Inactivated 5/9/08
College of the Redwoods
CURRICULUM PROPOSAL
Replaced by Math-372L, 376L, 380L, 120L, 52
1.
Division: Math, Science, and Engineering
2.
Course ID and Number: Math 152
3.
Course Title: The Math Lab
4.
Discipline(s) (Select from CCC System Office Minimum Qualification for Faculty [copy following web
address and paste into web browser http://www.cccco.edu/divisions/esed/aa_ir/psmq/min_qual/min_quals%20_revApr406.pdf]
Course may fit more than one discipline; identify all that apply): Mathematics
5.
Check one of the following:
New Course
If curriculum has been offered under a different discipline and/or name, identify the former course:
Change to existing course (course discipline and number are not changing)
Should another course be inactivated?
Title of course to be inactivated:
6.
No
Yes
Inactivation date:
Is course part of a CR Degree/Certificate Program? (If New is selected above, check No) No
Yes
If yes, specify program code(s). (Codes can be found in Outlook/Public Folders/All Public Folders/
Curriculum/Degree and Certificate Programs/choose appropriate catalog year):
Required course
Restricted elective
7.
Provide explanation and justification for addition/change/deletion:
The course learning outcomes, course content, and repeatability have been
modified.
8. List any special materials, equipment, tools, etc. that students must purchase:
None
9. Will this course have an instructional materials fee? No
Fee: $
Submitted by:
Michael Butler
Tel. Ext. 4234
Division Chair: Tony Sartori
Yes
Date: 9/30/07
Review Date: 10/18/07
CURRICULUM COMMITTEE USE ONLY
Approved by Curriculum Committee: No
Board of Trustees Approval Date: 12/11/07
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Yes
Date: 10/26/07
Page 1 of 8
May 29, 2016
SUMMARY OF CURRICULUM CHANGES
FOR AN EXISTING COURSE
FEATURES
Catalog Description
(Please include complete
text of old and new catalog
descriptions.)
Grading Standard
OLD
NEW
A review of prerequisite
mathematical topics for
students enrolled in any math
class or any class requiring
math skills. This lab will
provide individualized
instruction in a sell-paced lab
environment.
Variable 0.5-1.0-1.5-2.0 units
1.5-6 hours a week.
A review of mathematical topics
for students enrolled in any
mathematics course. This lab will
provide individualized instruction
in a self-paced lab environment.
Select
Select
Any math course or course
requiring math skills
None
Total Units
Lecture Units
Lab Units
Prerequisites
Corequisites
Recommended
Preparation
Maximum Class Size
Repeatability—
Maximum Enrollments
Other
Repeatable for a maximum of 8
enrollments / 8 units
Up to 4 enrollments
Course Learning Outcomes,
Course Content, Learning
Activities, Assessment
If any of the listed features have been modified in the new proposal, indicate the “old” (current) information and
proposed changes.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 2 of 8
May 29, 2016
College of the Redwoods
COURSE OUTLINE
DATE: 9/29/07
COURSE ID AND NUMBER: MATH 152
COURSE TITLE: The Math Lab
FIRST TERM NEW OR REVISED COURSE MAY BE OFFERED: Fall 2008
TOTAL UNITS: 0.5 to 1.0
TOTAL HOURS: 27 to 54
Lab Units: 0.5 - 1.0]
Lab Hours:27 - 54]
[Lecture Units:
[Lecture Hours:
MAXIMUM CLASS SIZE: 600 for 0.5 unit, 350 for 1.0 unit
GRADING STANDARD
Letter Grade Only
CR/NC Only
Is this course repeatable for additional credit units: No
Grade-CR/NC Option
Yes
If yes, how many total enrollments? Up to
4 enrollments
Is this course to be offered as part of the Honors Program? No
Yes
If yes, explain how honors sections of the course are different from standard sections.
CATALOG DESCRIPTION
The catalog description should clearly state the scope of the course, its level, and what kinds of student goals the
course is designed to fulfill.
A review of mathematical topics for students enrolled in any mathematics course. This lab
will provide individualized instruction in a self-paced lab environment.
