Revised 10/23/12
Code #SM06
New/Special Course Proposal-Bulletin Change Transmittal Form
Undergraduate Curriculum Council - Print 1 copy for signatures and save 1 electronic copy.
Graduate Council - Print 1 copy for signatures and send 1 electronic copy to mmcginnis@astate.edu
New Course or
Special Course (Check one box)
Please complete the following and attach a copy of the catalogue page(s) showing what changes are necessary.
Department Curriculum Committee Chair
Date
COPE Chair (if applicable)
Date
____________________________________________________________________
Professional Education Head of Unit (If applicable)
Date
Department Chair
Date
General Education Committee Chair (If applicable)
Date
College Curriculum Committee Chair
Date
Undergraduate Curriculum Council Chair
Date
College Dean
Date
Graduate Curriculum Committee Chair
Date
Vice Chancellor for Academic Affairs
Date
1.
Proposed Course Prefix and Number (For variable credit courses, indicate variable range.)
MATH 1043
2.
Course Title – if title is more than 30 character (including spaces), provide short title to be used on transcripts. Title cannot have
any symbols (e.g. slash, colon, semi-colon, apostrophe, dash, and parenthesis). Please indicate if this course will have variable
titles (e.g. independent study, thesis, special topics).
Quantitative Reasoning
3.
Will this course be lecture only, lab only, lecture and lab, activity, dissertation, experiential learning, independent study, internship,
performance, practicum, recitation, seminar, special problems, special topics, studio problems, student exchange, occupational
learning credit, or course for fee purpose only (e.g. an exam)? Please choose one.
Lecture
4.
What is the grade type (i.e. standard letter, credit/no credit, pass/fail, no grade, developmental)?
Standard Letter
5.
Is this course dual listed (undergraduate/graduate)?
6.
Is this course cross listed? (If it is, all course entries must be identical including course descriptions. It is important to check the
course description of an existing course when adding a new cross listed course.)
7.
Brief course description (40 words or less) as it should appear in the bulletin.
No.
No.
Quantitative reasoning as the approach to understanding relationships using mathematical and algebraic methodologies.
Contemporary topics will be used to identify, analyze, generalize, and communicate quantitative relationships.
Revised 10/23/12
8.
Indicate all prerequisites and if this course is restricted to a specific major, which major. (If a student does not have the
prerequisites or does not have the appropriate major, they will not be allowed to register).
a.
Are there any prerequisites?
Yes.
High School Algebra II and a Math ACT Score of at least 19 or Math SAT score of at least 590 or a COMPASS Algebra score of at least
36 OR a “C” or better in MATH 0013--Intermediate Algebra OR a “C” or better in UC 022V--Developmental Mathematics II
b.
Why?
The minimum placement scores for credit-bearing mathematics courses are set by the state. Students admitted to ASU with lower
scores must complete developmental mathematics courses. UC 0173 and UC 022V, Developmental Mathematics I and II, have
recently replaced MATH 0003 and MATH 0013, Introductory and Intermediate Algebra, as part of the state’s higher education
mathematics redesign.
9.
Course frequency (e.g. Fall, Spring, Summer).
Not applicable to Graduate courses.
Fall and Spring
10.
Contact Person (Name, Name of Institution, Address, Email Address, Phone Number)
Dr. Debra Ingram, Chair; Department of Mathematics and Statistics; dingram@astate.edu 972-3090
Mr. Kent Gibson, Instructor; Department of Mathematics and Statistics; kgibson@astate.edu 972-3090
11.
Proposed Starting Term/Year
Fall 2013
12.
Is this course in support of a new program? If yes, what program?
No.
13. Does this course replace a course being deleted?
No.
b.
If yes, what course?
c.
Has this course number been used in the past?
No.
Attach Course Deletion Proposal-Bulletin Change Transmittal Form.
14. Does this course affect another program? If yes, provide contact information from the Dean, Department Head, and/or Program Director
whose area this affects.
MATH 1043 – Quantitative Reasoning provides another option for fulfilling the general education mathematics requirement (i.e., as
an alternative to College Algebra) for non-STEM majors such as those in the Humanities and Social Sciences (excluding BSE), Fine
Arts (excluding BSE), Interdisciplinary Studies, and other majors that currently use College Algebra to fulfill the general education
mathematics requirement and where the general education mathematics course is the terminal mathematics course in the degree.
MATH 1043—Quantitative Reasoning is also a general education mathematics option for the Associate of Arts, Associate of Science,
and the Associate of General Studies degrees. It is not an option for the Associate of Applied Science degree. (Reference: Dr.
Cooksey and Dr. Hogue.)
15. Justification should include:
A.
Academic rationale and goals for the course (skills or level of knowledge students can be expected to attain).
Student learning outcomes for Quantitative Reasoning:
 Students will interpret and analyze quantitative/mathematical information using multiple representations and write formal
conclusions.
 Students will apply appropriate mathematical methods and reasoning to solve problems.
 Students will construct and interpret linear and exponential models to display data and solve problems.
 Students will conduct multistage experiments; calculate odds, conditional probability and expected values for making
decisions based on probability and odds.
 Students will demonstrate the ability to make decisions based on statistical inference.
 Students will read, interpret and analyze given information to solve applied problems then write precise quantitative
summaries and conclusions.
