Preparing Students for
Transfer and a Major.
Martin Flashman
IMPAC Lead Faculty for
Mathematics
Professor of Mathematics
Humboldt State University
flashman@humboldt.edu
IMPAC Project
An Intersegmental Approach
http://www.cal-impac.org
Abstract



As the economics of college education continue to
evolve, more students will be planning to transfer
from Community Colleges to the CSU and UC
systems.
IMPAC is the California intersegmental project that is
trying to improve the transfer process by focusing on
preparation for a major.
Professor Flashman will discuss some of the
recommendations of IMPAC for prospective
Mathematics majors and relevant developments at
the CSU and UC campuses.
What is IMPAC?
The Intersegmental Major Preparation
Articulated Curriculum (IMPAC) project is a
unique intersegmental, faculty-designed and
faculty-run project to ensure that students
transferring from the community colleges to UC
and CSU are prepared for work in their
chosen major and can avoid having to repeat
coursework.
How does IMPAC work?

Regional Meetings attended by many discipline groups. Science IMathematics

2 in 2004-2005 [4 in 2003-2004]
• South and Metro Regions
November 13, 2004 at LAX Sheraton Gateway
• UC: Irvine, Los Angeles, Riverside, Santa Barbara, San Diego
• CSU: Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Long Beach, Los
Angeles, Northridge, Pomona, San Bernardino, San Diego, SLO, San Marcos
• CCC: Allan Hancock, Antelope Valley, Bakersfield, Barstow, Canyons, Cerritos, Cerro
Coso, Chaffey, Citrus, Coastline, Compton, Copper Mountain, Crafton Hills, Cuesta,
Cuyamaca, Cypress, Desert, East Los Angeles, El Camino, Fullerton, Glendale, Golden
West, Grossmont, Imperial Valley, Irvine Valley, Long Beach City, Los Angeles City, Los
Angeles Harbor, Los Angeles Mission, Los Angeles Pierce, Los Angeles Southwest, Los
Angeles Trade Tech, Los Angeles Valley, MiraCosta, Moorpark, Mt. San Antonio, Mt.
San Jacinto, North Orange CCCD/Noncredit, Orange Coast, Oxnard, Palo Verde,
Palomar, Pasadena City, Porterville, Rio Hondo, Riverside, Saddleback, San
Bernardino Valley, San Diego Centers for Ed. & Tech., San Diego City, San Diego
Mesa, San Diego Miramar, Santa Ana, Santa Barbara City, Santa Monica, Santiago
Canyon, Sequoias, Southwestern, Taft, Ventura, Victor Valley, West Los Angeles

Statewide Meeting

April 29 - 30, 2005
Radisson Hotel-LAX,
IMPAC on the WWW
Register
on-line for
meetings at
http://www.cal-impac.org/
What Are The IMPAC Objectives ?
The two specific objectives of IMPAC are:
 the creation of a common understanding of
the major preparation including key
components of the lower division curriculum;
and
 the establishment of a system of state and
regional intersegmental faculty dialogues, by
discipline and among related disciplines, to
address curriculum issues related to
articulation and transfer.
What Has IMPAC Done So Far?
 Advisory
Letters to Mathematics Faculty,
Community College Counselors, and
Transferring Mathematics Majors.
(Approved and Distributed 2004)
 Recommendations for 2004-2005



Communications (WWW and ASSIST)
Community (Regional Intersegmental Math
Councils)
Curriculum (CAN)
Related Projects

CAN
California Articulation Number [CC and CSU]
 ASSIST [www.assist.org]
 The University of California




http://www.ucop.edu/pathways/
Dual Admissions Program (DAP)
Guaranteed Transfer Option (GTO)
The California State University


http://www.csumentor.edu/ (GE planning)
California State University Lower Division Major
Requirements
(Lower Division Transfer Project)
CAN: California Articulation
Number

The California Articulation Number System (CAN) is a course
identification system for common core lower-division transferable,
major preparation courses commonly taught on CCC and CSU
campuses.

Colleges and universities that demonstrate common acceptance of
courses through traditional articulation agreements can qualify courses
for CAN designations.

