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Title: Preparing Students for Transfer and a Major.


1
Preparing Students for Transfer and a Major.
  • Martin Flashman
  • IMPAC Lead Faculty for Mathematics
  • Professor of Mathematics
  • Humboldt State University
  • flashman_at_humboldt.edu

2
  • IMPAC Project
  • An Intersegmental Approach
  • http//www.cal-impac.org

3
Abstract
  • As the economics of college education continue to
    evolve, more students will be planning to
    transfer from Community Colleges to the CSU and
    UC systems.
  • IMPAC is the California intersegmental project
    that is trying to improve the transfer process by
    focusing on preparation for a major.
  • Professor Flashman will discuss some of the
    recommendations of IMPAC for prospective
    Mathematics majors and relevant developments at
    the CSU and UC campuses.

4
What is IMPAC?
  • The Intersegmental Major Preparation Articulated
    Curriculum (IMPAC) project is a unique
    intersegmental, faculty-designed and faculty-run
    project to ensure that students transferring from
    the community colleges to UC and CSU are prepared
    for work in their chosen major and can avoid
    having to repeat coursework.

5
How does IMPAC work?
  • Regional Meetings attended by many discipline
    groups. Science I- Mathematics
  • 2 in 2004-2005 4 in 2003-2004
  • South and Metro RegionsNovember 13, 2004 at LAX
    Sheraton Gateway
  • UC Irvine, Los Angeles, Riverside, Santa
    Barbara, San Diego
  • CSU Bakersfield, Channel Islands, Dominguez
    Hills, Fullerton, Long Beach, Los Angeles,
    Northridge, Pomona, San Bernardino, San Diego,
    SLO, San Marcos
  • CCC Allan Hancock, Antelope Valley, Bakersfield,
    Barstow, Canyons, Cerritos, Cerro Coso, Chaffey,
    Citrus, Coastline, Compton, Copper Mountain,
    Crafton Hills, Cuesta, Cuyamaca, Cypress, Desert,
    East Los Angeles, El Camino, Fullerton, Glendale,
    Golden West, Grossmont, Imperial Valley, Irvine
    Valley, Long Beach City, Los Angeles City, Los
    Angeles Harbor, Los Angeles Mission, Los Angeles
    Pierce, Los Angeles Southwest, Los Angeles Trade
    Tech, Los Angeles Valley, MiraCosta, Moorpark,
    Mt. San Antonio, Mt. San Jacinto, North Orange
    CCCD/Noncredit, Orange Coast, Oxnard, Palo Verde,
    Palomar, Pasadena City, Porterville, Rio Hondo,
    Riverside, Saddleback, San Bernardino Valley, San
    Diego Centers for Ed. Tech., San Diego City,
    San Diego Mesa, San Diego Miramar, Santa Ana,
    Santa Barbara City, Santa Monica, Santiago
    Canyon, Sequoias, Southwestern, Taft, Ventura,
    Victor Valley, West Los Angeles
  • Statewide Meeting
  • April 29 - 30, 2005Radisson Hotel-LAX,

6
IMPAC on the WWW
  • Register on-line for meetings at
  • http//www.cal-impac.org/

7
What Are The IMPAC Objectives ?
  • The two specific objectives of IMPAC are
  • the creation of a common understanding of the
    major preparation including key components of the
    lower division curriculum and
  • the establishment of a system of state and
    regional intersegmental faculty dialogues, by
    discipline and among related disciplines, to
    address curriculum issues related to articulation
    and transfer.

