Minnesota State Colleges and Universities Discipline/Department Meeting

 
Mathematics Final Report Summary
Facilitator: Dennis Weeks

June 29, 2004

Transfer issue/problem one:

Expectations for college algebra, trigonometry, and pre-calculus courses

Strategy(s) to address transfer issue/problem one: - - Minimum Definitions: - -

Although the main concern seemed to be with College Algebra, the committee felt a need to identify all three levels of Algebra currently
being offered at the college level even though two of the Algebra courses are indeed “developmental” and not a part of the transfer curriculum.

1. The course content of “Beginning Algebra” is equivalent to the first year of a high school algebra sequence.
2. The course content of “Intermediate Algebra” is equivalent to the second year of a high school algebra sequence.
3. The course content of “College Algebra” provides the necessary algebra background to prepare a student for Calculus I. 
   The Algebra content of a College Algebra course should mirror the algebra content in a course titled “Pre-Calculus”.
4. The course content for the algebra portion in a combination course titled College Algebra and Trigonometry should be the
   same as the course content in a Pre-Calculus course which prepares a student for Calculus I.
5. The credit level for College Algebra needs to be a minimum of 3 credits and a maximum of 4 credits.     

Enforce standards of assessment of college readiness (ACR) - - The committee did not address this issue fully - - only so far as to report that
all colleges are in the process of setting up standards for the college placement exams.

Create shared database of final examination questions - -

The committee did not feel that a shared database of final examination questions would be desirable.   In fact the committee recommended that
a common database of questions not be formed.

Transfer issue/problem two:

Expectations for non-college algebra track courses

Strategy(s) to address transfer issue/problem two:

1. The committee feels that enforcement of the Guidelines for Goal 4 – Mathematical/Logical Reasoning of the
   Minnesota Transfer Curriculum:  All courses that are approved for Goal 4 of the Minnesota Transfer Curriculum must
   meet the standard which states:  “Minnesota Public Higher Education systems have agree that developmental mathematics
   includes the first three years of a high school mathematics sequence through Intermediate Algebra.
2. The position statement of the American Association of Two Year Colleges with regard to “College Level Mathematics” states: 
   The course must be of 3 semester credits or more and such college level mathematics courses should be above the level of the
   Foundation defined in “Crossroads in Mathematics” – Standards for Introductory College Mathematics before Calculus – (1995) - -
   These courses should build upon, but not replicate the mathematics in the two years of high school algebra and in geometry.
3. The committee feels that any “College-Level” Mathematics that would apply to the Minnesota Transfer Curriculum, must include a
   “Pre-requisite” of Intermediate Algebra or higher.  A math class taught at the college level but requiring less than Intermediate Algebra
   as a pre-requisite should be numbered as developmental.

Explore appropriate prerequisites for non-college algebra track areas
Explore elementary algebra as a prerequisite

Establish database of final examination questions. Again - - The committee recommends that no database of examination questions be formed.

Transfer issue/problem three:

On-line courses

Strategy(s) to address transfer issue/problem three:

1. The committee feels that the major concerns expressed @ the April 2003 meeting have been addressed and are no longer an issue.
2. Faculty members participating in On-Line delivery of mathematics courses are doing so voluntarily and with adequate training.
3. The committee feels it is important to express that the quality standards for On-Line Delivery are the same as the standards for
   all methods of delivery.  The method of delivery is irrelevant as long as the course content remains consistent.