I. ASCRC General Education Form (revised 2/8/13)
Use to propose new general education courses (except writing courses), to change or
renew existing gen ed courses and to remove designations for existing gen ed courses.
Note: One-time-only general education designation may be requested for experimental courses
(X91-previously X95), granted only for the semester taught. A NEW request must be
submitted for the course to receive subsequent general education status.
Group
X II. Mathematics
VII: Social Sciences
(submit
III. Language
VIII: Ethics & Human Values
separate forms
III Exception: Symbolic Systems * IX: American & European
if requesting
IV: Expressive Arts
X: Indigenous & Global
more than one
V: Literary & Artistic Studies
XI: Natural Sciences
general
w/ lab  w/out lab 
education
VI: Historical & Cultural Studies
group
*Courses proposed for this designation must be standing requirements of
designation)
majors that qualify for exceptions to the modern and classical language
requirement
Dept/Program Mathematical Sciences/ GLI Program
Course #
M 195
Course Title
Prerequisite
Fairness and Social Justice: Quantifying the Unquantifiable
Credits
3
M 090 (grade of B- or better), or M
095, or Level 3 (or higher) placement
on ALEKS placement exam
II. Endorsement/Approvals
Complete the form and obtain signatures before submitting to Faculty Senate Office
Please type / print name Signature
Instructor
Date
David Patterson,
Jenny McNulty
6748, david.patterson@umontana.edu
4458, jenny.mcnulty@umontana.edu
Program Chair Leonid Kalachev
Dean
Chris Comer
III. Type of request
New X
One-time Only
Renew
Reason for Gen Ed inclusion, change or deletion
Phone / Email
Change
Remove
GLI course exploring the
mathematical underpinnings of
social justice.
Description of change
IV. Description and purpose of the general education course: General Education courses
must be introductory and foundational within the offering department or within the General
Education Group. They must emphasize breadth, context, and connectedness; and relate course
content to students’ future lives: See Preamble:
http://umt.edu/facultysenate/archives/minutes/gened/GE_preamble.aspx
The main issue of the course is “What is justice in our society?” The course focuses on both
global and local issues and seeks to use tools from mathematics to help answer this and
related questions. The course is multidisciplinary in nature as it addresses social, political,
economic and cultural topics. We seek to create citizens and leaders who are deeply engaged
in the community, question the world around them, and can analyze relevant issues from a
quantitative perspective. Through the use of problem solving and logical arguments, we seek
to improve students' critical-thinking skills and verbal and oral expression.
V. Criteria: Briefly explain how this course meets the criteria for the group. See:
http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Any course which satisfies the mathematical literacy
requirement must have as its primary goal to teach
mathematical reasoning and problem solving at a college
level. Department of Mathematical Sciences approval is
required.
The primary goal of this course is to teach
mathematical reasoning and problem solving through
the examination of social justice topics.
VI. Student Learning Goals: Briefly explain how this course will meet the applicable learning
goals. See: http://umt.edu/facultysenate/documents/forms/GE_Criteria5-1-08.aspx
Upon completion of the mathematical literacy requirement,
a student will be able to effectively apply mathematical or
statistical reasoning to a variety of applied or theoretical
problems.
1. To attain some degree of
mathematical literacy, including an
ability to read mathematical
material and write using
mathematical notation correctly. To
develop skills to think and reason
mathematically in order to function
more effectively in the modern
world. (M104, M105 Learning Goal)
2. To examine ways in which
mathematics is used, to follow and
understand logical arguments, and
to solve applied quantitative
problems. This includes learning to
formulate a problem precisely, to
interpret solutions, and to make
critical judgments in the face of
competing formulations and
solutions. (M104, M105 Learning
Goal)
3. To understand, analyze and use data
in a variety of formats and
presentations. This will include a
study of statistical parameters,
correlation, association & causation,
graphical and numerical
representation of data (scatter
plots, box plots, measures of center
and spread, etc.), graphing and
properties of functions, number
sense, percentages, probability,
surveys, experiments, algorithms.
4. To create a written argument that is
logically sound and uses facts and
data to support a conclusion.
VII. Justification: Normally, general education courses will not carry pre-requisites, will carry
at least 3 credits, and will be numbered at the 100-200 level. If the course has more than one
pre-requisite, carries fewer than three credits, or is upper division (numbered above the 200
level), provide rationale for exception(s).
VIII. Syllabus: Paste syllabus below or attach and send digital copy with form.  The syllabus
should clearly describe how the above criteria are satisfied. For assistance on syllabus
preparation see: http://teaching.berkeley.edu/bgd/syllabus.html
Attached
Please note: Approved general education changes will take effect next fall.
General education instructors will be expected to provide sample assessment items and
corresponding responses to the Assessment Advisory Committee.