College of the Redwoods s3

College of the Redwoods

CURRICULUM PROPOSAL

1. Course ID and Number: Math 5

2. Course Title: Contemporary Mathematics

3. Check one of the following:

New Course (If the course constitutes a new learning experience for CR students, the course is new)

Updated/revised course

If curriculum has been offered under a different discipline and/or name, identify the former course:

Should another course be inactivated? No Yes Inactivation date:

Title of course to be inactivated:

4. If this is an update/revision of an existing course, provide explanation of and justification for changes to this course. Be sure to explain the reasons for any changes to class size, unit value, and prerequisites/corequisites. It has been 5 yrs since this course outline has been updated. There's also a revision to the Student Learning Outcomes.

5. List the faculty with which you consulted in the development and/or revision of this course outline:

Faculty Member Name(s) and Discipline(s): Tami Matsumoto (Math), Michael Butler (Math), Paul Hidy (Automotive), and Paul Kinsey (Construction), this was also circulated amongst all Math Faculty and discussed at a Math Department meeting.

6. If any of the features listed below have been modified in the new proposal, indicate the “old” (current) information and proposed changes. If a feature is not changing, leave both the “old” and “new” fields blank.

FEATURES /

OLD

/ NEW
Course Title
Catalog Description
(Please include complete text of old and new catalog descriptions.) / A study of mathematical concepts that include inductive and deductive reasoning, mathematical modeling and analysis of linear and exponential functions, geometric symmetries, geometry of fractals, sequences and series, dynamics of population growth, statistics, mathematics of finance and management science, mathematics of methods of voting, fair division, and problem-solving techniques that include a variety of practical problems. This course is designed for liberal arts students. / An approved CR and CSU General Education course designed primarily for non-science majors. This course is a study of selected topics from contemporary mathematics. Typical topics, which are chosen by the instructor, will be from areas including: inductive and deductive reasoning, mathematical modeling and analysis of linear and exponential functions, geometric symmetries, geometry of fractals, sequences and series, dynamics of population growth, statistics, mathematics of finance and management science, mathematics of methods of voting, fair division, and problem-solving techniques.
Grading Standard / SelectLetter Grade OnlyPass/No Pass OnlyGrade-Pass/No Pass Option / SelectLetter Grade OnlyPass/No Pass OnlyGrade-Pass/No Pass Option
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other / SLOs

College of the Redwoods

COURSE OUTLINE

1. DATE: 2/20/2011

2. DIVISION:

3. COURSE ID AND NUMBER: Math 5

4. COURSE TITLE (appears in catalog and schedule of classes): Contemporary Mathematics

5. SHORT TITLE (appears on student transcripts; limited to 30 characters, including spaces): Contemporary Mathematics

6. LOCAL ID (TOPS): 1701.00 (Taxonomy of Program codes http://www.cccco.edu/Portals/4/TopTax6_rev0909.pdf)

7. NATIONAL ID (CIP): 27.0101 (Classification of Instructional Program codes can be found in Appendix B of the TOPS code book http://www.cccco.edu/Portals/4/AA/CrosswalkTOP6to2010CIP.pdf)

8. Discipline(s): Select from CCC System Office Minimum Qualifications for Faculty

http://www.cccco.edu/Portals/4/AA/Minimum%20Qualifications%20Handbook%20for%202010-2012.pdf

Course may fit more than one discipline; identify all that apply: Mathematics

9. FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2011

10. TOTAL UNITS: 3 [Lecture Units: 3 Lab Units: ]

TOTAL HOURS: 54 [Lecture Hours: 54 Lab Hours: ]

(1 unit lecture=18 hours; 1 unit lab=54 hours)

11. MAXIMUM CLASS SIZE: 40

12. Will this course have an instructional materials fee? No Yes Fee: $

(If “yes,” attach a completed “Instructional Materials Fee Request Form”—form available in Public Folders>Curriculum>Forms)

GRADING STANDARD

Letter Grade Only Pass/No Pass Only Grade-Pass/No Pass Option

Is this course a repeatable lab course: No Yes If yes, how many total enrollments?

Is this course to be offered as part of the Honors Program? No Yes

If yes, explain how honors sections of the course are different from standard sections.

CATALOG DESCRIPTION -- The catalog description should clearly describe for students the scope of the course, its level, and what kinds of student goals the course is designed to fulfill. The catalog description should begin with a sentence fragment.

An approved CR and CSU General Education course designed primarily for non-science majors. This course is a study of selected topics from contemporary mathematics. Typical topics, which are chosen by the instructor, will be from areas including: inductive and deductive reasoning, mathematical modeling and analysis of linear and exponential functions, geometric symmetries, geometry of fractals, sequences and series, dynamics of population growth, statistics, mathematics of finance and management science, mathematics of methods of voting, fair division, and problem-solving techniques.

Special notes or advisories (e.g. field trips required, prior admission to special program required, etc.): Graphing calculator required, TI-83 or TI-84 recommended.

