Proposer e-mails entire course proposal packet to the appropriate curriculum committee chair as a word document




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MAT101 Course Revision

Ammerman-East-Grant

May 24, 2012

SUFFOLK COUNTY COMMUNITY COLLEGE

COURSE-REVISION PROPOSAL FORM


This form is to be used when making changes to an EXISTING COURSE. If you are proposing changes to a course’s title, description, prerequisites/corequisites/concurrent enrollment, learning outcomes, course number, credits, contact hours, or its SUNY general education status, please use this form. However, if you are proposing multiple changes to a course, you may need to us the New Course Proposal Form instead.


PROPOSER E-MAILS ENTIRE COURSE PROPOSAL PACKET TO THE APPROPRIATE CURRICULUM COMMITTEE CHAIR AS A WORD DOCUMENT.




Proposal Checklist

Proposer records appropriate departmental votes here and checks to be sure all the documents are contained within the packet.

(X) Electronic Letter of Intent with Response from College Associate Dean

for Curriculum Development, Dr. Allen Jacobs


(X) Completed Course Revision Proposal Form


(X) Completed Course Syllabus Form


(X) Completed Sample Course Outline with 15-week topic outline


(X) Vote(s) of Department (See voting guidelines):


Name of Department: _Mathematics Department/Ammerman_

For: _19__ Against: __4__ Abstentions: _0__

Date of Vote: _05/07-05/08 2012_ Proposer's Initials: _JPF__

Select One: Approved__X__ Not approved_____



Name of Department: _Mathematics Department/Grant_

For: _12__ Against: __0__ Abstentions: _1___

Date of Vote: _04/17/2012__ Proposer's Initials: _ JPF _

Select One: Approved__X__ Not approved_ __



Name of Department: _Mathematics Department/East_

For: __5__ Against: __0__ Abstentions: __0__

Date of Vote: 04/19-04/23 2012__ Proposer's Initials: _ JPF _

Select One: Approved_ X__ Not approved_ __

(X) Executive Dean Acknowledgment-of-Support Form(s)


cc: Dr. Allen Jacobs, College Associate Dean for Curriculum Development

Dr. Tina Good, College Curriculum Committee Chair

Academic Chairs of affected departments

SUFFOLK COUNTY COMMUNITY COLLEGE

LETTER-OF-INTENT

T0 COLLEGE ASSOCIATE DEAN FOR

CURRICULUM DEVELOPMENT


PROPOSER E-MAILS LETTER-OF-INTENT AS WORD DOCUMENT TO DR. ALLEN JACOBS, COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT. Dr. Jacobs determines which campuses are affected by proposal and fills out the Response to Proposal Form below. Dr. Jacobs returns the Letter-of Intent and Response to Proposal forms to proposer with copies to the appropriate Executive Deans.


Proposer _Jim Fulton & Regina Keller _ Campus: A__X_ E____ G_____

(name)

Department/Discipline ____Mathematics ___________________________


Telephone___451-4784________________ E-mail_fultonj@sunysuffolk.edu


Name of Curriculum/Course Proposal_ MAT101- Survey of Mathematical Reasoning


Date ______October 12, 2011______________________________________


College Associate Dean for Curriculum Development completes form below this line.

******************************************************************

Type of Proposal


Course


New_________________________________

Revised ____________X__________________

Adoption______________________________


Curriculum


New__________________________ A.A._____ A.S. _____ A.A.S _____

Revised________________________ Certificate __

Expedited Revision_______________

This proposal requires the following approval(s)


Single Campus _____ *College __X___

*College approval is required when the proposal has an impact on more than one campus.


SUFFOLK COUNTY COMMUNITY COLLEGE

LETTER-OF-INTENT

T0 COLLEGE ASSOCIATE DEAN FOR

CURRICULUM DEVELOPMENT


Description of proposal idea and rationale.


I ‘m proposing that MAT101- Survey of Mathematical Reasoning be added to the list of approved SUNY Gen Ed Math courses at Suffolk Community College.


Currently, the SUNY Mathematics Requirements are:


Students will demonstrate the ability to:

  • interpret and draw inferences from mathematical models such as formulas, graphs, tables and schematics;

  • represent mathematical information symbolically, visually, numerically and verbally;

  • employ quantitative methods such as, arithmetic, algebra, geometry, or statistics to solve problems;

  • estimate and check mathematical results for reasonableness; and

  • recognize the limits of mathematical and statistical methods.



