Proposed by: akatsuka
Course Record ID
February 14, 2012
Notes and Special Changes
The two-track curriculum redesign for developmental math addresses the student needs and desire to reduce the time spent in remediation. The department see Math 21B as a viable replacement for the currently offered Math 22 course in its effort to reduce the four semester coursework in developmental math sequence to three. This will provide students the opportunity to complete their developmental math coursework in at most three semesters rather than four.
2. Course Alpha
3. Course Number
4. Course Title (long)
Basic College Mathematics II
5. Course Title Short
Basic College Math II
6. Course Credits
7. Course Credit Upper Range
Will default to 98 (this is how often someone can sign up for the course (not how many times they can apply it to a degree)
8. Course Description
This course prepares students who want to strengthen computation and problem-solving skills before proceeding to an elementary algebra course. Includes the concept of variables, using rational numbers, solving simple equations in one variables, percent, and word problems.
9. Course Pre-Requisites
Grade of "C" or better in Math 21A, satisfactory math placement test score or consent of instructor.
10. Course Co-Requisites
11. Course Recommended Preparation
12. Contact Hours (lecture, lab, lecture/lab)
2 hours lecture
Mathematics and Business
15. Course Content
Chapter 5 - Percents (5 sections)-1.5 weeks Chapter 10 - Rational Numbers (5 sections)-1.5 weeks Chapter 11-Introduction to Algebra (6 sections)-2.5 weeks Chapter 12-Geometry (6 sections)-2 weeks
16. Course Competencies
17. Assessments, Tasks, and Grading
The mode of instruction is primarily discussion-problem solving where the initial portion of each class period may be utilized to discuss and clarify any questions from the preceding class meeting and/or assignment, and the remaining portion is used to discuss new material. Lectures, directed student explorations, group work, appropriate technologies, and projects will also be used as appropriate. After the completion of each unit, a review and an exam will be conducted. The student will demonstrate competency in the objectives by participating in and completing all class activities, by completing and turning in all assignments as requested, by taking unit tests, and by taking a final exam over concepts and skill covered in the entire course. Class activities, unit tests, and the final exam are to be taken in the classroom and without any references unless otherwise stipulated by the instructor. It is the students' responsibility to obtain and complete all assignments that are given in any class meeting for which the student is unable to attend. Unless permission is granted by the instructor beforehand, assignments and tests must be completed and submitted to the instructor at the specified date and time. Points will be assigned to each graded assignment, class activity, and tests. Students must pass each unit test at the 70% or higher. Retest opportunities are available. Students must pass the cumulative final exam at the 60% level or higher. Grades for the course will be assigned according to a standard grading scale (90%-100% of the total points earned is an "A" grade, etc.)
Will be set to Banner default
18. Auxiliary Materials and Content
Suggested textbooks: Basic College Mathematics, by Aufmann, Barker and Lockwood; Developmental Mathematics - College Mathematics and Introductory Algebra by Bittinger and Beecher (Custom Edition for Math 20/22 WCC).
19. Additional Activities outside of class and class time
Activities required at scheduled times other than class times may include: Homework, Math Lab or Testing Center.
20. Special Costs connected to the course
21. What are the Student Learning Outcomes?
The student learning outcomes for the course are: 1. Apply precise mathematical language and symbols in written and/or oral form. 2. Perform operations with integers, rational numbers, real numbers, and variable expressions. 3. Use fundamental properties to solve equations. 4. Use algebraic techniques to analyze and solve applied problems. 5. Apply mathematical formulas to determine measurements in geometric figures. 6. Apply concepts and principles of percents to solve applied problems.
22. Connection between the Course SLOs and the College's General Education Outcomes
GenEd: Make judgments, solve problems, and reach decisions using analytical, critical, and creative thinking skills.
23. How does the proposal connect to the college's strategic plan?
Mission Statement: "To broaden access to post-secondary education in Hawaii by providing open-door opportunities for students...," and"To specialize in the effective teaching of remedial/developmental education..." The Strategic Direction to Promote Learning and Teaching for Student Success includes "remedial instruction in basic skills."
24. Describe the staff that will be needed
No additional staff is needed. Current math faculty can teach this course.
25. Describe the facilities that will be needed, including special rooms
26. Describe any other resources that will be needed
27. How will the staff, facilities, and other resources for the course be secured?
29. Connection to the AA degree
30. Maximum Credits Towards an AA Degree
31. List any similar classes taught at outside of the UH system
32. List any similar classes taught at campuses in the UH System.
Hawaii CC's Math 22 is a 3 credit course. Kapiolani CC's Pre-college mathematics are 0 credit courses offered through the Kahikoluamea Student Success Center. Honolulu CC's Math 9 is a 5 credit course. Leeward CC's Math 18 is a 3 credit course. Kauai CC's Math 22 is a 3 credit course.
33. How, if at all, is the course intended to count in lieu of a course taught at a four-year campus.
34. How, if at all, is the course similar to upper-division courses in the UH System.
35. How does the course articulate with four-year programs (Gen Ed)?
36. List any articulations between this course and any four-year program.
End of Proposal