New Course Proposal : Entry # 107


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1 New Course Proposal : Entry # 107 Today's Date 01/20/2016 Your Name: Adam GrahamSquire Your Your department College of Arts & Sciences  Mathematics Please select the appropriate school overseeing this proposal: Arts & Sciences Is this proposal connected to any other proposals currently being submitted? If so, please describe below. No. Choose the department designator for your proposed course from the list below. MTH Proposed Course Number 1409 Enter the title of your proposed course Calculus Support Workshop Enter the catalog description of your proposed course A onecredit course designed to support firsttime calculus students by reinforcing students precalculus knowledge. Topics will include algebraic manipulations (especially factoring, simplifying, and rationalizing expressions), functions, trigonometry, logarithms, exponentials, and mathematical modeling. Choose your proposed course's number of credits from the list below 1 How will the course be graded? Pass/Fail Page 1 of 4
2 Please select the course repeat option for your proposed course: Not repeatable for credit Offering cycle for your proposed course: Every semester Does your course have any prerequisites? Please list all prerequisites this course requires: MTH 1409 would have the same prerequisites as MTH 1410; that is, a C or higher in Precalculus (MTH 1400) or placement. MTH 1409 would also require concurrent registration with MTH Rationale for new course It has been noticed in general that students do not always perform well in MTH 1410, and in particular students are often weak in their prerequisite knowledge. Recent studies within the math department have indicated that there is a large gap in understanding of the material and grades between those students who have taken Calculus before (often AP Calculus in high school) and those who have not taken Calculus before. The idea of MTH 1409 is that it would serve to close that gap somewhat by providing students (who have not had Calculus before) a refresher of prerequisite material at precisely the times in the semester when that material will be most useful for understanding the topics in their MTH 1410 course. There is overlap with material that is currently being taught in Precalculus (MTH 1400). The main difference is that the MTH 1409 material will be presented as a refresher in a fashion closely connected to MTH 1410 material, at exactly the time when it will be most beneficial to students, as opposed to MTH 1400, where the material is fully taught, though not necessarily connected to a Calculus topic. List the proposed course's student learning outcomes By the end of the course, students will be able to: Evaluate and simplify algebraic expressions, particularly those requiring factoring, fractions, and exponent rules Evaluate and manipulate functions, including polynomials as well as rational, root, trigonometric, log, and exponential functions Interpret information from functions using graphs Interpret information about exponential and logarithmic functions using graphical and algebraic techniques Calculate basic trigonometric information using the unit circle, and apply trigonometric identities to right triangles Model realworld problems using functions Describe how your course's learning outcomes help to fulfill the missions of your department and school/college. (For FYS courses, describe how your course's learning outcomes help to fulfill the mission of the FYS program.) The course's learning outcomes serve as a means to bolster the learning outcomes of the students in their MTH 1410 course. Thus all of the same missions that MTH 1410 fulfill will also be fulfilled by MTH Describe how the student learning outcomes in your course will be assessed. Page 2 of 4
3 Learning outcomes will be assessed by homework and regular quizzes. This course is intended to be: A general elective for majors and nonmajors Does this course fulfill any of the below University academic program requirements? This course does not fulfill academic program requirements Please attach your syllabus and signature page (to indicate department approval) SCAN7429_000.pdf RevisedMTH1409Syllabus.pdf For Deans: Does this proposal connect solely to programs in your school (IntraCollegiate), or does it have connections to broader university programs and requirements (InterCollegiate)? Note that all proposals connected to University Academic Programs or within the General Education should be considered InterCollegiate proposals. Intracollegiate Is this proposal consistent with school and university mission? Are necessary resources available to support this proposal? [DEAN] I approve/deny this proposal for further advancement Approve Today's Date (REQUIRED) 01/26/2016 For the School Curriculum Committee: Is this proposal consistent with the mission and requirements of your school? Does this proposal reflect a course that is rigorous, current, and reflects best practices and highest academic standards? Page 3 of 4
4 [SCHOOL COMMITTEE] This committee approves/denies advancement of this proposal Approve Today's Date (REQUIRED) 02/11/2016 Page 4 of 4