Courses with CAN designators are accepted by any other CAN
participating institutions as being comparable to their local
courses with the same CAN designators to meet local
requirements, even if the receiving university has not established an
explicit traditional articulation agreement with a particular California
Community College.
ASSIST [www.assist.org]
Articulation System Stimulating Interinstitutional Transfer Project

ASSIST is a computerized student-transfer
information system that can be accessed over
the World Wide Web.
 It displays reports of how course credits earned
at one California college or university can be
applied when transferred to another.
 ASSIST is the official repository of articulation for
California’s colleges and universities and
therefore provides the most accurate and up-todate information available about student transfer
in California.
To: Humboldt State |From: Los Angeles Pierce College Semester| Semester
Articulation Agreement by Major Effective during the 04-05 Academic
Year ====Mathematics====
The following are the LOWER DIVISION REQUIREMENTS for this major.
MATH 109 Calculus I (4)|MATH 261 Calculus I (5) (CAN MATH 18)
| (CAN MATH 18) (§ CAN MATH SEQ B)
| (§ CAN MATH SEQ B) (§ CAN MATH SEQ C)
| (§ CAN MATH SEQ C)
-------------------------------------------------------------------------------MATH 110 Calculus II (4)|MATH 262 Calculus II (5) (CAN MATH 20)
| (CAN MATH 20) (§ CAN MATH SEQ B)
| (§ CAN MATH SEQ B) (§ CAN MATH SEQ C)
| (§ CAN MATH SEQ C)
-------------------------------------------------------------------------------MATH 210 Calculus III (4)|MATH 263 Calculus III (5) (CAN MATH 22)
| (CAN MATH 22) (§ CAN MATH SEQ C)
| (§ CAN MATH SEQ C)
-------------------------------------------------------------------------------MATH 240 Introduction to (3)|No Course Articulated
Mathematical Thought |
-------------------------------------------------------------------------------MATH 241 Elements of Linear (3)|MATH 270 Linear Algebra (3)
Algebra
| (CAN MATH 26)
--------------------------------------------------------------------------------
Choose one of the following:
CIS 130 Introduction to (3)|No Course Articulated
Programming |
CIS 230 C++ Programming (3)|No Course Articulated
CIS 235 Java Programming (3)|No Course Articulated
Same as: CS 235 |
CIS 240 Visual Basic Programming (3)|No Course Articulated
Same as: CS 240 |
Same lower division requirements for Applied Mathematics Option.
Students must earn a minimum grade of C- in all courses for the major (all
options).
END OF MAJOR
§Humboldt State University MATH 109 + MATH 110 qualified as CAN
MATH SEQ B
Humboldt State University MATH 109 + MATH 110 + MATH 210 qualified
as CAN MATH SEQ C
Los Angeles Pierce College MATH 261 + MATH 262 qualified as CAN
MATH SEQ B
Los Angeles Pierce College MATH 261 + MATH 262 + MATH 263
qualified as CAN MATH SEQ C
THE ABOVE ARTICULATION AGREEMENT IS SUBJECT TO PERIODIC
REVISION. PLEASE CONSULT A COUNSELOR EVERY
SEMESTER TO OBTAIN CURRENT INFORMATION ABOUT
POSSIBLE CHANGES IN THE AGREEMENT.
Mathematics Letters
Advisory Memorandum to Prospective
Mathematics Majors
March 1, 2004
To: Students at community colleges considering a major in
mathematics.
From: The Intersegmental Major Preparation Articulated
Curriculum (IMPAC) Mathematics Advisory Committee
Re: Advice in preparing for a major in mathematics.
As a result of consultations with mathematics departments
of the University of California, The California State
University, and the California Community Colleges, the
Mathematics Advisory Committee of IMPAC provides the
following recommendations to assist community college
students preparing for transfer as mathematics majors.
SUMMARY OF ADVICE:

Work closely with the mathematics and
counseling faculty of your college as soon as
possible to design a program of courses in
preparation for transfer to a university.
 Take as many lower division mathematics
courses required for a major in Mathematics
as possible.
 Work to develop familiarity with proofs.
 Be familiar with geometric concepts
including proofs at least at the level usually
treated in high school geometry courses.

Complete the full calculus sequence (including infinite series
and an introduction to the calculus of several variables) or at
least one full year (2 semesters or 3 quarters) of a scientific /
engineering style calculus course at the same institution.

