| This will be the space for creating a discussion and dialogue regarding student learning outcomes for Math 54 |
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| | Welcome to the discussion area for student learning outcomes for Math 54. The idea behind using this intranet site is to get a dialogue started between members of the Math Department regarding this core course. Primary goals of such a discussion will probably include:
1. Reviewing the course outline of record.
2. Sharing individual... |
|  | | | | | Ok, after looking over the outline, I notice that it's a holdover from many years in the past. It basically mentions everything that is covered in Mth 11 AND Mth 54. I believe we had some kind of agreement around the department that the first half of the material would be taught in Mth 11, and the second half (with maybe a little overlap) would be taught in 54. Is that still occuring? ... |
| | | | | | Ken here. Yes I think we agreed on that split, in general. But I am usually doing some kind of review more extensive than merely percents. I give a worksheet that assesses skills with frac
tions, decimals, percents. Then if I find a deficiency I require extra work/tutoring (on a set schedule) for individuals. All the while keeping up with daily lessons.
Also, I support the idea of strong careful... |
| | | | | | Mac has brought up a good point about the outline: it mentions many more things that our current text covers. I think there's two parts to this:
First, I don't think there will ever be a text that covers exactly what we want, nor should we expect it to. And I don't think tailoring a new outline to fit with any particular text is a good way to go, as in the future the... |
| | | | | | Below is the kind of problem we will continually facing with text book changes in years to come.
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FALL 2005
Dept & Nbr: MTH 54 Title: MATHEMATICAL APPLICATION
Full Title: Mathematical Applications
CATALOG DESCRIPTION:
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| | | | | | Good, glad to hear you do some review and checking of student's abilities. I think instructors should have that freedom in tweaking the way the class is run in order to accomadate students. In terms of the outline though, I don't think we need to require a heavy amount of review. Ideally, students should be responsible for remembering the outcomes and objectives of the previous... |
| | | | | | Great, it seems we're in agreement on keeping the outline as general as possible. However I disagree with tayloring the outline to the current text, and then adjusting it as the book changes. This is part of the reason the current outline doesn't work well, as you pointed out. And I think it's unrealistic to expect someone to check the outline every time a new text/edition is used... |
| | | | | | Hello Roger, Ken, Mac and Larry,
Since you have started a discussion based on your course outline and your syllabi and texts, it is probably a good time to start trying to work with writing a Student Learning Outcome for Math 54. I am attaching a form that you can use as well as some verbs that might work for the level of learning that it will reflect.
You may want to look at some... |
| | | | | | OK, so the January inservice gave us a better focus on what we should really be trying to do. I originally thought that the SLO's were supposed to replace the outcomes and objectives of the course outline. But it turns out that the SLO's are really supposed to be a level above that, and be a little bit more general. That doesn't mean that we can't discuss the specific objectives of... |
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