Math-Stats Dept meeting
Feb 20, 2015
1110--1210
M-1194
Present: Boyes, Kovacs, Doug Joksch, Noffsinger, Papin (via telephone), Thoo, Wardlaw
Minutes
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1) Doug Joksch attended to tell us what we can do to help him in developing a Computer Science ADT. In order to meet the 60-unit cap and not gut the core CS courses (by reducing them from 4 units to 3 units), he asked if we would consider reducing Math 1A from 5 units to 4 units. Math 1B (which is also required for a CS ADT) and Math 1C are currently 4 units each.
Wardlaw reminded us why we increased Math 1A from 4 units to 5---to provide more time to review algebra more because incoming students appeared to be very weak in their algebra skills. That was before we created Math 20 College Algebra and made it a prerequisite. It is thought, then, that we may be able to shave off some or all of the algebra review now, and so reduce Math 1A from 5 units to 4. No one objected that doing so would make presenting the material a little tight, but it would be doable. We agreed to discuss seriously reducing Math 1A from 5 units to 4 very soon.
Thoo remarked that it would be ok for YC to reduce the units even if WCC were not yet ready to do that.
2) Joksch also informed us that the Math 17 Discrete Math course (that aligns with C-ID MATH 160) that we created in response to his request for such a course to fulfill a CS ADT requirement in fact will not meet the requirement. It turns out that the CS ADT requires a discrete structures course that aligns with C-ID COMP 152 that has a computer science prerequisite and a programming lab requirement.
In response, Joksch is creating Compsci 17 Discrete Structures (effective Fall 2015) that would align with C-ID COMP 152. His question to us was whether we would support him by teaching the course because he is a one-person department, and he already has a full teaching load. A question was asked about MQ to teach CS. Thoo assured everyone that we all meet MQ to teach CS by virtue of our master's in mathematics.
[Thoo has since looked up MQ for CS. It turns out that he was mistaken, and that not all of us may meet MQ to teach CS. Apparently, we did meet MQ in 2003, but not now.
In the 2003 MINIMUM QUALIFICATIONS FOR FACULTY AND ADMINISTRATORS IN CALIFORNIA COMMUNITY COLLEGES, it states on page 3:
Computer Science:
Master’s in computer science or computer engineering OR Bachelor’s in either of the above AND Master’s in mathematics, cybernetics, business administration, accounting, or engineering OR Bachelor’s in engineering AND Master’s in cybernetics, engineering, mathematics, or business administration OR Bachelor’s in mathematics AND Master’s in cybernetics, engineering, mathematics, or business administration OR Bachelor's degree in any of the above AND a Master's degree in information science, computer information systems, or information systems OR
The equivalent
(NOTE: Courses in the use of computer programs for application to a particular discipline may be classified, for minimum qualifications purposes, under the discipline of the application.)
In the 2010 and 2012 versions it states (note the removal of the comma between "engineering" and "mathematics," creating "[master's in] engineering mathematics"):
Computer science
Master’s degree in computer science or computer engineering OR bachelor’s degree in either of the above AND master’s degree in mathematics, cybernetics, business administration, accounting or engineering OR bachelor’s degree in engineering AND master’s degree in cybernetics, engineering mathematics, or business administration OR bachelor’s degree in mathematics AND master’s degree in cybernetics, engineering mathematics, or business administration OR bachelor’s degree in any of the above AND a master’s degree in information science, computer information systems, or information systems OR the equivalent.
Note: Courses in the use of computer programs for application to a particular discipline may be classified, for the minimum qualification purposes, under the discipline of the application.
Here is a description of an MSc in Applied and Engineering Mathematics from the Norwegian University of Science and Technology:
"The central subjects in the Applied and Engineering Mathematics programme are the theories of ordinary and partial differential equations, numerical methods for differential equations, probability and statistics, numerical linear algebra, optimization and discrete mathematics. The focal point is learning to turn the engineering and applied science problems into mathematical questions, and looking for the solutions."]
3) Kovacs reported that she met Teresa [last name] and Jan [last name] from DSP&S. They were concerned that the statement "with and without calculator" in the Math 110 course outline was not clear. We clarified that we expect students to know to perform the operations without the use of a calculator until after decimal numbers, after which we expect students to know how to perform the operations using a calculator. It was suggested that this may be made explicit in the course outline when it is revised.
4) Kovacs reported that Librarian James Wagner has announced that $5 copy cards are available to low-income students at no cost.
5) Noffsinger reported that he had talked to Shawn Frederking, Curriculum Committee chairwoman, about the "M" advisory. Frederking had previously asked us to clarify the meaning of "M." Noffsinger reported that, according to Frederking, "M" means "college-level computation," and she wanted to know what "college-level" means. Thoo responded that college level would mean a course that is [associate's] degree applicable, so at the level of Math 52 or above, including Math 51 and 58. Everyone agreed. Noffsinger will report this to Frederking.
6) Stemmann had asked the Dept to comment on the proposed common final exam time for Fall 2015. It has been proposed that the common final exam be on Monday, Dec 14, from 3 to 4:50 p.m., with only one period for both day and night classes. Everyone agreed that this would be ok.
7) Boyes reported that she has begun assessing the PSLOs. The SLO Committee met with Sierra College personnel, and they shared with us a very nice spreadsheet that our SLO Committee has adopted that will make it much easier for us to assess PSLOs. Currently, Boyes is matching our CSLOs with the appropriate PSLOs. She will match only one PSLO per for now. She has started to pull the data to assess our PSLOs.
8) We still need to review the proposed CSLOs for Math 20 and 21. We need to finalize these by the next Dept meeting.
Proposed Math 20 SLOs
1. Solve an equation by applying a combination of methods
2. Simplify a difference quotient
3. Analyze and graph a rational function
4. Find the domain of a function (maybe add possible types? Logarithm, square root?)
5. Find the zeros of a polynomial
Other Math 20 topics we thought might make the list:
-Inverse functions?
-exponential or logarithmic applications
-Solve a system of equations?
-Identify the key features of a conic section and graph?
-sequences/series?
Proposed Math 21 SLOs
1. Graph and analyze the graph of a trigonometric function
2. Solve a trigonometric equation
3. Solve an application problem involving right triangles
4. Prove an identity
5. Find the value of a trigonometric function of an unknown angle given the value of a different trigonometric function of that angle.
9) We need to create new CSLOs for Math 10, 15, 16, 1B, 1C, 2, 3, 51, and 58. We may do that when those course outlines need to be revised.
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