PREREQUISITE COURSE(S)

No Yes Course(s): Math 120 (or equivalent) with a grade of "C" or better or appropriate score on assessment exam.

Rationale for Prerequisite:

Describe representative skills without which the student would be highly unlikely to succeed. Ability to solve linear and exponential equations analytically and graphically. Ability to use technology in the study of the course topics. Ability to verbally express mathematical concepts as applied to the course topics.

COREQUISITE COURSE(S)

No Yes Course(s):

Rationale for Corequisite:

RECOMMENDED PREPARATION

No Yes Course(s):

Rationale for Recommended Preparation:

COURSE LEARNING OUTCOMES –This section answers the question “what will students be able to do as a result of taking this course?” State some of the objectives in terms of specific, measurable student actions (e.g. discuss, identify, describe, analyze, construct, compare, compose, display, report, select, etc.). For a more complete list of outcome verbs please see Public Folders>Curriculum>Help Folder>SLO Language Chart. Each outcome should be numbered.

1. Accurately communicate mathematical ideas using correct mathematical notation, graphs, and vocabulary.

2. Demonstrate appropriate use of the graphing calculator or other technology to explore mathematical concepts and verify their quantitative conclusions.

3. Solve problems and applications demonstrating the skills required for college-level mathematics.

4. Examine the quantitative arguments on both sides of issues currently in the news.

5. Explain the concepts of mathematics of social choice, statistics, growth, symmetry, finance, and/or management science and use the concepts to solve problems in these fields.

COURSE CONTENT–This section describes what the course is “about”-i.e. what it covers and what knowledge students will acquire

Concepts: What terms and ideas will students need to understand and be conversant with as they demonstrate course outcomes? Each concept should be numbered.

1. A multiple-step problem-solving process.

2. The presentation of mathematical solutions in a logical, coherent structure, including the use of writing skills, grammar, illustrations, and punctuation.

3. The use of the graphing calculator or computer as a problem-solving tool.

4. The relationship between mathematical concepts and real-world problems.

5. Mathematical concepts to include definitions, properties, graphs, and their application to the problem-solving process.

6. The recognition that proper symbolic manipulation is an important tool in multiple problem-solving situations.

7. Seeing the validity of the quantitative reasoning on both sides of an argument.

Issues: What primary tensions or problems inherent in the subject matter of the course will students engage? Each issue should be numbered.

1. The importance of writing/presenting mathematics using correct notation and grammar.

2. The limitations of technology.

3. The influence of mathematics in the liberal arts, social and environmental issues, finance, and data analysis.

4. The necessity to read unfamiliar mathematics using the text and other resources.

Themes: What motifs, if any, are threaded throughout the course? Each theme should be numbered.

1. Critical thinking.

2. Problem solving.

3. Symbol manipulation.

4. Use of technology.

5. Communication.

6. Application to real-world situations.

Skills: What abilities must students have in order to demonstrate course outcomes? (E.g. write clearly, use a scientific calculator, read college-level texts, create a field notebook, safely use power tools, etc). Each skill should be numbered.

1. Use and extend mathematical skills learned previously to new situations

2. Use correct mathematical notation

3. Use a graphing calculator to graph, create tables, and analyze data

4. Read college-level texts, essays, and papers

5. Research topics using the library and/or internet

6. Communicate clearly verbally and in writing

7. Work with others

REPRESENTATIVE LEARNING ACTIVITIES –This section provides examples of things students may do to engage the course content (e.g., listening to lectures, participating in discussions and/or group activities, attending a field trip). These activities should relate directly to the Course Learning Outcomes. Each activity should be numbered.

1. Listening to lectures.

2. Participating in group activities or assignments.

3. Participating in in-class assignments or discussions.

4. Completing homework assignments.

5. Completing online activities on the computer.

6. Reading the textbook and other printed resources.

7. Creating posters.

8. Completing projects

9. Giving Presentations

ASSESSMENT TASKS –This section describes assessments instructors may use to allow students opportunities to provide evidence of achieving the Course Learning Outcomes. Each assessment should be numbered.

Representative assessment tasks (These are examples of assessments instructors could use):

1. Writing assignments to develop communication of mathematical concepts.

2. Quizzes and tests.

3. Group projects or other in-class activities.

4. Portfolios.

5. Individual projects, posters, or oral presentations.

6. Homework.

Required assessments for all sections (These are assessments that are required of all instructors of all sections at all campuses/sites. Not all courses will have required assessments. Do not list here assessments that are listed as representative assessments above.):

1. At least two proctored, closed-book examinations.

2. An individual final project or a comprehensive, proctored, closed-book final exam.

EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS –This section lists example texts, not required texts.

Author, Title, and Date Fields are required

Author Solbecki, Bluman, Schirck-Matthews Title Math in Our World Date 2010

Author Bennett and Briggs Title Using and Understanding Mathematics: A Quantitative Reasoning Approach Date 2010

Author Pirnot Title Mathematics All Around Date 2010

Author Title Date