List the relevant innovations, initiatives, and tendencies in teaching of the Faculty's Undergraduate Program in regard to:

a) New Programs and Courses;

(Computer Science - IME)

R:The department did not create new courses, but rather invested in the current one. Elective disciplines are created and offered continuously, reflecting current trends and faculty research fields. Recent years have seen the emergence of disciplines aimed at market, specifically "Law and Free Software" and

"Entrepreneurship".

(Statistics - IME)

R:In the restructuration of the course, the disciplines MAE0514 - Introduction to Survival Analysis, MAE0524 - Bayesian Data Analysis and MAE0526 - Topics of Regression, which includes more advanced models that the ones offered in MAE0328 - Regression analysis, as the Generalized Linear Models; have been included as mandatory. Such disciplines were optative. Besides, two disciplines were created:

MAE0125 - Perspectives in Statistics, so that the students in the first semester may get acquainted with the kinds of problems and the areas that the Statistician may act upon; and MAC0313 - Introduction to the Database Systems for Statisticians, so that the egress may know how to deal with strong databases, a demand of the market nowadays.

(Applied Mathematics - IME)

R:Our courses are relatively young: both the BMA and the BMAC are about 11 years old. We anticipate the introduction of new qualifications this year with the consequent introduction of new disciplines. For example, there is a new major in Actuarial Sciences to be held at the FEA. The discipline "MAP 2001:

Mathematics, Architecture and Design" was created recently and has been very successful in its two years of existence.

A clear need for us - to have a qualification in science and engineering which is entirely nocturnal - has stumbled repeatedly against negatives by higher instances of the university administration.

(Mathematics - IME)

R:Several readjustments have been made in subjects offered outside IME motivated mainly by requests from the course coordination. In all cases, either a professor from MAT was part of the course committee or one was assigned ad hoc to consider the problem and to suggest solutions. An example are the new classes created to meet the expansion needs of Escola Politecnica in Santos and in EACH.

New algebra courses in BM are MAT0164-Números Inteiros (4 hours, first semester), MAT0264-Anéis e Corpos (4 hours, third semester), MAT0265-Grupos (4 hours, fourth semester), and MAT0364-Teoria de Galois (4 hours, fifth semester). These four courses replace MAT0123-Álgebra I, MAT0213-Álgebra II and

MAT0313-Álgebra III. MAT0164 replaces MAT0123. The new course MAT0164 has a less extensive

program (including only integer numbers and not Ring Theory) and is part of the first semester instead of the third. The aim is to promote close contact with proofs right in the beginning trying to solve difficulties that appear to be each year more acute amongst freshman classes. MAT0264 and MAT0265 replace MAT0213-Álgebra II, separating rings and fields from groups, in two different courses. Finally, MAT0364 replaces MAT0313-Álgebra III, with minor changes in the program just do adapt to the other new courses.

Still about Bacharelado em Matemática, a new course has been created MAT0148 - Introdução ao Trabalho Científico. It is an annual course, with 300 hours. Typically, the student works in a scientific initiation project with a supervisor. In the end, the student presents a written report about the activities.

In the new curriculum of the Licenciatura, implemented from 2006 on, new subjects have been introduced and others reformulated, due to the new component "practice as curricular component". The last five years we have consolidated and improved the formative objectives of the reformulated and new disciplines.

b) Increase in the number of slots;

(Computer Science - IME)

R:The Department understands that there is no conditions to increase offered places, even though the demand for the course has increased in the last five years (from 11:1 in 2010 to 34:1 in 2015, both ratios for 1st option). The lack of conditions come from limited room and faculty shortage.

(Statistics - IME)

R:The increase of vacancies is seen as a goal to be reached in near future, however, for that, it demands some definitions about how do reduce the evasion rate and the limited capacity of collaboration with service disciplines, those that are offered to other Institutes of the University. Nowadays we offer 50 undergraduate disciplines to 16 Institutes of USP, 10 of them with classes of an average number of 50 students enrolled, 3 of them passing 70 students per class, in 1 of them the average is of 35 students enrolled, and one institute (FEA) to which we offer 6 disciplines with an average of 50 students per class.

At IME, we have 33 disciplines with classes of an average of 40 enrolled students. All the docents of the Department participate of these activities.

(Applied Mathematics - IME) R:Does not seem necessary to us.

(Mathematics - IME)

R:The undergraduate courses Bacharelado em Matemática and Licenciatura remain with the same number of freshman classes: 30 in BM, 100 in Lic Noturno (evening) and 50 in Lic Diurno (daily).

In both courses, one of the more important issues is the high dropout rates. In this context and needing more professors, the department does not intend to increase the number of undergraduate students.

c) Attraction of talented students;

(Computer Science - IME)

R:The creation of a separated career for Computer Science in 2011 promoted more visibility for the course in the media and started to attract directly interested students. The same effect occurred in the

"Profession Fair" and in monitored visits. For some time we made visits to high schools describing the course and the working fields, but this initiative was deprecated as the demand for the course increased.