Special notes or advisories:
Students should be enrolled in at least one mathematics course.
PREREQUISITES
No
Yes
Course(s):
Rationale for Prerequisite:
Describe representative skills without which the student would be highly unlikely to succeed .
COREQUISITES
No
Yes
Rationale for Corequisite:
Course(s):
RECOMMENDED PREPARATION
No
Yes
Course(s):
Rationale for Recommended Preparation:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 3 of 8
May 29, 2016
COURSE LEARNING OUTCOMES
What should the student be able to do as a result of taking this course? State some of the objectives in terms of
specific, measurable student accomplishments.
1. Read, write, and speak accurately about mathematical ideas and use correct
mathematical notation.
2. Use technology to explore mathematical concepts and verify work.
3. Use numerical, graphical, symbolic, and verbal representations to solve problems and
communicate with others.
COURSE CONTENT
Themes: What themes, if any, are threaded throughout the learning experiences in this course?
1. Problem solving.
2. Writing mathematics.
3. Technology.
4. Communication.
Concepts: What concepts do students need to understand to demonstrate course outcomes?
1. The use of technology as a fundamental problem-solving tool.
2. The presentation of mathematical solutions in a logical coherent structure, including
the use of fundamental writing skills, grammar, and punctuation.
Issues: What primary issues or problems, if any, must students understand to achieve course outcomes (including
such issues as gender, diversity, multi-culturalism, and class)?
1. The appropriate use of technology in the problem-solving process.
2. The connection between mathematics and the real world.
3. The role of the student in becoming a successful learner.
4. The recognition that the problem-solving skills learned in a mathematics class are
applicable to classes in related fields.
Skills: What skills must students master to demonstrate course outcomes?
1. Assess the accuracy of a solution to specific types of problems.
2. Anticipate potential and predictable errors in their homework and other assignments.
3. Synthesize numerical, graphical, and symbolic solutions to particular mathematics
problems.
4. Analyze different algorithmic methods for their effectiveness and efficiency in solving
problems.
5. Solve specific mathematics problems by using textbooks from current mathematics
courses.
6. Solve specific mathematics problems by following examples from supplemental
materials, such as self-paced workbooks, computer tutorials, and calculator manuals.
7. Solve specific mathematics problems by seeking instructor guidance as necessary.
REPRESENTATIVE LEARNING ACTIVITIES
What will students be doing (e.g., listening to lectures, participating in discussions and/or group activities, attending
a field trip)? Relate the activities directly to the Course Learning Outcomes.
1.
2.
3.
4.
5.
Participating in tutorials with instructor and peers.
Learning to work in cooperative problem solving to complete assigned work.
Participating in class assignments or discussions.
Completing assignments in a timely fashion.
Using technology to complete assignments.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 4 of 8
May 29, 2016
ASSESSMENT TASKS
How will students show evidence of achieving the Course Learning Outcomes? Indicate which assessments (if any)
are required for all sections.
Representative assessment tasks:
Pretest and post-test
Required assessments for all sections – to include but not limited to:
Course-specific online examinations and assignments
EXAMPLES OF APPROPRIATE TEXTS OR OTHER READINGS
Author, Title, and Date Fields are required
Author College
of the Redwoods Math Dept.
Author Bittinger,
Ellenbogen and Johnson
and Models Custom Edition Date 2007
Author
Title
Date
Author
Title
Date
Title
Title
Intermediate Algebra Textbook
Date
Fall 2007
Elementary and Intermediate Algebra Graphs
Other Appropriate Readings:
Text being used in current mathematics course.
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 5 of 8
May 29, 2016
PROPOSED TRANSFERABILITY:
CSU
UC
If CSU transferability is proposed (courses numbered
1-99), indicate whether general elective credit or specific
course equivalent credit is proposed.
If specific course equivalent credit is proposed, give
course numbers/ titles of at least two comparable lower
division courses from a UC, CSU, or equivalent
institution.
None
General elective credit
Specific course equivalent
1.