Take a linear algebra course. (Encouraged)
Take a differential equations course. (Encouraged)





Consider taking a computer course that develops competency
in a computer programming language including the
construction of algorithms.
Consider taking a course in statistics.
Try to take full year applications courses for science majors.
Consider deferring a calculus-based physics course until you
have completed at least one year of calculus.
General Recommendations
Since you are considering a major in mathematics, you should work
closely with the mathematics and counseling faculty of your
college as soon as possible to design a program of courses in
preparation for transfer to a university.
Initially you should become familiar with requirements for majoring in
mathematics at universities to which you may transfer. It is important
to note that the requirements for a mathematics major may differ
significantly among the universities you are considering. Use
current catalogs, mathematics department web sites, and other
resources such as the ASSIST web site [http://www.assist.org] to
learn more about transfer requirements for a mathematics major.
Discuss your choices with your counselors and mathematics
instructors. Contact a university’s mathematics faculty or program
advisors to discuss any potential problems with transferring courses
there.
You should take as many lower division mathematics courses
required for a major in Mathematics as possible before you
transfer.




 General
Education: In order to complete
lower division requirements in
mathematics, take only the minimum
number of lower division General
Education requirements needed for
transfer.



Mathematical Maturity: Junior-level university mathematics majors
are expected to read and write proofs of various types and levels of
sophistication. This is referred to frequently as mathematical
maturity. There are many levels of mathematical maturity, but
junior-level mathematics majors are expected to perform at a level of
maturity distinctly above that of lower division students.
Some university mathematics programs develop and certify
mathematical maturity through a specific lower or upper division
course with an emphasis on proof writing. Other programs provide
the opportunity to develop mathematical maturity in the context of
lower-division courses such as discrete mathematics or linear
algebra.
In any case, prior to transfer, you should work to develop
familiarity with proofs. How this work will be received at a
university varies from school to school. You should consult with a
transfer university's faculty or program advisor as early as possible
for specific information and recommendations regarding
mathematical maturity.
Specific Recommendations
 Geometry:
You should be familiar with
geometric proofs and concepts, at least
at the level usually treated in high
school geometry courses. This
familiarity might be developed through a
single geometry course or as part of other
courses such as analytic geometry,
calculus, or linear algebra courses.



Calculus: There are often different approaches taken
during the first year calculus course. Ideally, you should
have completed the full calculus sequence
(including infinite series and an introduction to the
calculus of several variables) prior to transfer. This
generally should take 3 semesters (4-5 quarters).
When you cannot take the full calculus sequence
prior to transfer, you should take at least one full
year (2 semesters or 3 quarters) of a scientific /
engineering style calculus course at the same
institution.
Splitting the first year of calculus between courses at
different colleges can result in missing concepts and
may make articulation more difficult.
Non-Calculus Courses

Linear Algebra: You should take some course that covers linear
algebra at least at the level of matrix algebra. At the university level
this course is often a prerequisite for advanced courses. Some
universities make linear algebra a key part of sophomore level
course work while others have no formal course in linear algebra in
the lower division. Depending on the university, the process and
result for transferring a linear algebra course taken at a community
college may differ substantially. Nonetheless, you are encouraged
to take a course studying linear algebra before transfer. You
should consult with your chosen transfer university’s mathematics
faculty or program advisor as early as possible for more advice on
linear algebra courses.

Differential Equations: A differential equations course is required
lower division course work at some universities, while at others a
more sophisticated first course in differential equations is required at
the junior level. However, the mathematics major option for
prospective high school mathematics teachers often does not
require a course in differential equations. Depending on the
university and the mathematics program, the process and result for
transferring a differential equations course taken at a community
college may differ substantially. Despite these considerations, you
are encouraged to take a course in differential equations before
you transfer. You should consult with your chosen transfer
university’s mathematics faculty or program advisor as early as
possible for more advice on differential equations courses.
 Computer
Programming: Knowledge of
computers is required at varying levels for
a university mathematics major. Therefore,
you should consider taking a computer
course that develops competency in a
computer programming language as
well as the construction of algorithms
before you transfer.

Statistics: A statistics course is a lower division
requirement for a mathematics major at some
universities. However at others, statistics is not required
at all or is required as a more sophisticated upper
division course. Depending on the university and the
mathematics program you choose, the process and
result for transferring a statistics course taken at a
community college may differ substantially. Thus, when
you consider taking a course in statistics you should
be aware of the different levels of acceptance it may
receive. You should consult as early as possible with
your chosen transfer university’s mathematics faculty or
program advisor for more advice on statistics courses.

