Section 1. Proposed Course Outline (A general statement of course content that informs class syllabus construction. Once approved, all sections of a given course must include this content, no matter which instructor teaches the course, or the mode of delivery. Divisions must include this new course outline in the Divisional Course Outline binder as required by COPPs.)
Course Number: MTH 098 Full Course Title for print catalog: Math Literacy
Abbreviated Course Title for Banner: Math Literacy (30 character limit)
Prerequisites:  MTH 020 or tests  
Co-requisites:      
Grade Option:  Graded (with P/NP option)  	 Pass/No Pass only

Number/Type Credits	Term Minimum Contact	Term Maximum Contact	11-Week Term Contact	
5 Lecture	50 hours (lecture credits x 10)	60 hours (lecture credits x 12)	55 hours (lecture credits x 11)	
   Lec/Lab	   hours (lec-lab credits x 20)	   hours (lec-lab credits x 24)	   hours (lec-lab credits x 22)	
   Lab	   hours (lab credits x 30)	   hours (lab credits x 36)	   hours (lab credits x 33)	
5 Total credits (sum)	50 Total hours (sum)	60 Total hours (sum)	55 Total hours (sum)	

Course Description (300 character limit):	
Math 098 provides algebra, quantitative reasoning, and problem solving skills needed in Math 105 and in other college courses in programs not requiring calculus.  For students who do not need calculus, Math 098 is an alternative to Math 060/065/095 as a pathway to Math 105.	
Course Outcomes and Proficiencies	Assessments Planned	
What will the student know or be able to do at the end of the course?
What attitudes related to the subject will the student hold?	What evidence will demonstrate that students have achieved course outcomes? (assessment tools may include departmental tests, written products, portfolios, juried performances, quizzes and exams, or alternative assessments such as qualitative studies, capstone projects, external reviewers, etc.)	
Upon successful completion of this course, the student will:	How each outcome will be assessed:	
1. Engage effectively with contextual and openended mathematical problems.	Each sub-outcome will be assessed through a
combination of at least two of the following: tests,
quizzes, activities, assignments or projects.	
A. Interpret quantitative information
presented numerically, verbally or graphically.
B. Create and use mathematical models.
C. Demonstrate critical thinking in
quantitative settings.
D. Express mathematical ideas vocally and in
writing.
E. Apply mathematical skills with civic and
ethical awareness.
F. Make appropriate use of calculators and
spreadsheet software.	     
	
2. Demonstrate mathematical skills for college
readiness.     	Each sub-outcome will be assessed through a
combination of at least two of the following: tests,
quizzes, activities, assignments or projects.	
A. Numeracy: Perform operations with
rational numbers; use unit analysis.
B. Algebra: Simplify expressions; solve linear
equations and proportions.
C. Geometry: Apply perimeter, area, similarity,
and the Pythagorean theorem.
D. Analytic Geometry: Graph linear equations
and use slope-intercept form.
E. Statistics: Interpret frequency graphs and
measures of center.
F. Selected Topics: Apply elementary concepts
from areas such as set theory, number theory,
logic, etc.	     	
     	     	
     	     	
     	     	

Course Content by Major Topics
What topics will be presented? What are the main activities of the course? What are the central themes?
(See sample at http://www.lanecc.edu/cops/format3.htm.)
Topics:
Problem solving
Reading graphs
Integers and rational numbers
Variables, expressions, and formulas
First degree equations in one variable, with applications
Rectangular coordinates
First degree (linear) equations in two variables, with modeling
Ratio and proportion, similarity
Pythagorean theorem, perimeter and area
Scientific Calculator
Spreadsheet (Excel)

Section 2. Proposal Information
Course Developer:	Type of Proposal	Type of Course: 	
Jessica Knoch, Lead instructor of MTH 105
Vicky Kirkpatrick, Former MTH 105 lead
Ben Hill, Lead instructor MTH of 243
Kathie Hledik, Dean of Mathematics Division	 New course	 Lower Division Collegiate (transfer) 	
Date: 1/8/2014	     Currently 199 or 299 	 Professional/Technical (required or elective) 	
Catalog year to take effect: 	 Experimental Course	 Developmental, numbered below 100	
2013-2014___  	     199 Special Studies		
2014-2015___  	     299 Trends  		
	 Revised course (If increasing credits, use credit change form)	
	 Reactivated course with no change	
	 Reactivated course with changes 	

Rationale:
How does this proposal further the goals of the program or department? 	
By creating a developmental pathway with content limited to the needs of students in programs
without calculus, Math 098 will reduce the number of developmental courses required for this group
while allowing the existing developmental algebra sequence to be optimized for others. In addition,
requiring fewer developmental courses for a substantial group of students could save resources.	
What assessment evidence supports this proposal? 	
Achieving the Dream cohort data show that roughly 72% of Lane's transfer degree seeking students
place at or below math 060, requiring them to complete at least three developmental courses
before attempting required college level math courses. Failure to progress through developmental
math appears to be a major barrier to success for this large group of Lane students.	
How do you know there is a demand for this course? 	
A majority of Lane's degree seeking students with declared majors are in programs that do not
require calculus. It stands to reason that many of these students will opt for a shorter, less
expensive pathway to completion of degree requirements.	

Section 3. Curriculum Equity (http://www.lanecc.edu/cops/curric.htm)
To promote an environment where all learners are encouraged to develop their full potential, this course will support Lane’s Curriculum Equity policy in the following way(s):
National studies show that developmental math is a barrier to success for many college students—disproportionately so for women, minorities and other at risk groups. By offering all non-calculus track students an accelerated pathway through developmental math, Math 098 will likely have a positive impact on equity.