We created a channel on YouTube describing the disciplines and BCC itself. There is also a permanent committee for advertising the course and elucidate questions of potential candidates.

(Statistics - IME)

R:From the third semester of the Bachelor degree, talented students are encouraged to participate of Undergraduate Research programs, Seminars, Lectures and Congresses. Such initiatives are open and divulged so the interested parties may develop their formation with the biggest support possible.

(Applied Mathematics - IME)

R:The Molecular Sciences course is actually an incubator for talented students. The current course

coordinator (Fabio Tal) is a professor of MAP. Another MAP professor who came from this course is Renato Vicente. Our strong relationship with Molecular Sciences enables us to attract good students to attend our disciplines, conduct TCC with our professors and eventually enroll in postgraduate courses in MAP. We also created this year a new discipline for Poli ("Introduction to Real Analysis"), which aims to attract talented students with interest in mathematics.

(Mathematics - IME)

R:The department participates in the event "USP e as profissões" when students who are about to choose a career come to visit several units in USP. We also attend "Feira de Profissões" another event in USP that attracts thousands of students. The Matemateca exhibitions also collaborate to promote our

undergraduate courses, as well as the projects amongst students who participated in OBEMEP: PIC and PICME.

d) Changes and flexibility in the curricular structure;

(Computer Science - IME)

R:The current curriculum is very flexible, with a large number of elective disciplines. But, as the field is highly dynamic, we realized the need of an update, which was started to be analyzed in 2011 and is currently being implemented. It is a new curriculum, composed of a basic core holding the essential foundation and groups of coordinated elective disciplines, allowing the student to get a more specific formation. In this fashion, the student may opt for a general formation or follow one of the available tracks. In this model, the student is not forced to choose a track a priori, it is enough to collect credits for the desired track(s). At this moment, the offered tracks are eScience, Algorithms and Complexity,

Software Systems and AI. The 2015 new students are already in the new system.

(Statistics - IME)

R:Besides the encouragement to take courses with a wide variety of free optative disciplines in other Institutes of USP (IB, IAG, IPT, FEA, FE, FFLCH, POLI etc...), the program offers around 8 optative disciplines a year. The Committee of Undergraduate Courses also analyses equivalencies of disciplines taken even outside USP. This allows a certain flexibilization of the syllabus. The Changes have been recently made and the Committee of Undergraduate Courses have been sensible to the different demands.

(Applied Mathematics - IME)

R:The courses offered by MAP are flexible par excellence: sufficient it to notice that ten qualifications are offered in ranging from Animal Health to Control and Automation, to several others. The heterogeneity of the department always made us we value diversity and flexibility: this is an integral part of our

departmental identity. Among other things, our students are encouraged to make elective courses in other departments and other units (even if this has often been prevented, beyond the minimum required, by rules of USP).

(Mathematics - IME)

R:In this period, there has been an augmentation of the elective subjects making the Bacharelado de Matemática syllabus more flexible; the student chooses five electives (related to mathematics) and one elective in any subject. The lack of human resources makes it difficult to offer a wide range of subjects.

Since the BM has few students, it is possible to ask the students and meet their demands.

Licenciatura em Matemática has a flexible curriculum structure (with several blocks of elective disciplines)

since 1994. In 2006, this feature was maintained and even stressed - mainly by the addition of elective disciplines, not just from other departments in IME, but also from other units of USP, including the Faculdade de Educação. In the last five years, there were no other changes in this regard.

e) Renewal, updating, and use of new teaching methodologies.

(Computer Science - IME)

R:Virtually all subjects have support via internet, via Moodle, with forums of doubts and discussion, tasks delivered remotely and provision of teaching materials. Another initiative is a circulating laboratory of robotics for the study of autonomous intelligent agents.

(Statistics - IME)

R:The Committee of Undergraduate Courses systematically revise (with internal feedback) the suggested bibliographical references, the innovations proposed by different Docents in different disciplines and provides support to renovations that are adequate to the syllabus and the current pedagogical program.

(Applied Mathematics - IME)

R:The teaching of mathematics using the traditional chalk and blackboard still appears to us to be quite efficient. Several instructors use substitutes like projections on Beamer or Power Point, but this depends on the context and the instructor. Several instructors use Maple, Mathematics and SciLab in their courses, as they see fit.

(Mathematics - IME)

R:The department offers a Web course of "cálculo 3" (distance learning and in-person tests) for students from Escola Politécnica who have already fail the regular course. Moreover, the four calculus courses taught in Escola Politecnica are being recorded to be available to everyone in the WEB.

The department proposed a blended learning course in "licenciatura" that has already been approved by IME, Instituto de Física and Faculdade de Educação. There have been no decision about the course by ten central committees of USP.

2.7.1.4 Characterize the monitoring of the Faculty's Undergraduate teaching. Describe the