Ozarka College



Course TitleMATH1213 Quantitative LiteracyCIP Code27.0301Contact Person(s)Holly Ayers and Jed O’BrienEffective date of proposalSpring 2014Proposal Summary(Provide a general description of the proposed curriculum change or development)The overarching goal of Quantitative Literacy is to provide students with mathematical understandings and skills to be productive workers, discerning consumers, and informed citizens. Students will solve problems using mathematical Literacy involving logic, proportions, algebra, and relations. More specifically, student performances will include: Identifying problem-solving strategies and applying them to contemporary everyday problems, both in work and in personal lives.Analyzing reports from media to determine completeness and accuracy noting assumptions both stated and unstated.Critiquing public consumer and political information for better understanding, completeness, and accuracy.In keeping with the tenets of student performance in a general education course, Quantitative Literacy is designed to deliver instruction that focuses on process, conceptual understanding, communication and problem solving.Need for the proposal(Provide data on student interest, job availability, corporate demands, and employment projections. Focus on need in North Central Arkansas: is there sufficient demand, etc.)Quantitative Literacy will be utilized as a comparable course to satisfy the general education mathematics requirement for non-STEM majors (currently College Algebra). Topic selection and course curriculum in this course functions to develop quantitative critical thinking skills and mathematics applications specifically tailored to the Arkansas workforce . Currently, the course is being offered by a variety of Arkansas four year institutions of higher education as a part of the Complete College America grant. The course will be added to the Arkansas Course Transfer System (ACTS) by no later than Fall 2014 and is currently accepted as the general education math requirement for a variety of baccalaureate programs across the state. A statewide syllabus has been developed and will be utilized to ensure transferability.Curriculum outline(Include prerequisites, course description, syllabus, suggested textbook, etc.)Content will be delivered following the instructional principles below.Instructional Practices for the CourseContent and its presentation will be based in the context of everyday life and selected for its usefulness to the students and their current and future needs for mathematical skills.Assignments should include interpreting written materials containing quantitative information and communicating results in writing.Basic mathematical processes should be integrated into student work so that essential understandings and skills are developed or reinforced throughout the course.Problem solving strategies should be stressed, and students should engage in mathematical thinking to develop solutions to non-routine problems, sometimes struggling productively to encourage perseverance.Students should have access to appropriate technology.The mathematics content of Quantitative Literacy may vary from campus to campus. However, the four content strands below link with content from secondary schools as defined by the Common Core State Standards. It is recommended that any course taught under these guidelines should include at least three of the four areas of study. Because of the nature of the course, some campuses may find it necessary for Quantitative Literacy to meet not only the non-STEM general education requirement, but to add additional content to meet documented mathematical needs of students in subsequent courses in a non-STEM or STEM degree program. The defined strands include:Personal, state and national financeStatistics and probabilityMathematical modelingQuantities and measurementTextbook: Math in Our World, Arkansas Quantitative Literacy Edition by Sobecki, Bluman and Schirck-Matthews.ISBN: 9781121695368Placement/Prerequisites: COMPASS Algebra 31+ACT 18+Completion of PCMA0033 Module 1**See Attached Ozarka College Syllabus**See Attached Arkansas QL Course Description and Objectives**See Attached Pathways to QL DocumentFaculty needed for proposalNo new faculty are needed.Description of resources(Present library resources including relevant holdings; current instructional facilities including classrooms, instructional equipment and technology, and laboratories, etc.)Current mathematics resources will be appropriate to support this course.Costs associated with the activity(New administrative costs; cost, if any, of additional faculty; new library resources and cost; new facilities and costs; distance delivery costs, if applicable; and any other costs associated with the proposal. If no new costs, explain.) NoneSource of funding (if needed)N/ASimilar activities in colleges within a 50 mile rangeAR Two-Year Institutions, Pilots in Spring 2014:Arkansas State University-BeebeArkansas Northeastern CollegeSAU TechNorth Arkansas Community CollegeAR Four-Year Transfer Institutions/Complete College America Grantees:University