8
What Has IMPAC Done So Far?
  • Advisory Letters to Mathematics Faculty,
    Community College Counselors, and Transferring
    Mathematics Majors. (Approved and Distributed
    2004)
  • Recommendations for 2004-2005
  • Communications (WWW and ASSIST)
  • Community (Regional Intersegmental Math Councils)
  • Curriculum (CAN)

9
Related Projects
  • CANCalifornia Articulation Number CC and CSU
  • ASSIST www.assist.org
  • The University of California
  • http//www.ucop.edu/pathways/
  • Dual Admissions Program (DAP)
  • Guaranteed Transfer Option (GTO)
  • The California State University
  • http//www.csumentor.edu/ (GE planning)
  • California State University Lower Division Major
    Requirements(Lower Division Transfer Project)

10
CAN California Articulation Number
  • The California Articulation Number System (CAN)
    is a course identification system for common core
    lower-division transferable, major preparation
    courses commonly taught on CCC and CSU campuses.
  • Colleges and universities that demonstrate common
    acceptance of courses through traditional
    articulation agreements can qualify courses for
    CAN designations.
  • Courses with CAN designators are accepted by any
    other CAN participating institutions as being
    comparable to their local courses with the same
    CAN designators to meet local requirements, even
    if the receiving university has not established
    an explicit traditional articulation agreement
    with a particular California Community College.

11
ASSIST www.assist.orgArticulation System
Stimulating Interinstitutional Transfer Project
  • ASSIST is a computerized student-transfer
    information system that can be accessed over the
    World Wide Web.
  • It displays reports of how course credits earned
    at one California college or university can be
    applied when transferred to another.
  • ASSIST is the official repository of articulation
    for Californias colleges and universities and
    therefore provides the most accurate and
    up-to-date information available about student
    transfer in California.

12
To Humboldt State From Los Angeles Pierce
College Semester Semester
  • Articulation Agreement by Major Effective during
    the 04-05 Academic Year Mathematics
  • The following are the LOWER DIVISION REQUIREMENTS
    for this major.
  • MATH 109 Calculus I (4)MATH 261 Calculus I (5)
    (CAN MATH 18)
  • (CAN
    MATH 18) ( CAN MATH SEQ B)
  • ( CAN
    MATH SEQ B) ( CAN MATH SEQ C)
  • ( CAN
    MATH SEQ C)
  • --------------------------------------------------
    ------------------------------
  • MATH 110 Calculus II (4)MATH 262 Calculus II (5)
    (CAN MATH 20)
  • (CAN
    MATH 20) ( CAN MATH SEQ B)
  • ( CAN
    MATH SEQ B) ( CAN MATH SEQ C)
  • ( CAN
    MATH SEQ C)
  • --------------------------------------------------
    ------------------------------
  • MATH 210 Calculus III (4)MATH 263 Calculus III
    (5) (CAN MATH 22)
  • (CAN
    MATH 22) ( CAN MATH SEQ C)
  • (
    CAN MATH SEQ C)
  • --------------------------------------------------
    ------------------------------
  • MATH 240 Introduction to (3)No Course
    Articulated
  • Mathematical Thought
  • --------------------------------------------------
    ------------------------------
  • Choose one of the following
  • CIS 130 Introduction to (3)No Course Articulated
  • Programming
  • CIS 230 C Programming (3)No Course Articulated
  • CIS 235 Java Programming (3)No Course
    Articulated
  • Same as CS 235
  • CIS 240 Visual Basic Programming (3)No Course
    Articulated
  • Same as CS 240
  • Same lower division requirements for Applied
    Mathematics Option.
  • Students must earn a minimum grade of C- in all
    courses for the major (all options).
  • END OF MAJOR
  • Humboldt State University MATH 109 MATH 110
    qualified as CAN MATH SEQ B
  • Humboldt State University MATH 109 MATH 110
    MATH 210 qualified as CAN MATH SEQ C
  • Los Angeles Pierce College MATH 261 MATH 262
    qualified as CAN MATH SEQ B
  • Los Angeles Pierce College MATH 261 MATH 262
    MATH 263 qualified as CAN MATH SEQ C
  • THE ABOVE ARTICULATION AGREEMENT IS SUBJECT TO
    PERIODIC REVISION. PLEASE CONSULT A COUNSELOR
    EVERY SEMESTER TO OBTAIN CURRENT INFORMATION
    ABOUT POSSIBLE CHANGES IN THE AGREEMENT.

