ࡱ> FHEc %bjbj .B^\^\2JJ8<J< twwwmoooooo$~!4$wwwww&wXmwm: ,mO`J5 Y< ?.$"$m$mwwwwwwwwww wwww$wwwwwwwwwJ> : Ӱɴý New Instructional Program Proposal Phase 1 DRAFT 1-4-05; Revised October 2010 Date: __10/20/17______________ Primary Contacts: __Julie Von Bergen__(faculty); ___Ryan Pedersen_____(dean) Program Name: __Noncredit Math_________ Elementary Algebra and Arithmetic Skills Certificate of Competency (Non Credit) Mission/Goals Describe the purpose and goals of the program. Who is it designed to serve? Will the program offer an Associate Degree? A Certificate of Achievement? The goal of this program is to prepare students to complete degree applicable math course work. The certificate of competency in this program introduces students to basic arithmetic skills, study skills, and elementary algebra skills. Completion of this certificate will prepare students for intermediate algebra and the study skills required for success in future math courses. The program does not offer an associate degree. The credit Math program offers courses towards an associate degree. Rationale What role would this program fulfill in the college curriculum? Why is it important to offer this program? This program creates an accessible pathway to degree applicable math course work. California Code, Education Code - EDC 84760.5 defines courses in elementary and secondary basic skills as appropriate for noncredit instruction. In accordance with the recommendations of AB 705, this pathway could be completed in one academic year. The two non-credit courses in this certificate and program have learning outcomes aligned with the Developmental Math program learning outcomes, which are aligned with the Nation Council for Teachers of Mathematics (NCTM) and Common Core Standards for Mathematical Practice. These courses emphasize perseverance and sense-making in problem solving, developing students abilities to reason abstractly and quantitatively, creating mathematical models, using mathematical tools appropriately, and correctly applying mathematical skills. The first course in the certificate, Math 4, includes study skills appropriate to prepare students for collegiate level mathematics. Curriculum and Needs Assessment/Feasibility List the proposed new courses for the program, including the title, number of units, and a brief course description. Algebra and Arithmetic Skills Math 20 0 units/ 126 hours (noncredit) This is a non-credit course to review skills from elementary algebra and arithmetic in order to prepare students for Intermediate Algebra (Math 30). Students will use computer software to complete skills practice assignments in this course. Topics include: arithmetic (integers, signed fractions, signed decimals), order of operations, perimeter, area, volume, circumference, formulas, the Pythagorean Theorem, exponents, percentages, proportions, unit analysis, linear equations, linear inequalities, linear systems of equations, quadratic equations, factoring, and the quadratic formula. Basic Math and Study Skills Math 4 0 units/ 108 hours (noncredit) Math 4 teaches basic arithmetic skills, the foundational concepts behind those arithmetic skills, and study skills for success in future college and math courses. The course is designed for students who desire a firm preparation of arithmetic and study skills before taking higher math courses. Arithmetic topics include meanings of and operations with whole numbers, fractions, decimals, and percents, introduction to problem solving, proportional reasoning, and reading tables and graphs. Study skills topics include reading math text, note making, studying, taking tests, Additionally, students will develop proficient skills in communication of mathematics and the use and interpretation of tables and charts. List the course requirements for the major. NA List the proposed sequence of program-specific courses and the projected enrollment: Fall-Year 1 (list the courses to be offered each term and the projected enrollment) Math 4, 32 students, 1 section Math 20, 32 students, 1 section Spring-Year 1 Math 4, 32 students, 1 section Math 20, 32 students, 1 section Fall-Year 2 Math 4, 32 students, 1 section Math 20, 32 students, 1 section Spring-Year 2 Math 4, 32 students, 1 section Math 20, 32 students, 1 section Projected number of students in the program*: Fall-Year 1 ___32________; Spring Year 1 ___32__________ Fall-Year 2 ___32________; Spring Year 2 ___32__________ * Unduplicated total headcount in program-specific courses. Enrollment projections are based on: [enrollments in experimental (900) courses to be included in the program; enrollments in similar programs in the college or nearby colleges; etc.] Projected Annual FTES (to be completed by the Office of Instruction) Year 1 ____________ Year 2 ____________ Do other colleges in the district or in neighboring districts offer a similar program? If so, provide the rationale for duplicating it at Ӱɴý. Degree level math courses are required for all majors at Ӱɴý. There is demand for elementary and secondary basic skills level math at all colleges in the district. For new CTE programs: provide labor market information and job market projections that support the establishment of this program. Sources for this information are provided in the Program and Course Approval Handbook (Chancellors Office). Also include the results of discussions with key local employers/potential advisory committee members. What other departments at the college could be affected by adding this program? Explain and include the results of preliminary discussions with the affected departments. Staffing Describe the initial staffing needed for the program, including the approximate number of full time and part time faculty and classified staff. Will new hires be required in order to offer the program? If so, are the pools of full time and/or part time faculty expected to be sufficient? These courses can be staffed by the current adjunct and full-time math faculty. How will the staffing needs change in years 2-4? We anticipate continued staffing from the current adjunct and full-time math faculty. Operating Budget Outline the initial budget required to fund the program. Briefly explain any budget item as needed to make the purpose clear. Staffing (Types: hourly classified, reassigned time, stipends, student do not include faculty or permanent staff) Supplies Consultants Travel Interprogram (Copies, postage, etc.) Equipment (list all major equipment) See Instructional Technology Department for recommendations and cost estimates What additional costs should be anticipated in subsequent years? Facilities Describe the facilities needed for the program in the first year (classrooms, labs, offices, other). These courses can be scheduled in the existing classrooms on campus. Computer rooms will be needed for teaching Math 20. What additional facilities needs should be anticipated in subsequent years? There may be demand for more computer classrooms to support the Math 20 course. 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