Courses That Use Mathematics: At some universities,
the mathematics major requires course work in a
separate discipline that uses mathematics, such as
physics, chemistry, or economics. These courses may
also fulfill parts of general education requirements. To
avoid a possible mismatch in course work between two
schools, you should try to take full year applications
courses for science majors before you transfer.
However, you should also consider, with advice from
your counselors and instructors, deferring a calculusbased physics course until you have completed at
least one year of calculus.
The University of California
 Dual Admissions
Program (DAP) honored
but no longer being offered.
 Transfer Admission Guaranteed (TAG)
programs: Davis, Merced, Riverside, San
Diego, Santa Cruz, Santa Barbara
 Transfer Opportunity Program (Davis)
 Transfer Provisional Admissions (Irvine)
University of California Majors
The following majors are available at university campuses for the selected discipline. The
campuses that offer the major are identified next to each major name. Click a campus
abbreviation next to a major to see more information about that major.

Computational Applied Science, B.S. (UCD)
Creative Studies: Mathematics Emphasis
B.A./B.S. (UCSB)
Economics and Mathematics (joint major)
B.A. (UCSD)
Economics/Mathematics B.A. (UCSB)
Engineering Mathematics and Statistics B.S.
(UCB)
Financial Mathematics & Statistics B.S.
(UCSB)
Mathematical and Scientific Computation,
B.S. (UCD)
Mathematical Sciences B.S. (UCSB)
Mathematics - Computational B.A. (UCSC)
Mathematics - Computer Science B.A.
(UCSD)
Mathematics - Mathematics Education B.A.
(UCSC)
Mathematics - Pure B.A. (UCSC)

Mathematics - Secondary Education
B.A. (UCSD)
Mathematics A.B./B.S. (UCD)
Mathematics and Economics (joint
major) B.A. (UCSD)
Mathematics B.A. (UCB, UCSB,
UCSC, UCSD)
Mathematics B.A./B.S. (UCR)
Mathematics B.S. (UCI, UCLA,
UCSB)
Mathematics of Computation B.S.
(UCLA)
Mathematics, Applied Science B.A.
(UCSD)
Mathematics, General B.S. (UCLA)
Mathematics, Scientific Computation,
B.S. (UCSD)
California State University Lower Division Major
Requirements
(Lower Division Transfer Project)

Initiated by the Academic Senate of the CSU in collaboration with the
Academic Affairs Division of the Chancellor’s Office.
 To create transfer program agreements to facilitate student transfer to the
CSU.

Identify a set of courses and/or competencies that will satisfy the lowerdivision expectations for a particular major at all or most CSU campuses, so
that a student can complete those expectations at a community college and
know that they will be appropriate regardless of the specific CSU campus to
which the student transfers.

This set of courses and/or competencies is referred to as a “common Core.”

The project does not, in fact, require all CSU departments offering a major
to agree upon the same specific courses as lower-division requirements.

The goal is to provide students with the information they need to plan their
community-college course work to expedite the timely completion of their
baccalaureate major degree program after they transfer to a CSU campus.
CSU Lower Division Transfer Project
Mathematics (pending 2005?)





Statewide: All areas of General education except the area of the
Physical Science. [The Area of General Education Physical Science
is required for all campuses, but is subject to some restrictions
under local control.] •
Three semesters or four quarters of calculus. Students who take the
sequence of courses in CAN MATH SEQ C (Calculus I - III
(semester) or Calculus I-IV (quarter) will have these courses
accepted by all CSU campuses as satisfying the lower division
requirements in calculus.
Local: Mathematics programs also expect transfer students to have
completed one or more additional courses besides calculus as well
as the area of Physical Science for General Education.
These courses and possible restrictions on what courses may be
taken to satisfy the General Education area of Physical Science are
determined by the local campuses.
Locally determined courses examples: Linear Algebra, Differential
Equations, A Computer Programming Course, Lower Division GE
“Physical Universe”.
Mathematics Recommendations
Statewide IMPAC Meeting 2004


I. Course Related Recommendations. These relate to
the nature of and CAN description of the lower division
Linear Algebra Course and the development of a
description and proposals for a variety ways to provide a
"bridge" course, i.e., a transitional course for
Mathematics majors.
II. Improving communications within the
Mathematics Community regionally and/or statewide
for mathematics transfer students.
I.

