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Core Course Review Documentation
Foundational Component Area: MATHEMATICS
Component Area Option? No
Yes – Cultural & Global Understanding
Yes – Undergraduate Inquiry & Creativity
Proposed Course: MATH1053 Contemporary Mathematics
Credit Hours: 3
Proposed by: Department of Mathematics
Date: 9/6/2012
Please document how the proposed course meets each of the following requirements. (You
may provide a written explanation or copy and paste the appropriate information from the
syllabus.)
Content:
Courses in this category focus on quantitative literacy in logic, patterns, and
relationships.
Election theory, including voting and apportionment methods; graph theory and project
scheduling; probability and statistics.
SKILLS: Courses involve the understanding of key mathematical concepts and the application of
appropriate quantitative tools to everyday experience.
Election theory: Students will
 apply a variety of voting methods and analyze the benefits and problems associated with
each;
 apply fair division methods to distribute discrete and continuous goods.
Graph theory: Students will
 find efficient paths, circuits, and trees, through the use of algorithms;
 schedule projects within staffing and time constraints.
Probability and statistics: Students will
 analyze research studies, determining the type of study, participants, and methodology
(blind/double-blind, treatments, etc);
 analyze and produce descriptive statistics and graphical representations;
 use probability techniques to quantify uncertainty;
 apply the properties of the normal distribution to model real-world phenomena
ASSESSMENT OF CORE OBJECTIVES: Assessments should be authentic, intentional and
direct. The following three Core Objectives must be addressed in each course approved to fulfill this
category requirement:
Critical Thinking Skills - to include creative thinking, innovation, inquiry, and analysis, evaluation
and synthesis of information
Students will be given a scenario related to apportionment and tasked with applying 2
different methods. Students will analyze which players benefit most under each method
and which are penalized.
Communication Skills - to include effective development, interpretation and expression of ideas
through written, oral, and visual communication
Students will be given a project scheduling scenario and a schedule. Students will be
tasked with analyzing the errors in the schedule and how to modify it to meet the
constraints.
Empirical and Quantitative Skills - to include the manipulation and analysis of numerical data or
observable facts resulting in informed conclusions
Students will be given a scenario and tasked with finding the z-score associated with a
particular data point. They will then communicate the meaning of the z-score, in context.
ADDITIONAL INFORMATION: Provide any additional information supporting course
inclusion in the core (optional).
PLEASE ATTACH THE FOLLOWING
1.
2.
3.
4.
Syllabus
Assessment for Critical Thinking Skills
Assessment for Communication Skills
Assessment for Empirical & Quantitative Skills
Math 1053 Contemporary Math
Prerequisite: credit in math 1003 or satisfactory score on placement exam.
Textbook: Excursions in Modern Mathematics by Tannenbaum and Arnold
Additional Materials: Homework will be online using MyMathLab. Each student will
need a MML code and will need access to a computer. A calculator is required for some of
the material. Cell phone calculators are not acceptable.
Grading consists of homework and 3 exams. Additional optional assignments at the
instructor’s discretion. The final course grade will be determined by the earned percentage
of total possible points:
90-100%
A
80-89%
B
70-79%
C
60-69%
D
Below 60% F
Attendance at all classes is expected. Excused absences are allowed only for emergencies.
A student who misses four classes may be dropped from the course. If a student needs to
leave class prior to the dismissal of class, he/she must have the permission of the
instructor. If the student has not received permission prior to leaving class early, the
student will be counted absent for that class period and any work done during class or
handed in will not be graded.
Unit I– Chapters 1-4, Election theory: Students will
 apply a variety of voting methods and analyze the benefits and problems associated
with each;
 apply fair division methods to distribute discrete and continuous goods.
Unit II– Chapters 5-8, Graph theory: Students will
 find efficient paths, circuits, and trees, through the use of algorithms;
 schedule projects within staffing and time constraints.
Unit III– Chapters 13-16, Probability and statistics: Students will
 analyze research studies, determining the type of study, participants, and
methodology (blind/double-blind, treatments, etc);
 analyze and produce descriptive statistics and graphical representations;
 use probability techniques to quantify uncertainty;
 apply the properties of the normal distribution to model real-world phenomena.
**All students should refer to the MSU Student Handbook for university policies related to
student responsibilities, rights and activities. Students with a disability must be registered
with the Disability Support Services before classroom accommodations can be provided.
Attachment 2: Assessment for Critical Thinking Skills
An assessment of student competency would be based on the following rubric:
Evidence
Explanation of
issues
Conclusion and
related
outcomes
Capstone
4
Milestones
3-2
Benchmark
1
Solution technique
chosen is among the
best possible for the
problem
A sequence of
mathematical steps
leading toward the
solution is performed
without error
Solution technique chosen will work but is not
among the best possible choices
Conclusion is clearly
expressed and is
logically connected to
previous work
Conclusion is ambiguous or does not take all
appropriate information into account
A solution technique
is chosen without
consideration of the
details of the problem
The chosen sequence
of mathematical steps
is performed with
multiple errors or
does not lead towards
a correct conclusion
Conclusion, even if
correct, is not
supported with any
argument
A sequence of mathematical steps leading
toward the solution is performed but the work
is not complete or has one to two
mathematical errors
Attachment 3: Assessment for Communication Skills
An assessment of student competency would be based on the following rubric:
Capstone
4
Content
Development
Genre and
Disciplinary
Conventions
Control of
Syntax and
Mechanics
Uses appropriate, relevant,
and compelling content to
illustrate mastery of the
subject, conveying the
writer's understanding, and
shaping the whole work.
Demonstrates detailed
attention to and successful
execution of a wide range of
conventions particular to a
specific discipline and/or
writing task (s) including
organization, content,
presentation, formatting,
and stylistic choices.
Work skillfully
communicates meaning
with clarity and fluency, and
is virtually error-free
Milestones
3-2
Benchmark
1
Uses appropriate, relevant, and
compelling content to explore ideas
within the context of the discipline and
shape the whole work.
Uses appropriate and
relevant content to
develop simple ideas
in some parts of the
work.
Follows expectations appropriate to a
specific discipline and/or writing
task(s) for basic organization, content,
and presentation.
Attempts to use a
consistent system for
basic organization
and presentation.
Work generally conveys meaning to
readers. There are relatively few errors
Work sometimes
impedes meaning
because of errors in
usage
Attachment 4: Assessment for Empirical and Quantitative Skills
An assessment of student competency would be based on the following rubric:
Capstone
4
Milestones
3-2
Benchmark
1
Representation
Skillfully converts
relevant information into
an insightful
mathematical portrayal in
a way that contributes to
a further or deeper
understanding.
Completes conversion of information
but resulting mathematical portrayal
is only partially appropriate or
accurate.
Calculation
Calculations attempted
are essentially all
successful and sufficiently
comprehensive to solve
the problem.
Uses the quantitative
analysis of data as the
basis for deep and
thoughtful judgments,
drawing insightful,
carefully qualified
conclusions from this
work.
Calculations attempted are either
unsuccessful or
represent only a portion of the
calculations required to
comprehensively solve the problem.
Uses the quantitative analysis of data
as the basis for workmanlike
(without inspiration or nuance,
ordinary) judgments, drawing
plausible conclusions from this work.
Completes
conversion of
information but
resulting
mathematical
portrayal is
inappropriate or
inaccurate.
Calculations are
attempted but are
both unsuccessful
and are not
comprehensive.
Uses the quantitative
analysis of data as
the basis for
tentative, basic
judgments, although
is hesitant or
uncertain about
drawing conclusions
from this work.
Application/Analysis