St. Cloud State University
General Education Goal Area 4
Mathematical Thinking & Quantitative Reasoning
Academic Affairs Use Only:
Response Date:
Effective Date:
1.
Proposal Number:
Prepared by: Daniel Scully
Phone: 308-6740
Email: djscully@stcloudstate.edu
2.
Requesting Unit: Mathematics
3.
Department, Course Number, Title: MATH 211. Survey of Calculus I
4.
New Course
5.
Will this course be flagged as a diversity course?
Already Designated as Diversity
6.
Will this course also satisfy another General Education Goal Area?
If “Yes” specify which goal area.
7.
Course bulletin description, including credits and semesters to be offered:
Ideas and concepts of calculus. Topics from differential and integral calculus of one variable.
Applications to business, life sciences, economics, and other disciplines. Prereq.: 111, 112, or 115, 196,
or satisfactory math placement score. 3 Cr. F, S, SUM.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
8.
Indicate the clientele for whom this course is designed. Is the course for general education only, or
does it fulfill general education and other program needs for this or another department? Obtain
signatures from any affected departments.
Many majors in COSE and a few other majors requiring calculus . Fulfills general education and other
program needs for these students.
9.
Indicate any changes that must be made in offerings or resources in your department or other
departments by offering this course.
None.
10.
For new courses or courses not yet approved for General Education, indicate any other SCSU departments
or units offering instruction that relates to the content of the proposed course.
12/11/2009
11.
Courses designated as General Education are included in the assessment plan for the Goal Area(s)
for which they are approved. Courses for which assessment is not included in the annual GE
assessment report for two years will be removed from the General Education Program.
The Requesting Unit understands and recognizes the above conditions.
12.
Provide a concise explanation of how the following goal is a “significant focus” of the proposed course.
Goal Area 4: Mathematical Thinking & Quantitative Reasoning
Apply mathematics to analyze numerical relationships, solve problems, explain processes and interpret
results.
As a calculus course, MATH 211 is designed specifically to teach students how to apply mathematics to
analyze numerical relationships, solve problems, explain processes and interpret results primarily in the areas
of business, economics, and life science as well as other natural and social sciences through the application
of calculus theory and techniques. Mathematical analysis and mathematical problem solving aren’t just a
significant focus of the course. They are the entire focus. Every topic in this course meets the criteria for
goal area 4.
13. In order for a course to be designated as fulfilling Goal Area 4, it must address at least 4 of the 4 student learning
outcomes (SLOs) below. Check the SLOs below that are focused on in the proposed general education course.
1. Demonstrate knowledge of the basic theories and methods of mathematics.
2. Use quantitative methods to test hypotheses or to construct quantitative solutions to problems.
3. Apply mathematical skills and knowledge in other academic disciplines.
4. Communicate quantitative ideas, both orally and in writing.
14.
Discuss how each Student Learning Outcome checked above is achieved in this course. (Note: Although
descriptions of typical assignments or types of assignments may be part of this discussion, it is not
appropriate to submit copies of actual assignments.)
(1) Students demonstrate knowledge of topics from differential and integral calculus of one
variable., and methods of solving optimization, related rates, and other problems using calculus
concepts;
(2) Students model problems using their knowledge of calculus, and construct the quantitative
solutions to these problems;
(3) Students apply their knowledge of limits, differentiation, and integration to construct quantitative
solutions in business, life sciences, physical sciences, and other disciplines;
(4) Students communicate their knowledge of limits, differentiation, and integration, both orally (i.e.
class discussions) and in writing (i.e. written assessments).
In Math 211, both oral and written assessments are used to determine if students have achieved each of
these student learning outcomes. The oral assessments are both formative and informal, occuring
throughout class discussions. The written assessments are both formative (i.e. textbook assignments,
projects) and summative (i.e. written exams).
12/11/2009
15.
List or attach the Course Outline (adequately described and including percentage of time to be allocated
to each topic). Curriculum Committees may request additional information. Topics larger than 20% need
to be broken down further. Indicate in your course outline where the Student Learning Outcomes
checked above are being met.
Math 211 – Survey of Calculus
I.
Functions
SLO:1,4
II.
Limits and the Derivative
SLO:1,4
III.
Rules for the Derivative
SLO:1,4
IV.
Applications of the Derivative
SLO:2,3,4
V.
Integration
SLO:1,4
VI.
Applications of the Integral
SLO:2,3,4
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Math
Course or Course(s): 211
Dale Buske
Department or Unit Chair Signature
1/28/10
Date
Department forward to Academic Affairs for publication and electronically to Chair of General Education Committee, Chair
of College Curriculum Committee, College Dean
Recommendation of General Education Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of University Curriculum Committee:
Approve
Remarks:
Disapprove
Chairperson
Committee
Signature
Date
Recommendation of Faculty Association:
Approve
Remarks:
Disapprove
FA Senate
Signature
Date
Action of Academic Vice President:
Approve
Disapprove
Signature
Entered in Curriculum Data File
12/11/2009
Remarks:
Date