Course Related Recommendations.
A. Linear Algebra
Recommendation 1. The lower division linear algebra
course should include in its presentation some structural
aspects of linear algebra. These include, but are not
limited to, the statement of axioms and structural
definitions for real vector spaces, linear transformations,
and linear operators. Use of these structures should be
demonstrated with some proofs- though only a reading
level of literacy is supposed. Limited writing literacy may
be required in verifying structural properties with
examples and applying structural results in specific
contexts.
Recommendation 2. The CAN description for Linear Algebra
should be modified to reflect a limited treatment of the structural
aspects of linear algebra.
Current:
CAN:
MATH 26
Title:
Linear Algebra
Description: Matrices and linear transformations; vector spaces;
determinants; eigenvalues and eigenvectors.
Prerequisite: CAN MATH 17/18. 3 semester units or 4 quarter units.
 Recommended modification:
CAN:
MATH 26
Title:
Linear Algebra
Description: An introduction to computation and algebraic
structures for real vector spaces, matrices and linear
transformations; determinants; eigenvalues and eigenvectors.
Prerequisite: CAN MATH 17/18. 3 semester units or 4 quarter units.

B. Lower Division Bridge or
Transition Courses


Preface. Many CSU and UC Mathematics programs
have a lower division required course that provides a
transition from the computational and algorithmic nature
of lower division courses such as calculus to the more
structural and proof oriented organization of upper
division mathematics courses. [9 CSU and 3 UC
recommended or required in the lower division.]
Other programs make this kind of course a initial part of
upper division course work or have no such course.

Recommendation 1. When possible the student should
be encouraged to cross-register in a bridge course at a
local university.
 Recommendation 2. Universities that offer these bridge
courses should coordinate their summer course
offerings.
 Recommendation 3. A consortium of colleges and
universities should organize a special summer program
(funded by the NSF, a state agency, or some private
philanthropy) that would provide the kind of experience
in working with proofs found in these bridge courses
along with beginning work in mathematical research.
 Recommendation 4. A new CAN Number and
descriptor should be developed for this bridge course.
II. Improving Communications within
the Mathematics Community




Preface: Better communication could provide
information about transfer courses, the nature of
mathematical studies in upper division courses, and key
people to contact and places to obtain information with
regard to the specifics of transfer.
The recommendations are divided into two categories:
A. University and College Recommendations and
B. Organizational Recommendations.
A. University and College
Recommendations.

Recommendation 1 Each University
department should designate one or more
faculty or advising staff members as transfer
advisor(s). The advisor(s) will be responsible for
matters related to transferring students –such as
transfer course approval and program planning .
 Recommendation 2 Each College department
should develop a structure (using resources
such as MESA, matriculation funds, and other
grants) to assist students planning to transfer.


Recommendation 3. Each University department should
designate one or more faculty members responsible for
articulation agreements . University departments should keep
recognized feeder colleges informed on relevant changes to
requirements and courses.
Recommendation 4. Each University department should
maintain a web page to advise prospective transfer students
on relevant requirements and advice for transferring as a
mathematics major. This page should be linked clearly from
the department home page and should address at least the
main issues from the IMPAC letters of advice for transfers
while indicating how to obtain details on articulation
agreements through ASSIST or otherwise. It should give the
name and other relevant information of the department’s
designated transfer advisor(s).

Recommendation 5. Each College and University
department should work with their campus articulation
officer to maintain current articulation and contact
information with ASSIST.

Recommendation 6. When possible University
departments will provide information through the web
describing required courses for the major including
course outlines.
B. Organizational
Recommendations




