

Thesis

Abstract

Traditionally, introductory calculus has been designed for engineering and physics students, often leaving students majoring in data science or life sciences with a curriculum that lacks professional relevance and is overly reliant on problems that focus on computational fluency. This thesis proposes a two-semester sequence, called MATH 153X and MATH 154X, specifically tailored for the Louisiana State University (LSU) Dual Enrollment program and university-level data science and life sciences majors. By integrating modern computational tools—such as symbolic calculators and artificial intelligence (AI) tools—the proposed curriculum shifts the pedagogical focus from procedural symbolic manipulation toward conceptual literacy.

Through a series of specialized application problems, this thesis demonstrates how a conceptual approach maintains rigorous standards while increasing utility. By requiring students to justify their problem-solving processes and verify AI-generated outputs, the MATH 153X/154X sequence ensures that students remain the primary drivers of their mathematical reasoning. Ultimately, this work provides a model for modernizing calculus education to meet the demands of an increasingly automated and data-centric professional landscape.

Date

3-26-2026

Committee Chair

Neubrander, Frank

LSU Acknowledgement

1

LSU Accessibility Acknowledgment

1

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