Abstract
In this article we explore aspects of a dynamic university mathematics department and focus on its undergraduate mathematics programmes. We propose that such a department is vital, exhibits a culture that is mutually supportive and that faculty, teaching assistants and their supervisors, administrative staff and students all work towards a set of collective goals. We describe how the contributions and responsibilities of individuals in each of the department's component groups differ and provide illustrations from two mathematics departments that meet some of the criteria set out in this article. We conclude with a list of examples of undergraduate education goals that mathematics departments have committed to in response to their individual situations and thereby revitalized their undergraduate programmes.
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