Overlap between Math 566 and CIS 680

One of the changes that we introduced into the CSE curriculum effective for students entering OSU in Autumn 2001 or later was requiring Math 566. Previously students were only required to take one discrete math course, this being Math 366. Math 566 is a continuation of that course and we felt that our students could benefit by a stronger discrete math background. But one problem resulting from this is that with the current syllabus of Math 566, there is considerable overlap with the syllabus of CIS 680. We got the following feedback from a student who took the Math 566 in Summer 2002 (this student had entered OSU before Au 2001 and could have continued on the old CSE curriculum but chose to follow the new one). Here is the e-mail message from him concerning this:

=====================================================
Subject: CSE Major and Math566
Date: Wed, 28 Aug 2002 21:48:29 -0400
From: "...deleted..."
To: 

Peg, I'm a senior, ready to graduate Winter 2003, and I'm taking Math
566 this Winter.  I wanted to make sure (and ask why) this course is
required for CSE students (I'm on the newer cirriculum). It seems like
the topics covered closely resemble those in CIS680, which I've just
finished taking.  For instance, on the syllabus on the math department's
website (http://www.math.ohio-state.edu/courses/syllabi/566.html), the
following topics are stated and are also covered in CIS680: The Growth
of FunctionsAlgorighmsComplexity of AlgorithmsRecursive
AlgorithmsRecurrence RelationsSolving Recurrence RelationsIntro to
GraphsGraph TerminologyRepresenting GraphsConnectivityShortest Path
ProblemsIntroduction to TreesSpanning TreesMinimal Spanning Trees There
actually aren't too many topics on that syllabus that weren't covered in
CIS 680.  Is there a particular reason this course is required of CSE
undergrads along with CIS 680??--Thanks for the clarification, Rich
=====================================================

We had been planning to look into this problem but it had fallen through the cracks, so to speak. The email from this student stressed the importance of fixing this problem and we are currently (Au '02) working on this.