,
(Campus)
2.
,
(Campus)
CURRENTLY APPROVED GENERAL EDUCATION
CR
CSU
IGETC
CR GE Category:
CSU GE Category:
IGETC Category:
PROPOSED CR GENERAL EDUCATION
Rationale for CR General Education approval (including category designation):
Natural Science
Social Science
Humanities
Language and Rationality
Writing
Oral Communications
Analytical Thinking
PROPOSED CSU GENERAL EDUCATION BREADTH (CSU GE)
A. Communications and Critical Thinking
A1 – Oral Communication
A2 – Written Communication
A3 – Critical Thinking
C. Arts, Literature, Philosophy, and Foreign
Language
C1 – Arts (Art, Dance, Music, Theater)
C2 – Humanities (Literature,
Philosophy, Foreign Language)
E. Lifelong Understanding and SelfDevelopment
E1 – Lifelong Understanding
E2 – Self-Development
B. Science and Math
B1 – Physical Science
B2 – Life Science
B3 – Laboratory Activity
B4 – Mathematics/Quantitative Reasoning
D. Social, Political, and Economic Institutions
D0 – Sociology and Criminology
D1 – Anthropology and Archeology
D2 – Economics
D3 – Ethnic Studies
D5 – Geography
D6 – History
D7 – Interdisciplinary Social or Behavioral
Science
D8 – Political Science, Government and Legal Institutions
D9 – Psychology
Rationale for inclusion in this General Education category: Same as above
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 6 of 8
May 29, 2016
Proposed Intersegmental General Education Transfer Curriculum (IGETC)
1A – English Composition
1B – Critical Thinking-English Composition
1C – Oral Communication (CSU requirement only)
2A – Math
3A – Arts
3B – Humanities
4A – Anthropology and Archaeology
4B – Economics
4E – Geography
4F – History
4G – Interdisciplinary, Social & Behavioral Sciences
4H – Political Science, Government & Legal Institutions
4I – Psychology
4J – Sociology & Criminology
5A – Physical Science
5B – Biological Science
6A – Languages Other Than English
Rationale for inclusion in this General Education category:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Same as above
Page 7 of 8
May 29, 2016
FOR VPAA USE ONLY
PROGRAM AND COURSE NUMBER
TECHNICAL INFORMATION
1. Department: Choose One:
16. CoRequisite Course:
2. Subject:
17. Recommended Prep:
Course No:
3. Credit Type: Choose One:
4. Min/Maximum Units:
18. Maximum Class Size:
to
variable units
19. Repeat/Retake: Choose One:
5. Course Level: Choose One:
20. Count Retakes for Credit:
yes
no
6. Academic Level: UG Undergraduate
21. Only Pass/No Pass:
yes
no
7. Grade Scheme: UG Undergraduate
22. Allow Pass/No Pass:
yes
no
8. Short Title:
23. VATEA Funded Course:
yes
no
9. Long Title:
24. Accounting Method: Choose One:
10. National ID
11. Local ID
25. Disability Status: Choose One:
(CIP):
26. Billing Method: T-Term
(TOPS):
12. Course Types:
 Level One Basic Skills: Choose One:
27. Billing Period: R-Reporting Term
28. Billing Credits:

Level Two Work Experience: Choose One:

Level Three:
29. Purpose: Choose One:
Placeholder for GE OR
30. Articulation No.
(CAN):
Choose One:
31. Articulation Seq.

(CAN):
Level Four: If GE : Choose One:
32. Transfer Status: Choose One:
13. Instructional Method: Choose One:
33. Equates to another course?
14. Lec TLUs:
Contact Hours:
Lab TLUs:
Contact Hours:
Lecture/Lab TLUs:
Contact Hours:
(course number).
34. The addition of this course will inactive
number). Inactive at end of
term.
15. Prerequisite:
Particular Comments for Printed Catalog.
.
Curriculum Approval Date:
Curriculum Proposal (rev. 3.26.07)
Senate Approved: 09.03.04
Page 8 of 8
May 29, 2016
(course