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 113. Trigonometry
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:
Trigonometric functions and their graphs; inverse trigonometric functions; trigonometric identities,
equations, trigonometric applications. No more than 5 credits from MATH 111, 112, 113, and MATH
115 may be counted toward graduation. Prereq.: MATH 112, or high school precalculus with
satisfactory math placement score. 2 Cr. F, S.
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.
Existing Course
No
Diversity Proposal Accompanying This Form
No
Yes
Prerequisite for 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 math course that is a prerequisite to calculus, MATH 113 is designed specifically to teach
quantitatively oriented majors how to apply mathematics to analyze numerical relationships, solve
problems, explain processes and interpret results primarily in the areas of math and science.
Mathematical analysis and mathematical problem solving aren’t just a significant focuses 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 the six trigonometric functions, methods of solving
triangles, trigonometric identities, and trigonometric equations;
(2) Students model problems using their knowledge of these functions, and construct the quantitative
solutions to many geometric problems;
(3) Students apply their knowledge of trigonometric functions and identities to construct quantitative
solutions in geography, physical sciences, engineering, and other disciplines;
(4) Students communicate their knowledge of functions, equations, and inequalities, both orally (i.e.
class discussions) and in writing (i.e. written assessments).
In Math 113, 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.
I.
II.
III.
IV.
V.
VI.
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 113 Trigonometry
Trigonometric Functions
15%
SLO:1,4
Graphs of Trigonometric Functions
15%
SLO:1,4
Trigonometric Identities
20%
SLO:1,4
Trigonometric Equations
20%
SLO:2,3
Triangle Trigonometry
10%
SLO:2,3
Applications of Trigonometry
20%
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): 113
Dale Buske
Department or Unit Chair Signature
1/27/10
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