of Central ArkansasArkansas State University-JonesboroArkansas Tech UniversityUniversity of Arkansas at Little RockUniversity of Arkansas at Pine BluffUniversity of Arkansas FayettevilleAPPROVAL Initial Committee Date: _________________________________________________Chairperson Signature: ___________________________________Faculty CommitteeDate: _________________________________________________Chairperson Signature: ___________________________________Administrative CouncilDate: _________________________________________________Chairperson Signature: ___________________________________Board of TrusteesDateADHE SubmissionDate:ADHE Letter of NotificationDate:Assessment MethodsImplementation DateDate:(Add to Curriculum Committee Calendar)Report back to Curriculum CommitteeDate:(Based on assessment measurements including course evaluation of instructions following the first offering of the curriculum.) (Add to Curriculum Committee Calendar)Recommended RevisionsDate:MATH1213 Quantitative LiteracyCourse SyllabusInstructor: Class Times: Office Hours: Office Location: Office Phone: Email Address: COURSE DESCRIPTION: This course is designed to provide students with mathematical understandings and skills to be productive workers, discerning consumers, and informed citizens. Students will solve problems using mathematical Literacy involving logic, proportions, algebra, and relations. The four strands of content will include, but are not limited to the following: Personal, state and national finance; statistics and probability; mathematical modeling; and quantities and measurement. Prerequisite: Successful completion of PCMA0033 Foundations of Mathematics, Module 1 only, or a minimum of 31 on the Algebra portion of the Compass/18+ on the math portion of the ACT. See catalog for mathematics placement policies. 3 credits.COURSE RATIONALE: This course will be utilized as a comparable course to satisfy the general education mathematics requirement for non-STEM majors (currently College Algebra). Topic selection and course curriculum in this course functions to develop quantitative critical thinking skills and mathematics applications specifically tailored to the Arkansas workforce . OUTCOMES/LEARNING OBJECTIVES:Upon completion of this course, students will be able to:Identify problem-solving strategies and applying them to contemporary everyday problems, both in work and in personal lives.Analyze reports from media to determine completeness and accuracy noting assumptions both stated and unstated.Critique public consumer and political information for better understanding, completeness, and accuracy.TEXT/REQUIRED MATERIALS:Math in Our World: Quantitative Literacy Edition; Sobecki, Bluman and Schirck-Matthews, McGraw Hill, 2012.ISBN: 9781121695368Calculator: TI-83, TI-83 Plus or TI-84 Plus Silver Edition Graphics Calculator, required.METHODS OF INSTRUCTION:In keeping with the tenets of student performance in a general education course, Quantitative Literacy is designed to deliver instruction that focuses on process, conceptual understanding, communication and problem solving. Content will be delivered following the instructional principles below.Instructional Practices for the Course:Content and its presentation will be based in the context of everyday life and selected for its usefulness to the students and their current and future needs for mathematical skills.Assignments should include interpreting written materials containing quantitative information and communicating results in writing.Basic mathematical processes should be integrated into student work so that essential understandings and skills are developed or reinforced throughout the course.Problem solving strategies should be stressed, and students should engage in mathematical thinking to develop solutions to non-routine problems, sometimes struggling productively to encourage perseverance.Students should have access to appropriate technology.EVALUATION PROCEDURES:Attendance: 10%Homework: 10%Projects: 40% (4 projects worth 10% apiece)Exams 40% (4 exams worth 10% apiece)GRADING SCALE:A: 90-100B: 80-89C: 70-79D: 60-69F: 0-59W: Withdraw/No CreditMAKE-UP POLICY:Contact the instructor BEFORE a missed exam so proper arrangements can be made. Late homework is not accepted.ATTENDANCE POLICY: Regular class attendance and punctuality are required for all classes. If a student must miss due to illness, emergency, or college business, it is the student's responsibility to find out what classwork they missed. ACADEMIC INTEGRITY:If an occurrence of cheating is detected, that student(s) grade will be adjusted accordingly, ranging from a grade penalty on the test or assignment involved - to an "F" in the course. When a penalty for cheating is invoked, the instructor is required to submit to the Vice President of Academic Affairs, immediately following the occurrence, a statement of circumstances, the name of the student(s) involved, and the penalty imposed. A student involved has the right to appeal the action through the Academic Grievance Procedure.SPECIAL NEEDS:Any student with special needs that may require any adaptation or modification