13
Mathematics LettersAdvisory Memorandum to
Prospective Mathematics Majors
  • March 1, 2004
  • To Students at community colleges considering a
    major in mathematics.
  • From The Intersegmental Major Preparation
    Articulated Curriculum (IMPAC) Mathematics
    Advisory Committee
  • Re Advice in preparing for a major in
    mathematics.
  • As a result of consultations with mathematics
    departments of the University of California, The
    California State University, and the California
    Community Colleges, the Mathematics Advisory
    Committee of IMPAC provides the following
    recommendations to assist community college
    students preparing for transfer as mathematics
    majors.

14
SUMMARY OF ADVICE
  • Work closely with the mathematics and counseling
    faculty of your college as soon as possible to
    design a program of courses in preparation for
    transfer to a university.
  • Take as many lower division mathematics courses
    required for a major in Mathematics as possible.
  • Work to develop familiarity with proofs.
  • Be familiar with geometric concepts including
    proofs at least at the level usually treated in
    high school geometry courses.

15
  • Complete the full calculus sequence (including
    infinite series and an introduction to the
    calculus of several variables) or at least one
    full year (2 semesters or 3 quarters) of a
    scientific / engineering style calculus course at
    the same institution.
  • Take a linear algebra course. (Encouraged)
  • Take a differential equations course.
    (Encouraged)
  • Consider taking a computer course that develops
    competency in a computer programming language
    including the construction of algorithms.
  • Consider taking a course in statistics.
  • Try to take full year applications courses for
    science majors.
  • Consider deferring a calculus-based physics
    course until you have completed at least one year
    of calculus.

16
  • General Recommendations
  • Since you are considering a major in mathematics,
    you should work closely with the mathematics and
    counseling faculty of your college as soon as
    possible to design a program of courses in
    preparation for transfer to a university.
  • Initially you should become familiar with
    requirements for majoring in mathematics at
    universities to which you may transfer. It is
    important to note that the requirements for a
    mathematics major may differ significantly among
    the universities you are considering. Use current
    catalogs, mathematics department web sites, and
    other resources such as the ASSIST web site
    http//www.assist.org to learn more about
    transfer requirements for a mathematics major.
    Discuss your choices with your counselors and
    mathematics instructors. Contact a universitys
    mathematics faculty or program advisors to
    discuss any potential problems with transferring
    courses there.
  • You should take as many lower division
    mathematics courses required for a major in
    Mathematics as possible before you transfer.

17
  • General Education In order to complete lower
    division requirements in mathematics, take only
    the minimum number of lower division General
    Education requirements needed for transfer.

18
  • Mathematical Maturity Junior-level university
    mathematics majors are expected to read and write
    proofs of various types and levels of
    sophistication. This is referred to frequently as
    mathematical maturity. There are many levels of
    mathematical maturity, but junior-level
    mathematics majors are expected to perform at a
    level of maturity distinctly above that of lower
    division students.
  • Some university mathematics programs develop and
    certify mathematical maturity through a specific
    lower or upper division course with an emphasis
    on proof writing. Other programs provide the
    opportunity to develop mathematical maturity in
    the context of lower-division courses such as
    discrete mathematics or linear algebra.
  • In any case, prior to transfer, you should work
    to develop familiarity with proofs. How this work
    will be received at a university varies from
    school to school. You should consult with a
    transfer university's faculty or program advisor
    as early as possible for specific information and
    recommendations regarding mathematical maturity.

19
Specific Recommendations
  • Geometry You should be familiar with geometric
    proofs and concepts, at least at the level
    usually treated in high school geometry courses.
    This familiarity might be developed through a
    single geometry course or as part of other
    courses such as analytic geometry, calculus, or
    linear algebra courses.

20
  • Calculus There are often different approaches
    taken during the first year calculus course.
    Ideally, you should have completed the full
    calculus sequence (including infinite series and
    an introduction to the calculus of several
    variables) prior to transfer. This generally
    should take 3 semesters (4-5 quarters).
  • When you cannot take the full calculus sequence
    prior to transfer, you should take at least one
    full year (2 semesters or 3 quarters) of a
    scientific / engineering style calculus course at
    the same institution.
  • Splitting the first year of calculus between
    courses at different colleges can result in
    missing concepts and may make articulation more
    difficult.

