SMC Core Curriculum Designation Application Form This form will be submitted to the Chair of the CCC, who will distribute it to the proper Working Group(s). Your username ([email protected]) will be recorded when you submit this form. Not jsauerbe? Sign out * Required Name of Proposer * Kathy Porter Name of Department/Program of Proposer * Mathematics and Computer Science Name of Department/Program housing the course * Mathematics and Computer Science Name of Chair/Program Director * Chris Jones Type the Course Acronym, every semester Type the Course Prerequisites (if any): one year each of high school Algebra I, Geometry, and Algebra II with a C- or better, and a mathematics placement into the course after the completion of a placement exam. Type the Unit Value of the Course: 1 Normal Class Size: 35 Number of students in an 'average' section. 33 Number of Sections expected to be taught in Fall 2012. 2 Number of Sections expected to be taught in Spring 2013. 2 Is the course designed for and/or appropriate for first-year students? yes Choose the Working Groups and Learning Goals for which the course is being submitted: * Artistic Understanding Mathematical Understanding Scientific Understanding Social, Historical, Cultural Understanding Theological Understanding American Diversity Common Good Community Engagement Global PerspectivesAny course approved for the Core must provide data for the assessment of Core Curriculum learning goals at an institutional level. Is the proposer aware that his/her chair/program director will need oversee (electronic) submission of the student work necessary for this assessment? Yes No While courses and individual sections within courses may vary, the Core should provide somewhat consistent experiences within each Learning Goal. To this end, is the proposer aware that his/her chair/program director will need to agree that instructors of Core courses will participate in Norming and Assessment exercises? Yes No Once the CCC receives this form, you'll be sent a link that will allow you to upload the syllabi and other documentation. ok :) Thank you. When you click "submit" you'll be sent to a page you can just close. A copy of your responses will be sent to your email, where you can review, and edit them if necessary. ok :2) Coverage of the learning outcomes for Mathematical Understanding for MATH 003 MATH 003 is primarily designed for students with majors in the School of Economics and Business Administration. It will predominantly be taken by Freshmen and Sophomores in these majors. The learning outcomes for Mathematical Understanding are: Students will 1. Apply abstract and logical reasoning to identify patterns and solve mathematical problems; and 2. Communicate mathematical ideas and concepts accurately and clearly using mathematical symbols, language, and formulas. The first learning outcome for Mathematical Understanding will be met by the first two Course Learning Objectives for Finite Mathematics; these are that students will (a) “choose and apply appropriate problem-solving techniques and use mathematical reasoning in solving problems.” (b) “formulate linear models for practical problems in areas such as economics, business, and social sciences.” The topics that will be covered are linear models, systems of linear equations and solution using matrices, matrix algebra, linear programming, mathematics of finance, sets and counting, and probability. Each of these topics involves using reasoning (both deductive and inductive) to apply mathematical ideas to linear applications. Students will identify proper models to mathematically represent given information and use the theory to build models and to solve them. Major applications include using linear regression to represent data and to predict future behavior, writing systems of linear equations to represent related information and then solving the systems by either matrix or graphical methods, understanding and using the Fundamental Theorem of Linear Programming to find appropriate solutions after determining an objective function and the constraint inequalities, applying the Fundamental Principle of Game Theory to establish a winning strategy in zero-sum games, and using the theory of Markov systems to model and solve processes that pass from state to state under given probabilities, then use this information to predict future behavior of the Markov system.. The second learning outcome for Mathematical Understanding will be met by the third and fourth Course Learning Objectives for Finite Mathematics; these are that students will (a) “clearly and correctly express themselves in the language of mathematics, orally and in writing.” And (b) “read mathematical material and translate that into properly written mathematics.” This objective on mathematical communication will be met by covering all of the topics mentioned above in lecture, textbook readings, and online homework.3) Assessment artifacts for measuring student learning Both learning outcomes will be assessed through midterms (usually three), a comprehensive final exam, and homework. Exams and homework will consist of a variety of problems including short answer questions, computational problems, graphical solutions, formulation of models, and algebraic/matrix solutions of real world word problems. Students will be expected to correctly explain processes, theory, and concepts in writing on homework and exams. It is common to expect that students will demonstrate their proficiencies of both learning outcomes on the comprehensive final exam after a semester of learning. 4) Department’s disciplinary expertise All ranked faculty in the Department of Mathematics and Computer Science possess a doctoral degree in mathematics, and it is the ongoing practice to require such a degree of the candidates in every tenure track search. Almost all lecturers and adjunct faculty possess either a master’s or doctoral degree in mathematics plus prior experience in teaching college-level mathematics. The rare exception would be a lecturer who instead possesses an advanced degree in a field with a strong focus on mathematics, such as physics or engineering, plus a substantial history of success in teaching college-level mathematics. The department maintains clear guidelines regarding content, goals, and outcomes for each course and actively communicates to each instructor the