Core Course Review Documentation Foundational Component Area: MATHEMATICS Component Area Option? No Yes – Cultural & Global Understanding Yes – Undergraduate Inquiry & Creativity Proposed Course: MATH1053 Contemporary Mathematics Credit Hours: 3 Proposed by: Department of Mathematics Date: 9/6/2012 Please document how the proposed course meets each of the following requirements. (You may provide a written explanation or copy and paste the appropriate information from the syllabus.) Content: Courses in this category focus on quantitative literacy in logic, patterns, and relationships. Election theory, including voting and apportionment methods; graph theory and project scheduling; probability and statistics. SKILLS: Courses involve the understanding of key mathematical concepts and the application of appropriate quantitative tools to everyday experience. Election theory: Students will apply a variety of voting methods and analyze the benefits and problems associated with each; apply fair division methods to distribute discrete and continuous goods. Graph theory: Students will find efficient paths, circuits, and trees, through the use of algorithms; schedule projects within staffing and time constraints. Probability and statistics: Students will analyze research studies, determining the type of study, participants, and methodology (blind/double-blind, treatments, etc); analyze and produce descriptive statistics and graphical representations; use probability techniques to quantify uncertainty; apply the properties of the normal distribution to model real-world phenomena ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and direct. The following three Core Objectives must be addressed in each course approved to fulfill this category requirement: Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation and synthesis of information Students will be given a scenario related to apportionment and tasked with applying 2 different methods. Students will analyze which players benefit most under each method and which are penalized. Communication Skills - to include effective development, interpretation and expression of ideas through written, oral, and visual communication Students will be given a project scheduling scenario and a schedule. Students will be tasked with analyzing the errors in the schedule and how to modify it to meet the constraints. Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or observable facts resulting in informed conclusions Students will be given a scenario and tasked with finding the z-score associated with a particular data point. They will then communicate the meaning of the z-score, in context. ADDITIONAL INFORMATION: Provide any additional information supporting course inclusion in the core (optional). PLEASE ATTACH THE FOLLOWING 1. 2. 3. 4. Syllabus Assessment for Critical Thinking Skills Assessment for Communication Skills Assessment for Empirical & Quantitative Skills Math 1053 Contemporary Math Prerequisite: credit in math 1003 or satisfactory score on placement exam. Textbook: Excursions in Modern Mathematics by Tannenbaum and Arnold Additional Materials: Homework will be online using MyMathLab. Each student will need a MML code and will need access to a computer. A calculator is required for some of the material. Cell phone calculators are not acceptable. Grading consists of homework and 3 exams. Additional optional assignments at the instructor’s discretion. The final course grade will be determined by the earned percentage of total possible points: 90-100% A 80-89% B 70-79% C 60-69% D Below 60% F Attendance at all classes is expected. Excused absences are allowed only for emergencies. A student who misses four classes may be dropped from the course. If a student needs to leave class prior to the dismissal of class, he/she must have the permission of the instructor. If the student has not received permission prior to leaving class early, the student will be counted absent for that class period and any work done during class or handed in will not be graded. Unit I– Chapters 1-4, Election theory: Students will apply a variety of voting methods and analyze the benefits and problems associated with each; apply fair division methods to distribute discrete and continuous goods. Unit II– Chapters 5-8, Graph theory: Students will find efficient paths, circuits, and trees, through the use of algorithms; schedule projects within staffing and time constraints. Unit III– Chapters 13-16, Probability and statistics: Students will analyze research studies, determining the type of study, participants, and methodology (blind/double-blind, treatments, etc); analyze and produce descriptive statistics and graphical representations; use probability techniques to quantify uncertainty; apply the properties of the normal distribution to model real-world phenomena. **All students should refer to the MSU Student Handbook for university policies related to student responsibilities, rights and activities. Students with a disability must be registered with the Disability Support Services before classroom accommodations can be provided. Attachment 2: Assessment for Critical Thinking Skills An assessment of student competency would be based on the following rubric: Evidence Explanation of issues Conclusion and related outcomes Capstone 4 Milestones 3-2 Benchmark 1 Solution technique chosen is among the best possible for the problem A sequence of mathematical steps leading toward the solution is performed without error Solution technique chosen will work but is not among the best possible choices Conclusion is clearly expressed and is logically connected to previous work Conclusion is ambiguous or does not take all appropriate information into account A solution technique is chosen without consideration of the details of the problem The chosen sequence of mathematical steps is performed with multiple errors or does not lead towards a correct conclusion Conclusion, even if correct, is not supported with any argument A sequence of mathematical steps leading toward the solution is performed but the work is not complete or has one to two mathematical errors Attachment 3: Assessment for Communication Skills An assessment of student competency would be based on the following rubric: Capstone 4 Content Development Genre and Disciplinary Conventions Control of Syntax and Mechanics Uses appropriate, relevant, and compelling content to illustrate mastery of the subject, conveying the writer's understanding, and shaping the whole work. Demonstrates detailed attention to and successful execution of a wide range of conventions particular to a specific discipline and/or writing task (s) including organization, content, presentation, formatting, and stylistic choices. Work skillfully communicates meaning with clarity and fluency, and is virtually error-free Milestones 3-2 Benchmark 1 Uses appropriate, relevant, and compelling content to explore ideas within the context of the discipline and shape the whole work. Uses appropriate and relevant content to develop simple ideas in some parts of the work. Follows expectations appropriate to a specific discipline and/or writing task(s) for basic organization, content, and presentation. Attempts to use a consistent system for basic organization and presentation. Work generally conveys meaning to readers. There are relatively few errors Work sometimes impedes meaning because of errors in usage Attachment 4: Assessment for Empirical and Quantitative Skills An assessment of student competency would be based on the following rubric: Capstone 4 Milestones 3-2 Benchmark 1 Representation Skillfully converts relevant information into an insightful mathematical portrayal in a way that contributes to a further or deeper understanding. Completes conversion of information but resulting mathematical portrayal is only partially appropriate or accurate. Calculation Calculations attempted are essentially all successful and sufficiently comprehensive to solve the problem. Uses the quantitative analysis of data as the basis for deep and thoughtful judgments, drawing insightful, carefully qualified conclusions from this work. Calculations attempted are either unsuccessful or represent only a portion of the calculations required to comprehensively solve the problem. Uses the quantitative analysis of data as the basis for workmanlike (without inspiration or nuance, ordinary) judgments, drawing plausible conclusions from this work. Completes conversion of information but resulting mathematical portrayal is inappropriate or inaccurate. Calculations are attempted but are both unsuccessful and are not comprehensive. Uses the quantitative analysis of data as the basis for tentative, basic judgments, although is hesitant or uncertain about drawing conclusions from this work. Application/Analysis