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6 MTH 1409 Syllabus Calculus Support Workshop CLASS MEETINGS: Thursdays, 68 PM, for the first 7 weeks of the semester. TEXT: None. Students will have Stewart s Calculus as a resource for their concurrent MTH1410 course. CREDIT: 1 credit PREREQUISITE: Placement into MTH1410 and concurrent registration in MTH1410 HONOR CODE: All students are expected to follow the HPU Honor Code, full details of which can be found in the Student Handbook. All academic work should be done with the highest level of honesty and integrity. COURSE DESCRIPTION: MTH 1409 is a onecredit course designed to support firsttime calculus students by reinforcing students precalculus knowledge. Topics will include algebraic manipulations (especially factoring, simplifying, and rationalizing expressions), functions, trigonometry, logarithms and exponentials, and mathematical modeling. COURSE OBJECTIVES: By the end of the course, students will be able to Evaluate and simplify algebraic expressions, particulary those requiring factoring, fractions, and exponent rules Evaluate and manipulate functions, including polynomials as well as rational, root, trigonometric, log, and exponential functions Interpret information from functions using graphs Interpret information about exponential and logarithmic functions using graphical and algebraic techniques Calculate basic trigonometric information using the unit circle, and apply trigonometric identities to right triangles Model realworld problems using functions ATTENDANCE: You are expected to attend all classes and come prepared to learn and work. Classes will meet once a week for the first 7 weeks of the semester for 2 hours each meeting, and will not meet in the second half of the semester. Students will take a quiz at the beginning of each class meeting, absent students will receive a zero for that quiz. Following the quiz, material will be presented in both lecture and small group formats for the remainder of the class period. Students can be placed on attendance probation if they miss two days or more, however I will not drop you automatically from the course for missing class. Note that High Point University does not excuse students for absences. CALCULATORS: Use of calculators or other computing device will depend on the instructor. CELL PHONES: In general, cell phones will not be necessary for any part of this course and should be silenced and put away during class. I will treat you as adults and assume that you will act appropriately in regard to your use of technology and its ability to distract. If technology use becomes a problem, harsher measures will be taken on an individual basis. HOMEWORK: Homework which covers the learning objectives will be done through weekly written assignments. The homework assignments are based on topics covered in the course and will help you to better master material presented in your calculus class. Although the homework will not be collected and graded by the instructor, you will be quizzed on the homework problems, so it is important that you complete them. You are highly encouraged to work with other students inside and outside of class, though it is imperative that you understand the material well on your own students will be quizzed on the material individually. QUIZZES: There will be a quiz at the start of each class period to check students understanding of the homework from the previous week. The quiz scores will be your only grade in the course, so it is incumbent on the student to make sure they understand the material well. Quiz grades will be handled using a masterybased approach that is, students can retake quiz questions on which they previously received low scores. Students are allowed up to two retest attempts to score higher on a particular topic, after which their score is set for that topic. TESTS: There will be no tests. FINAL EXAM: There will be no final exam.
7 GRADING: Grading will be Pass/Fail. Students who have achieved a 60% or higher quiz average will pass the course. STUDENTS WITH DISABILITIES: Students who require classroom accommodations due to a diagnosed disability must submit the appropriate documentation to Disability Support in the Office of Academic Development, 4 th Floor Smith Library. Student s need for accommodations must be made at the beginning of a course. Accommodations are not retroactive. Contact Rita Sullivant, Coordinator of Disability Support, for additional information. SUGGESTIONS: Most of mathematics builds on what was done before, so you should stay current with the material. This means you should try to work out homework problems throughout the course of the week (as you learn the material), as opposed to doing all of the problems the night before they are due. Also, you should review the previous day s notes before you come to class so you have the material fresh in your mind. Pay attention and work hard during class. Math is not a spectator sport! Students may be called on to answer questions during class. If you are not attempting to do the work in class, this will be reflected in your learning of the material (or lack thereof). Even if you are not sure of what the next step is, or how to start a problem, or whatever, you should still endeavor to try something. Research on learning shows that students often learn more from wrong answers than they do from correct answers. Students learn virtually nothing, however, if they are not trying. WEEKBYWEEK SCHEDULE: Week 1: Algebra: factoring, expanding, exponent rules, fractions Week 2: Functions: evaluation, manipulation, graphical interpretation, domain, range Week 3: Trigonometry: evaluation of trig functions, unit circle, right triangle identities Week 4: Exponential functions: graphs, evaluation, manipulation, solving equations Week 5: Logarithmic functions: graphs, evaluation, laws of logarithms Week 6: Modeling (including word problems) using functions connected to related rates: Movement, space and Pythagorean diagrams Week 7: Modeling (including word problems) using functions connected to optimization: Area and length diagrams
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