21
Non-Calculus Courses
  • Linear Algebra You should take some course that
    covers linear algebra at least at the level of
    matrix algebra. At the university level this
    course is often a prerequisite for advanced
    courses. Some universities make linear algebra a
    key part of sophomore level course work while
    others have no formal course in linear algebra in
    the lower division. Depending on the university,
    the process and result for transferring a linear
    algebra course taken at a community college may
    differ substantially. Nonetheless, you are
    encouraged to take a course studying linear
    algebra before transfer. You should consult with
    your chosen transfer universitys mathematics
    faculty or program advisor as early as possible
    for more advice on linear algebra courses.

22
  • Differential Equations A differential equations
    course is required lower division course work at
    some universities, while at others a more
    sophisticated first course in differential
    equations is required at the junior level.
    However, the mathematics major option for
    prospective high school mathematics teachers
    often does not require a course in differential
    equations. Depending on the university and the
    mathematics program, the process and result for
    transferring a differential equations course
    taken at a community college may differ
    substantially. Despite these considerations, you
    are encouraged to take a course in differential
    equations before you transfer. You should consult
    with your chosen transfer universitys
    mathematics faculty or program advisor as early
    as possible for more advice on differential
    equations courses.

23
  • Computer Programming Knowledge of computers is
    required at varying levels for a university
    mathematics major. Therefore, you should consider
    taking a computer course that develops competency
    in a computer programming language as well as the
    construction of algorithms before you transfer.

24
  • Statistics A statistics course is a lower
    division requirement for a mathematics major at
    some universities. However at others, statistics
    is not required at all or is required as a more
    sophisticated upper division course. Depending on
    the university and the mathematics program you
    choose, the process and result for transferring a
    statistics course taken at a community college
    may differ substantially. Thus, when you consider
    taking a course in statistics you should be aware
    of the different levels of acceptance it may
    receive. You should consult as early as possible
    with your chosen transfer universitys
    mathematics faculty or program advisor for more
    advice on statistics courses.

25
  • Courses That Use Mathematics At some
    universities, the mathematics major requires
    course work in a separate discipline that uses
    mathematics, such as physics, chemistry, or
    economics. These courses may also fulfill parts
    of general education requirements. To avoid a
    possible mismatch in course work between two
    schools, you should try to take full year
    applications courses for science majors before
    you transfer. However, you should also consider,
    with advice from your counselors and instructors,
    deferring a calculus-based physics course until
    you have completed at least one year of calculus.

26
The University of California
  • Dual Admissions Program (DAP) honored but no
    longer being offered.
  • Transfer Admission Guaranteed (TAG) programs
    Davis, Merced, Riverside, San Diego, Santa Cruz,
    Santa Barbara
  • Transfer Opportunity Program (Davis)
  • Transfer Provisional Admissions (Irvine)

27
University of California MajorsThe following
majors are available at university campuses for
the selected discipline. The campuses that offer
the major are identified next to each major name.
Click a campus abbreviation next to a major to
see more information about that major.
  • Computational Applied Science, B.S.
    (UCD)Creative Studies Mathematics Emphasis
    B.A./B.S. (UCSB)Economics and Mathematics (joint
    major) B.A. (UCSD)Economics/Mathematics B.A.
    (UCSB)Engineering Mathematics and Statistics
    B.S. (UCB)Financial Mathematics Statistics
    B.S. (UCSB)Mathematical and Scientific
    Computation, B.S. (UCD)Mathematical Sciences
    B.S. (UCSB)Mathematics - Computational B.A.
    (UCSC)Mathematics - Computer Science B.A.
    (UCSD)Mathematics - Mathematics Education B.A.
    (UCSC)Mathematics - Pure B.A. (UCSC)
  • Mathematics - Secondary Education B.A.
    (UCSD)Mathematics A.B./B.S. (UCD)Mathematics
    and Economics (joint major) B.A.
    (UCSD)Mathematics B.A. (UCB, UCSB, UCSC,
    UCSD)Mathematics B.A./B.S. (UCR)Mathematics
    B.S. (UCI, UCLA, UCSB)Mathematics of Computation
    B.S. (UCLA)Mathematics, Applied Science B.A.
    (UCSD)Mathematics, General B.S.
    (UCLA)Mathematics, Scientific Computation, B.S.
    (UCSD)