Revised 10/23/12
Continued from previous page -- Academic rationale and goals for the course (skills or level of knowledge students can be expected
to attain).
Course content will be derived from the following. Throughout all components of the course students will be expected to express
themselves by writing precisely using proper English and mathematical symbolism. Contemporary topics and financial management
applications will be used throughout the course.




B.
Critical Thinking: Topics include application of related rates, percentages, ratios, and the interpretation of written
arguments to solve problems and write precise conclusions.
Probability: Topics include counting techniques, conditional probability, Bayes’ Theorem, calculating odds, and expected
values.
Statistics: Topics include display of data, statistical reasoning, solving applications, making statistical inferences based on
data and the communication of conclusions.
Mathematical Modeling: Topics include using linear and exponential models to represent and interpret real-world problems
and events; translation of data into graphs.
How does the course fit with the mission established by the department for the curriculum? If course is mandated by an accrediting
or certifying agency, include the directive.
MATH 1043 – Quantitative Reasoning provides another option for fulfilling the general education mathematics requirement (i.e., as
an alternative to College Algebra) for non-STEM majors such as those in the Humanities and Social Sciences (excluding BSE), Fine
Arts (excluding BSE), Interdisciplinary Studies, and other majors as appropriate.
The course is being piloted at ASU during 2012-2013 (temporary course number MATH 1943) along with four other state-supported
universities as part of the state’s higher education mathematics redesign to assist students with degree completion.
C.
Student population served.
The course content in Quantitative Reasoning is meant to be more relevant than College Algebra for non-STEM majors such as those
in the Humanities and Social Sciences (excluding BSE), Fine Arts (excluding BSE), Interdisciplinary Studies, and other majors that
currently use College Algebra to fulfill the general education mathematics requirement and where the general education
mathematics course is the terminal mathematics course in the degree. The course can also be used to satisfy the general education
mathematics requirement for the Associate of Arts, Associate of Science, and the Associate of General Studies degrees.
D.
Rationale for the level of the course (lower, upper, or graduate).
This course will be part of the Arkansas Course Transfer System (ACTS). ACTS has assigned the Course Index Number for
Quantitative Reasoning as 1000-level.
16. Outline (The course outline should be topical by weeks and should be sufficient in detail to allow for judgment of the content of the course.)
Week 1: Introduction and Classification of Student Learning Styles
Week 2: Critical Thinking and General Problem Solving Techniques
Week 3: Ratio, Proportion, Use and Abuse of Percentages, Related Rates
Week 4: Financial Topics, Loan Amortization, Index Numbers, and Consumer Price Index
Week 5: Fundamentals of Probability
Week 6: Combining Probabilities, Bayes’ Theorem
Week 7: Law of Large Numbers and Expected Value
Week 8: Counting and Probability
Week 9: Fundamentals of Statistics and Verification/Validity of Studies
Week 10: Statistical Tables and Graphs, Correlation vs. Causality
Week 11: Statistical Data Characteristics, Measures of Variation
Week 12: Normal Distribution and Statistical Inference
Week 13: Growth/Decay – Doubling-Time and Half-Life
Week 14: Mathematical Models: Functions
17. Course requirements (e.g. research papers, projects, interviews, tests, etc.)
Homework, projects, and tests
Revised 10/23/12
18. Special features (e.g. labs, exhibits, site visitations, etc.)
None.
19. Required reading
Required textbook: Using and Understanding Mathematics, A Quantitative Reasoning Approach, 5th edition, by Bennett and Briggs
(Pearson)
20. Department staffing and classroom/lab resources (Will this require additional faculty, supplies, etc.?)
.
Instructional staffing for this course is currently being covered with existing faculty in the Department of Mathematics and Statistics.
21. What is the primary goal of this course?
MATH 1043 – Quantitative Reasoning provides another option for fulfilling the general education mathematics requirement (i.e., as
an alternative to College Algebra). The course content in Quantitative Reasoning is meant to be more relevant than College Algebra
for non-STEM majors such as those in the Humanities and Social Sciences (excluding BSE), Fine Arts (excluding BSE), Interdisciplinary
Studies, and others as appropriate.
22. If this proposal is for a general education course, please check the primary goal this course addresses:
Communicating effectively
Using mathematics
Developing a life-long appreciation of the arts and humanities
Developing a strong foundation in the social sciences
Using science to accomplish common goals
23. Considering the indicated primary goal, provide up to three outcomes that you expect of students after completion of this course. For
example, what will students who meet this goal know or be able to do as a result of this course?
Students will interpret and analyze quantitative/mathematical information using multiple
representations and write formal conclusions.
Primary Goal Outcome #1:
Learning Activity:
Assessment Tool:
In-class discussions and homework
Exams
Primary Goal Outcome #2:
Learning Activity:
Assessment Tool:
Students will apply appropriate mathematical methods and reasoning to solve problems.
In-class discussions and homework
Exams
Students will read, interpret and analyze given information to solve applied problems then write
precise quantitative summaries and conclusions.
Primary Goal Outcome #3:
Learning Activity:
Assessment Tool:
In-class discussions and homework
Exams
From the most current electronic version of the bulletin, copy all bulletin pages that this proposal affects and
paste it to the end of this proposal.