MAT101 addresses all these requirements and concepts.

Furthermore, the college already allows this course to satisfy the math requirement for a degree from the college, so it seems logical that it should also count for SUNY Gen ED Math credit, since it also meets the SUNY criteria presented above.

Finally, a survey of all community colleges in the SUNY system revealed the following.

  • There are thirteen community colleges that offer courses similar to MAT101. Twelve out of thirteen colleges also grant SUNY Gen Ed Math credit for the course. In particular, Nassau Community College offers this course, with the same prerequisite, and the same textbook, but they give SUNY Math Gen Ed credit, yet we do not.

The result of these proposed changes will have a direct impact on the success and graduation rate of our students. It will also correctly place the liberal art student into a course more meaningful to their degree, and also offers a better introduction to mathematics for these students.


SUFFOLK COUNTY COMMUNITY COLLEGE

RESPONSE TO PROPOSAL

FROM COLLEGE ASSOCIATE DEAN FOR CURRICULUM DEVELOPMENT


College Associate Dean for Curriculum Development uses this form to respond to the proposal with instructions for further developing proposal (e.g., which forms to use, the campuses and departments who need to be consulted, items to be considered when developing the proposal.)


******************************************************************

TO: Jim Fulton

FROM: Allen Jacobs

DATE: October 12, 2011

***********************************************************

Comments:


Please proceed with the proposal process by completing a Course Revision Proposal Form. As this proposal affects all three campuses, departmental votes will be required from each campus. After completing the Course Revision Proposal Form, email it along with a Campus Dean Final Approval Form to each of the executive deans. After obtaining approvals from each of the executive deans, email the entire proposal packet to the chair of the College Curriculum Committee, Tina Good.


Please be sure that the final proposal includes a sample course outline, which includes a list of sample readings. The outline and list of sample readings are required by SUNY for its review.


Cc: Appropriate Executive Deans/Deans of Instruction

Tina Good, College Curriculum Committee Chair


NAME OF PROPOSAL: __MAT101 Survey of Mathematical Reasoning_____


Requesting Campus: __X__Ammerman _____Grant _____East


Course Currently Given On: _____Ammerman _____Grant _____East


Name of Proposer: ____Regina Keller & Jim Fulton_________________


I. CATALOG DESCRIPTION:

(Complete this section only if you wish to revise the catalog description. Provide the current as well as the proposed description, and state a rationale for the proposed change.) N/A


Current Description:




Proposed Description:




Reason for Change:


II. STATEMENT OF COURSE OUTCOMES

Fill out this section only if you wish to add, delete, or revise course outcomes. Please state a rationale for the proposed change. Refer to course descriptions in the online catalog to see the current Course Syllabus. After selecting the correct course, click on “View Syllabus” to see the existing learning outcomes for the course.

(Course outcomes should be stated in the form of precise and measurable learning outcomes, e.g., “Upon successful completion of this course, students will be able to. . . . ”) N/A


Current Learning Outcomes:


Proposed Learning Outcomes:


Reason for Change:




III. RELATIONSHIP TO STUDENTS

  1. Credits/Contact Hours

(Complete this section only if you wish to change the credits or contact hours for the course, and provide a rationale for proposed change in credits and contact hours. See the formula for credits and contact hours on the Curriculum Website.) N/A


Current:

Credit Hours _____ Contact Hours_____

Lecture_____ Lab_____ Studio_____ Internship_____


Proposed:

Credit Hours _____ Contact Hours_____

Lecture_____ Lab_____ Studio_____ Internship_____



Reason for change:


B. Course Fees

(Complete this section only if the proposed revision has an impact on the fees students will be charged when enrolling in the course.) N/A


Lab Fees__________ Course Fees__________


Delete Fees________ (Provide rationale)


C. Prerequisites/Corequisites/Concurrent Enrollment

(Complete this section only if you wish to change the prerequisites, corequisites, or

concurrent enrollment for this course. Provide a rationale for the proposed change.) N/A


Current Prerequisites/Corequisites/Concurrent Enrollment:


Proposed Prerequisites/Corequisites/Concurrent Enrollment:


Reason for Change:


IV. RELATIONSHIP TO FACILITIES/COLLEGE RESOURCES


A. Will the proposed course revision require additional staff? If so, please specify. NO


B. Will the proposed course revision require additional equipment, space, technology, etc.? If so, please specify. NO


V. RELATIONSHIP TO SUNY GENERAL EDUCATION REQUIREMENTS*

(Complete this section out only if you wish to make an existing course a SUNY General Education course or if you wish to take it off the list of SUNY General Education courses.)