28
California State University Lower Division Major
Requirements(Lower Division Transfer Project)
  • Initiated by the Academic Senate of the CSU in
    collaboration with the Academic Affairs Division
    of the Chancellors Office.
  • To create transfer program agreements to
    facilitate student transfer to the CSU.
  • Identify a set of courses and/or competencies
    that will satisfy the lower-division expectations
    for a particular major at all or most CSU
    campuses, so that a student can complete those
    expectations at a community college and know that
    they will be appropriate regardless of the
    specific CSU campus to which the student
    transfers.
  • This set of courses and/or competencies is
    referred to as a common Core.
  • The project does not, in fact, require all CSU
    departments offering a major to agree upon the
    same specific courses as lower-division
    requirements.
  • The goal is to provide students with the
    information they need to plan their
    community-college course work to expedite the
    timely completion of their baccalaureate major
    degree program after they transfer to a CSU
    campus.

29
CSU Lower Division Transfer Project Mathematics
(pending 2005?)
  • Statewide All areas of General education except
    the area of the Physical Science. The Area of
    General Education Physical Science is required
    for all campuses, but is subject to some
    restrictions under local control.
  • Three semesters or four quarters of calculus.
    Students who take the sequence of courses in CAN
    MATH SEQ C (Calculus I - III (semester) or
    Calculus I-IV (quarter) will have these courses
    accepted by all CSU campuses as satisfying the
    lower division requirements in calculus.
  • Local Mathematics programs also expect transfer
    students to have completed one or more additional
    courses besides calculus as well as the area of
    Physical Science for General Education.
  • These courses and possible restrictions on what
    courses may be taken to satisfy the General
    Education area of Physical Science are determined
    by the local campuses.
  • Locally determined courses examples Linear
    Algebra, Differential Equations, A Computer
    Programming Course, Lower Division GE Physical
    Universe.

30
Mathematics Recommendations Statewide IMPAC
Meeting 2004
  • I. Course Related Recommendations. These relate
    to the nature of and CAN description of the lower
    division Linear Algebra Course and the
    development of a description and proposals for a
    variety ways to provide a "bridge" course, i.e.,
    a transitional course for Mathematics majors.
  • II. Improving communications within the
    Mathematics Community regionally and/or statewide
    for mathematics transfer students.

31
Course Related Recommendations. A. Linear Algebra
  • Recommendation 1. The lower division linear
    algebra course should include in its presentation
    some structural aspects of linear algebra. These
    include, but are not limited to, the statement of
    axioms and structural definitions for real vector
    spaces, linear transformations, and linear
    operators. Use of these structures should be
    demonstrated with some proofs- though only a
    reading level of literacy is supposed. Limited
    writing literacy may be required in verifying
    structural properties with examples and applying
    structural results in specific contexts.

32
  • Recommendation 2. The CAN description for Linear
    Algebra should be modified to reflect a limited
    treatment of the structural aspects of linear
    algebra.
  • Current
  • CAN MATH 26
  • Title Linear Algebra
  • Description Matrices and linear
    transformations vector spaces
  • determinants eigenvalues and
    eigenvectors.
  • Prerequisite CAN MATH 17/18. 3 semester units or
    4 quarter units.
  • Recommended modification
  • CAN MATH 26
  • Title Linear Algebra
  • Description An introduction to
    computation and algebraic structures for real
    vector spaces, matrices and linear
    transformations determinants eigenvalues and
    eigenvectors.
  • Prerequisite CAN MATH 17/18. 3 semester units or
    4 quarter units.

33
B. Lower Division Bridge or Transition Courses
  • Preface. Many CSU and UC Mathematics programs
    have a lower division required course that
    provides a transition from the computational and
    algorithmic nature of lower division courses such
    as calculus to the more structural and proof
    oriented organization of upper division
    mathematics courses. 9 CSU and 3 UC recommended
    or required in the lower division.
  • Other programs make this kind of course a initial
    part of upper division course work or have no
    such course.