Recommendation 1. A web page should be developed containing
information and links for all university mathematics departments.
This web page will be developed in cooperation with ASSIST and
placed in an easily found location on the ASSIST web site and
possibly mirrored elsewhere at the CSU and UC system transfer
information web sites. The web page will include the following
information for each University Campus:
A Contact Person / Advisor with E-mail Address and Phone.
A link to the Mathematics Department Web Page and a
Recommended Phone Contact Number.
A link to Any Mathematics Department Transfer Information Web
Page
Up to date information for transfer purposes.
DRAFT VERSION- Not for public use. 2-18-04
ASSIST Link
University
University of California
Berkeley
Davis
Irvine
Los Angeles
Riverside
San Diego
Santa Barbara
Santa Cruz
California State University
Bakersfield
Channel Islands
Chico
DominguezHills
Fresno
Fullerton
Hayward
Humboldt State University
Long Beach
Contact Person
E-mail Address
Phone
Mathematics Department Web Page
Paul Vojta, Vice Chair, Undergraduate Affairs
vojta@math.berkeley.edu
peavy@math
gravner@math.ucdavis.edu
642-3457
Berkeley
(530) 752-0825
Davis
peklof@math.uci.edu
(949) 824-6595
Irvine
rjm@math.ucla.edu
wong@math.ucr.edu
825-1049
(909)787-4757
Los Angeles
Riverside
jbunch@ucsd.edu
doner@math.ucsb.edu
coop@cats.ucsc.edu
3941
(831) 459-2150
Barbara Peavy
Gravner, Janko Vice Chair for
Undergraduate Matters
Prof. Paul Eklof Vice Chair for
Undergraduate Studies
Ronald MIECH Professor/Vice Chair
Bun Wong, Chair
James Bunch
John Doner, Vice Chair
Bruc e Cooperstein, Deputy Chair
44889 San Diego
Santa Barbara
Santa Cruz
khaddad@cs.csubak.edu
Ivona.Grze@csuci.edu
maowens@csuchico.edu
gjennings@csudh.edu
larryc@csufresno.edu
jfriel@fullerton.edu
ereiter@csuhayward.edu
hbs2@humboldt.edu
away@csulb.edu
kmerry@csulb.edu
mani@calstatela.edu
donald_pierce@csumb.edu
magnhild.lien@csun.edu
clpinterluck@csupomona.edu
(661)664-3151
(805) 437-8868
(530) 898-6111
(310) 243-3592
(559) 278-2992
(714) 278-3631
(510) 885-3414
(707) 826-4341
(562) 985-8008
at Bakersfield
Los Angeles
Monterey Bay
Northridge
California State Polytechnic-Pomona
Kamel Haddad, Chair
Ivona Grzegorczyk
Margaret Owens, Chair
George Jennings, Chair
Larry Cusick, Chair
James Friel, Chair
Edna Reiter, Chair
Howard Stauffer, Chair
Arthur Wayman, Chair
Kent Merryfield, Transfer Advisor
P. K. Subramanian, Chair
Donald Pierce, Director
Magnhild Lien, Chair
Claudia Pinter-Lucke, Chair
(323)
(831)
(818)
(909)
343-2150
582-3713
677-2721
869-4058 or -3142
Sacramento
San Bernardino
San Diego State University
San Francisco State University
San Jose State University
Cal Poly, San Luis Obispo
San Marcos
Sonoma State University
Stanislaus
Doraiswamy Ramchandran, Chair
Peter Williams, Chair
David Lesley, Chair
David Meredith, Chair
Roger Alperin, Chair
Kent Morrison, Chair
Linda Holt, Chair
Brian Jersky, Chair
Judith L. Clarke, Chair
chandra@csus.edu
williams@math.csusb.edu
lesley@sdsu.edu
meredith@sfsu.edu
alperin@math.sjsu.edu
kmorriso@calpoly.edu
lholt@csusm.edu
brian.jersky@sonoma.edu
jclarke@csustan.edu
(916)
(909)
(619)
(415)
(408)
(805)
(760)
(707)
(209)
278-6534
880-5379
594-6191
338-2251
924-5066
756-2464
750-4092
664-2361
667-3547
Los Angeles
Monterey Bay
Northridge
California State Polytechnic University,
Pomona
at Sacramento
San Bernardino catalog see p275
San Diego State U
San Francisco State U
San Jose State U
Cal Poly, San Luis Obispo
San Marcos
Sonoma State University
Stanislaus
Chico
Dominguez Hills
Fresno
Fullerton
Hayward,
Humboldt State U
Long Beach
Intersegmental Mathematics
Councils.




Recommendation 2. Regional cooperation should be developed
between individual campuses and where possible by the formation
of intersegmental mathematics councils. These councils would meet
at least once annually to develop programs and disseminate
information. Some areas for possible cooperation include:
College Math club guest speakers from the university.
College faculty taking courses or participating in university
seminars. Sabbatical leave positions being fostered for College
faculty at Universities.
Math contests at the university that the local college students
are invited to enter.
Math Transfer Day
 Math
Transfer Day: Math departments at
the university campuses could sponsor
jointly a regional math transfer day where
advising would be available and faculty
from feeder colleges and students could
come together to participate in joint
mathematical activities: poster sessions/
lectures/ demonstrations- a REGIONAL
MATH EXPO.
Participate in IMPAC related
Projects
 Meeting


at LAX, November 13.
Planning for Spring, 2005 events.
CAN
• Mathematics
• Mathematics Education
• Business Mathematics
 Get
involved in planning Math Days
 Get involved in regional inter-segmental
math community.
Any Questions?
The End!