of classroom workis responsible for informing the faculty of those needs and possible modifications/adaptations.ARKANSAS COURSE TRANSFER SYSTEM:The Arkansas Course Transfer System (ACTS) contains information about the transferability ofcourses with Arkansas public colleges and universities. Students are guaranteed the transfer ofapplicable credits and the equitable treatment in the application of credits for the admissions anddegree requirements. Course transferability is not guaranteed for courses listed in ACTS as "NoComparable Course." Additionally, courses with a "D" frequently do not transfer and institutionalpolicies may vary. ACTS may be accessed on the Internet by going to the ADHE website andselecting Course Transfer ().TOBACCO POLICY:Effective July 1, 2008, Ozarka College campuses are tobacco free. This policy includes allbuildings, grounds, and parking lots. Thank you for your cooperation.DIVERSITY STATEMENT:Ozarka College is committed to learning for all students. One important component of studentlearning is diversity education; learning about others, learning with others, and learning fromothers. By providing diversity learning experiences, Ozarka College provides students with theopportunity to work together to influence their future, the future of their country and the future of thewider global society.STUDENT SUCCESS CENTER:The Student Success Center is located in room C114 of the John E. Miller Building on theMelbourne campus and in the new Student Center Building in Ash Flat. Check with the main officein Mountain View for location on that campus. The center is free and open to all students. The SSCprovides academic coaching by appointment or on a walk-in basis for individual or group tutoring.Success Coaches are available to assist with homework and help improve study and timemanagement skills. The SSC also provides career counseling with the KUDER Career PlanningSystem and resume assistance and has a job placement program. If you have any questions, visitour site at , contact the SSC by phone: 870-368-2056 oremail: success@ozarka.edu.MISSION:The mission of Ozarka College is to provide life-changing experiences through educationArkansas Quantitative Literacy ProjectCourse Description and ObjectivesThe overarching goal of Quantitative Literacy is to provide students with mathematical understandings and skills to be productive workers, discerning consumers, and informed citizens. Students will solve problems using mathematical Literacy involving logic, proportions, algebra, and relations. More specifically, student performances will include: Identifying problem-solving strategies and applying them to contemporary everyday problems, both in work and in personal lives.Analyzing reports from media to determine completeness and accuracy noting assumptions both stated and unstated.Critiquing public consumer and political information for better understanding, completeness, and accuracy.In keeping with the tenets of student performance in a general education course, Quantitative Literacy is designed to deliver instruction that focuses on process, conceptual understanding, communication and problem solving. Content will be delivered following the instructional principles below.Instructional Practices for the CourseContent and its presentation will be based in the context of everyday life and selected for its usefulness to the students and their current and future needs for mathematical skills.Assignments should include interpreting written materials containing quantitative information and communicating results in writing.Basic mathematical processes should be integrated into student work so that essential understandings and skills are developed or reinforced throughout the course.Problem solving strategies should be stressed, and students should engage in mathematical thinking to develop solutions to non-routine problems, sometimes struggling productively to encourage perseverance.Students should have access to appropriate technology.The mathematics content of Quantitative Literacy may vary from campus to campus. However, the four content strands below link with content from secondary schools as defined by the Common Core State Standards. It is recommended that any course taught under these guidelines should include at least three of the four areas of study. Because of the nature of the course, some campuses may find it necessary for Quantitative Literacy to meet not only the non-STEM general education requirement, but to add additional content to meet documented mathematical needs of students in subsequent courses in a non-STEM or STEM degree program. The defined strands include:Personal, state and national financeStatistics and probabilityMathematical modelingQuantities and measurementContent DefinedThe following strand descriptions are offered as a guide for instruction and priorities for selecting class activities and projects. This is not intended to be or to become the content of a course syllabus without review and adoption at the campus level. Personal, State and National FinanceExplore essentials of creating a family/personal budgetIdentify