34
  • Recommendation 1. When possible the student
    should be encouraged to cross-register in a
    bridge course at a local university.
  • Recommendation 2. Universities that offer these
    bridge courses should coordinate their summer
    course offerings.
  • Recommendation 3. A consortium of colleges and
    universities should organize a special summer
    program (funded by the NSF, a state agency, or
    some private philanthropy) that would provide the
    kind of experience in working with proofs found
    in these bridge courses along with beginning work
    in mathematical research.
  • Recommendation 4. A new CAN Number and descriptor
    should be developed for this bridge course.

35
II. Improving Communications within the
Mathematics Community
  • Preface Better communication could provide
    information about transfer courses, the nature of
    mathematical studies in upper division courses,
    and key people to contact and places to obtain
    information with regard to the specifics of
    transfer.
  • The recommendations are divided into two
    categories
  • A. University and College Recommendations and
  • B. Organizational Recommendations.

36
A. University and College Recommendations.
  • Recommendation 1 Each University department
    should designate one or more faculty or advising
    staff members as transfer advisor(s). The
    advisor(s) will be responsible for matters
    related to transferring students such as
    transfer course approval and program planning .
  • Recommendation 2 Each College department should
    develop a structure (using resources such as
    MESA, matriculation funds, and other grants) to
    assist students planning to transfer.

37
  • Recommendation 3. Each University department
    should designate one or more faculty members
    responsible for articulation agreements .
    University departments should keep recognized
    feeder colleges informed on relevant changes to
    requirements and courses.
  • Recommendation 4. Each University department
    should maintain a web page to advise prospective
    transfer students on relevant requirements and
    advice for transferring as a mathematics major.
    This page should be linked clearly from the
    department home page and should address at least
    the main issues from the IMPAC letters of advice
    for transfers while indicating how to obtain
    details on articulation agreements through ASSIST
    or otherwise. It should give the name and other
    relevant information of the departments
    designated transfer advisor(s).

38
  • Recommendation 5. Each College and University
    department should work with their campus
    articulation officer to maintain current
    articulation and contact information with ASSIST.
  • Recommendation 6. When possible University
    departments will provide information through the
    web describing required courses for the major
    including course outlines.

39
B. Organizational Recommendations
  • Recommendation 1. A web page should be developed
    containing information and links for all
    university mathematics departments. This web page
    will be developed in cooperation with ASSIST and
    placed in an easily found location on the ASSIST
    web site and possibly mirrored elsewhere at the
    CSU and UC system transfer information web sites.
    The web page will include the following
    information for each University Campus
  • A Contact Person / Advisor with E-mail Address
    and Phone.
  • A link to the Mathematics Department Web Page and
    a Recommended Phone Contact Number.
  • A link to Any Mathematics Department Transfer
    Information Web Page

40
(No Transcript)
41
Intersegmental Mathematics Councils.
  • Recommendation 2. Regional cooperation should be
    developed between individual campuses and where
    possible by the formation of intersegmental
    mathematics councils. These councils would meet
    at least once annually to develop programs and
    disseminate information. Some areas for possible
    cooperation include
  • College Math club guest speakers from the
    university.
  • College faculty taking courses or participating
    in university seminars. Sabbatical leave
    positions being fostered for College faculty at
    Universities.
  • Math contests at the university that the local
    college students are invited to enter.

42
Math Transfer Day
  • Math Transfer Day Math departments at the
    university campuses could sponsor jointly a
    regional math transfer day where advising would
    be available and faculty from feeder colleges and
    students could come together to participate in
    joint mathematical activities poster sessions/
    lectures/ demonstrations- a REGIONAL MATH EXPO.

43
Participate in IMPAC related Projects
  • Meeting at LAX, November 13.
  • Planning for Spring, 2005 events.
  • CAN
  • Mathematics
  • Mathematics Education
  • Business Mathematics
  • Get involved in planning Math Days
  • Get involved in regional inter-segmental math
    community.

44
Any Questions?
  • The End!
  • ?
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