  1. Describe proposed change and reason for change:


This proposal is to grant SUNY General Education Mathematics credit for MAT101. This course satisfies all the SUNY Gen Ed. Math content requirements, as well as the infused competencies of Critical Thinking and Information Management. This proposal is also supported by the fact that a similar course is offered at over 40 other SUNY Colleges and Universities with the SUNY Gen. Ed. Math designation.


  1. If proposing course as a SUNY General Education course, please fill complete Items #1-4 below.




  1. Identify which of the ten SUNY knowledge and skills areas the course will fulfill. Mathematics

The ten SUNY knowledge and skill areas are Mathematics, Natural

Sciences, Social Sciences, American History, Western Civilization, Other World Civilizations, Humanities, The Arts, Foreign Language, Basic Communication. For a list of existing SUNY-approved General Education courses offered at SCCC, see the curriculum website.



  1. Demonstrate how the course outcomes map to the SUNY Learning Outcomes for the knowledge and skills areas you have identified. (For a complete list of SUNY-approved General Education Learning Outcomes, see the curriculum website.)


SUNY Learning Outcome:

interpret and draw inferences from mathematical models such as formulas, graphs, tables and schematics;


Associated Course Outcomes:

Distinguish between deductive and inductive reasoning and be able to apply each in problem solving


Analyze basic data-type questions (survey results) using subsets and Venn diagrams


Translate verbal statements into symbolic forms of implication, conjunction, disjunction and biconditional


Test for the validity of arguments using various methods, indirect as well as direct


Define logical connectives using truth tables and be able to discover tautologies and prove theorems using truth tables


Solve problems on a calculator or computer involving loans, interest, mortgages, annuities and life insurance


SUNY Learning Outcome:

represent mathematical information symbolically, visually, numerically and verbally;


Associated Course Outcomes:

Translate verbal statements into symbolic forms of implication, conjunction, disjunction and biconditional


Test for the validity of arguments using various methods, indirect as well as direct


Analyze basic data-type questions (survey results) using subsets and Venn diagrams


Define logical connectives using truth tables and be able to discover tautologies and prove theorems using truth tables


Solve problems on a calculator or computer involving loans, interest, mortgages, annuities and life insurance


SUNY Learning Outcome:

employ quantitative methods such as, arithmetic, algebra, geometry, or statistics to solve problems;


Associated Course Outcomes:

Analyze basic data-type questions (survey results) using subsets and Venn diagrams


Test for the validity of arguments using various methods, indirect as well as direct


Define logical connectives using truth tables and be able to discover tautologies and prove theorems using truth tables


Convert to any base using expanded numeral concept as well as the division algorithm


Solve problems on a calculator or computer involving loans, interest, mortgages, annuities and life insurance


SUNY Learning Outcome:

estimate and check mathematical results for reasonableness


Associated Course Outcomes:

Distinguish between deductive and inductive reasoning and be able to apply each in problem solving


Analyze basic data-type questions (survey results) using subsets and Venn diagrams


Test for the validity of arguments using various methods, indirect as well as direct


Define logical connectives using truth tables and be able to discover tautologies and prove theorems using truth tables


Convert to any base using expanded numeral concept as well as the division algorithm


Distinguish between rational and irrational numbers using the infinite decimal concept


SUNY Learning Outcome:

recognize the limits of mathematical and statistical methods.


Associated Course Outcomes:

Distinguish between deductive and inductive reasoning and be able to apply each in problem solving


Analyze basic data-type questions (survey results) using subsets and Venn diagrams


Test for the validity of arguments using various methods, indirect as well as direct


Define logical connectives using truth tables and be able to discover tautologies and prove theorems using truth tables



  1. How does this course incorporate the SUNY infused competencies of Critical Thinking and Information Management? (See the SUNY-approved General Education Learning Outcomes for Information Management and Critical Thinking on the curriculum website.)



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