effect of trend periodic personal expenditures such as food and pare expenses to income and analyze personal budget.Explore and estimate when necessary recurring costs such as transportation, housing maintenance, and interest payments.Understand the difference between simple and compound interest and their effects on savings and expenditures. Identify and apply formulas for computation of simple and compound interest.Explore the sum resulting from periodic deposits in installment savings or periodic payments on a loan utilizing technology to calculate more complex sums.Distinguish between compound interest formulas for periodic compounding and continuous compounding.Explore savings and investment accountsUse technology to predict amount of investment for a period of time based on interest, length of investment and type of account.Track stocks over time to understand market variation.Use annual return and percentage of return formulas to predict investment value over time.Explore loan payments, credit card accounts and mortgagesUse technology to compute loan payments, credit card interest (payments) and house payments given principal, interest, and length of loan.Use technology to solve problems related to “best deal,” payment strategies, closing costs, and other factors that determine car loans or mortgage payments.Understand concepts and practices utilized in describing state and national revenues, expenditures, and deficits.Statistics and ProbabilityRepresent data graphically (dot plots, histograms, and box plots).Use statistics appropriate to the shape of data distributions to compare center (mean, median, and mode) and spread (interquartile range, standard deviation).Interpret differences in shape, center and spread in the context of the data sets, accounting for possible extreme data points (outliers).When appropriate, use the mean and standard deviation of a data set to fit it to a normal distribution and to estimate population percentages.Represent bivariate quantitative data on a scatter plot and describe how the variables are related.Fit a function to the data; use functions fitted to data to solve problems in the context of the data.Use technology to determine the line of best fit for data that appear to follow a linear pute (using technology) and interpret correlation of bivariate data.Distinguish between correlation and causation and between conspiracy and coincidence.Understand statistics as a process for making inferences about population parameters based on a random sample from that population.Recognize the purposes of and differences among sample surveys, experiments, and observational studies; explain how randomization relates to each.Evaluate reports or print media articles based on statistical data.Describe events as subsets of a sample space using characteristics of the outcomes, or as unions, intersections, or complements of other events.Understand and determine probabilities of independent and dependent events.Understand and determine conditional probabilities, applying in cases such as the false positive paradox.Use permutations and combinations to compute probabilities of compound events and solve problems.Find the expected payoff for a game of chance (e.g. Arkansas Scholarship Lottery instant win games).Analyze risk in health situations and understand the difference between absolute changes in risk and relative changes in risk.Functions and ModelingUse function notation, understand functions as processes, and interpret statements that use function notation in terms of a context.Construct graphs and tables that model changing quantities and interpret key features in terms of the quantities.Interpret the slope and the intercept of a linear model in the context of the data.Graph linear and exponential functions and identify critical pute (using technology) and interpret the correlation coefficient of a linear fit.Distinguish between situations that can be modeled with linear functions and those modeled with exponential functions.Demonstrate that linear functions grow by equal differences over equal intervals, and that exponential functions grow by equal factors over equal intervals.Recognize situations in which a quantity grows or decays by a constant percent rate per unit interval relative to another.Use linear and exponential functions to model contextual situations such as costs (e.g. initial cost plus time dependent additions) and growth (reductions) of savings accounts (mortgage balances). Quantities and MeasurementUnderstand large and small quantities through use of personal quantitative units, e. g. understanding the size of the national debt or the distance to the moon.Understand the use of units, thinking of numbers as adjectives.Study multiple ways of comparing quantities including the use of indices, e. g. the consumer price index and its relationship to the changing value of the dollar.Investigate ways of finding exact and approximate areas and volumes of geometric and irregular shapes.Placement and Pathways to MATH1213 Quantitative Literacy4284345276669500 ................
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