Section 4. For revised courses only: PREVIOUS Catalog/Course Information:
Course Number:       Course Title in Banner:       (30 characters maximum)	
Full Course Title in print catalog:      	
Prerequisites:       
Co-requisites:      
Grade Option:  Graded (with P/NP option)  	 Pass/No Pass only

Number/Type Credits	Term Minimum Contact	Term Maximum Contact	11-Week Term Contact	
   Lecture	   hours (lecture credits x 10)	   hours (lecture credits x 12)	   hours (lecture credits x 11)	
   Lec/Lab	   hours (lec-lab credits x 20)	   hours (lec-lab credits x 24)	   hours (lec-lab credits x 22)	
   Lab	   hours (lab credits x 30)	   hours (lab credits x 36)	   hours (lab credits x 33)	
   Total credits (sum)	    Total hours (sum)	    Total hours (sum)	    Total hours (sum)	

Course Description:
     
What will change? Course Number   Title   Course Description   Credit hours   Contact hours

Section 5. Support Courses (New Professional/Technical course proposals must complete.) 
Professional/Technical courses are tracked within programs for purposes of Carl Perkins funding and budgetary planning. Indicate all degree or certificate programs for which this course will be required.
Program	Division	
     	     	
     	     	

Section 6. Overlap Courses  (New course proposals must complete.)
While overlap of course materials is not necessarily a flaw, duplication of course materials may lead to inefficient use of college resources. If there is overlap, the faculty of overlapping courses must agree on the extent of overlap and attach a rationale explaining its necessity.

Indicate all departments/courses that this course may overlap. Division Dean of existing course enters one of two options at right. Note: N/A is not an option.

Options:
1.  No overlap.
2.  Approved: overlap is acceptable. Rationale attached.
3.  Disapproved: reasons attached.
Division	Course Number / Title	% Overlap	Option	Division Dean of existing course
(Signature required for all options)	Date	
Mathematics	MTH 060 Beginning Algebra	60%	2		1/9/2014	
     	     	     	     		     	

Section 7. Qualification to fulfill degree requirements (complete all relevant forms, available at http://www.lanecc.edu/currsched/index.html and send to Mary Brau for the Degree Requirements Review Committee):

 Form(s) applying for the following degree requirement status have been attached. (Only check this box when forms have been completed and attached.)

AAOT, ASOT-Bus, OTM:
 Arts & Letters 
 Social Sciences
 Science /Computer Science 
 Mathematics
 Cultural Literacy Option 

All degrees:
 Health/Wellness/Fitness
AAS, 1-year and 2-year certificates:
 Human Relations 

Optional designation:
 Sustainability status

Section 8. Library Impact Statement
Under accreditation standards, Library consultation is essential for new programs, new courses and for substantively revised courses when the revisions entail any change in library use. 

What assignments will require the use of library and information resources? 
Math 098 will place few demands on library resources. Instructors may sometimes place materials on
library reserve, and students may sometimes use library computers or consult library reference
materials when working on course assignments. However the overall impact will be small, similar to
other developmental math courses. In the long run, math 098 could actually reduce demands on
library and other institutional resources by reducing the number of courses students need to graduate.

Each academic area has a Liaison Librarian (http://www.lanecc.edu/library/services/liaison.htm). Contact the designated librarian to discuss the library needs of your course. Please allow the librarian at least one week to assess library resources.

To be completed by Liaison Librarian:
 Library resources are adequate to support this proposal.
 Additional resources are needed but can be obtained from current funds. 
 Significant additional Library funds/resources are required to support this proposal. 

					     
	Liaison Librarian			Date

Section 9. Divisional Approval (To be completed by Division Chair and Administrative Assistant) 
Human, Physical, and Financial Resources:
 Additional instructional costs (staff, materials, services or facilities) will be incurred to offer this course.  Source of funding:      
 No additional instructional resources (staff, materials, services or facilities) are needed to offer this course.
Explain: No additional instructional resources (staff, materials, services or facilities) are needed to offer this course. Since math 098 will provide some students an alternate path through developmental math with fewer courses, the long-term impact should be positive for instructional resources. Resources needed for math 098 will be realized by offering fewer sections of other courses.
Required Certifications:
 We have developed minimum course certification standards according to the COPPs procedure “Instructor Qualifications: Credit,” to be filed with ASA upon course approval.
 We have completed faculty certification form(s) for faculty qualified to teach this course, to be filed with ASA and Human Resources upon course approval. 

		      	1/8/2014
Administrative Assistant/Coordinator	Date

Fees:
 We have completed fee rationale and fee request forms to be submitted to ASA upon course approval, in compliance with the COPPs procedure, “Fees: Special”
 No special fees will be required for this course.

Divisional Recommendation:
 The Division Chair and Administrative Assistant have reviewed this course proposal and kept a copy for divisional files.
 Faculty review of this course was completed within the division on 1/7/14(date).

 Pass	 Do Not Pass 

			1/8/2014
Academic Dean			Date

Section 10.  College Approval 	 

				     							     
Curriculum Committee Chair				Date		Executive Dean for Academic Affairs	Date

Curriculum Approval Committee hearing:  		     		_____________________________	     
				Date		Vice President for Academic &	              Date
						Student Affairs