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: Sarnath Ramnath
Phone: 308-4960
Email: rsarnath@stcloudstate.edu
2.
Requesting Unit: Computer Science
3.
Department, Course Number, Title: CSCI 200
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:
CSCI 200: Elements of Computing. Problem-solving strategies, top-down design, and computer
algorithms. Files and editing. Documentation and testing. Control structures, input and output, and
functions. Boolean functions and circuits. Social considerations. Lab. Coreq.: MATH 112 or test out of
MATH 112 via math placement exam or Prereq: MATH 196. 3 Cr, F, S, Sum.
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.
In addition to being a general education course for students interested in the basics of computing, this
course is an introduction to Computer Science for all students with insufficient computing background
who wish to take Computer Science I (CSCI 201).
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.
This is not a new course, we are not changing the content and it was previously approved for General
Education as a lab science.
12/11/2009
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
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.
Students use mathematical principles to understand how the numerical inputs are to be processed to compute
the output. Students use these ideas to understand algorithms for solving problems and for implementing
these algorithms using computer programs. Students create documentation for programs that explains the
processes used and also use mathematics to explain the behaviour of programs and digital circuits.
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.)
SLO1: Demonstrate knowledge of the basic theories and methods of mathematics.
Students use various numerical algorithms for computing, estimating, and approximating
quantities and for simulating processes. Students also use truth-tables to verify the behavior of
circuits and use boolean functions to understand the design of circuits. Basic concepts of
functions are also employed when writing programs.
SLO2: Use quantitative methods to test hypotheses or to construct quantitative solutions to problems.
Students test their programs and circuits in the lab by forming a hypotheses about the behavior of
their program or circuit and verifying the same.
SLO3: Apply mathematical skills and knowledge in other academic disciplines.
Students apply these skills to develop simple programs for a variety of problems and also to
design simple digital electronic circuits.
SLO4: Communicate quantitative ideas, both orally and in writing.
Students discuss their results with their peers and write reports.
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.
Course Outline:
1
Creating Files, editing and debugging code
10%
2
Introduction to computers, formal algorithms, strategies for problem solving
3
Professional, social, historical and ethical considerations
10%
4
Top-down and modular design techniques, documentation and testing
10%
5
Control structures: loops, branching, Boolean expressions and cases
15%
6
Terminal and text file input and output 10%
7
Functions and sets
5%
8
Logic gates, Boolean functions, and truth tables 15%
9
Building and testing simple Boolean circuits
15%
10
Exams 5%
5%
Course Objectives:
Learn to design and implement algorithms and execute the results. Learn to manage and edit files; apply
fundamental programming control structures, loops, branching, and functions; manipulate, build and test
simple Boolean circuits; and examine the social context of computing and its consequences.
Course Learning Outcomes:
1
Recognize the ethical and social issues connected to computing with examples from the
history of computing
2
Use software tools to create and organize programs and data files
3
Use top-down and modular design techniques to develop and implement solutions to
problems design and implement programs to solve problems
4
Recognize which standard algorithm, functions and control structures apply to the
solutions to problems
5
Appropriately test and document code
6
Use logic gates, Boolean functions, and truth tables to build and test simple Boolean
circuits
7
Recognize when the developed solution is correct and solves the presented problem
Assessment Plan:
Year 1 Goals 2,3
Year 2 Goals 4, 5
Year 3 Goals 6, 7
Year 4 Goals 1
Year 5 Use feedback from cycle to determine how assessment process can be improved for the next cycle
Each year, student experiences will be constructed that satisfy the learning outcomes being assessed.
Student performance on these experiences will be evaluated. Associated with each experience will be a
justification of how the experience assesses the outcome, the expectation of student performance and an
evaluation rubric. Any immediate issues that surface will be handled by making appropriate changes to
the course through the University's curriculum process.
12/11/2009
St. Cloud State University
General Education Transmittal Form
Academic Affairs Use Only:
Response Date:
Effective Date:
Proposal Number
Department: Computer Science
Course or Course(s): CSCI 200
Sarnath Ramnath
Department or Unit Chair Signature
2/26/2010
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