Section 1. Proposal Information
Course Developer:
 Dale Green, Course Lead  
Date: 1/20/2016 
Catalog year to take effect :  
2014-2015 __
2016-2017   Yes

Revision in credits
/Contact Hours

Type of Proposal
 Revised course 
 199 Experimental Course
 299 Experimental Course

Type of Course:
 Lower Division Collegiate (transfer)
 Professional/Technical (program requires)
 Professional/Technical (stand-alone)
 Developmental, numbered below 100

Rationale:
How does this proposal further the goals of the program or department? 
Math 112 (Trigonometry) prepares students for courses in physics, discrete math, calculus and pre-engineering.  It is essential that the topics in the course outline for Math 112 be covered completely and thoroughly.  Currently, we are not able to do this.

As course lead for Trigonometry, I have been approached by the lead Physics faculty at Lane C.C. regarding his wish that we spend more time on vectors and their applications.  Currently, with Trigonometry being a 4 credit course, we are able only to quickly survey the most rudimentary underpinnings of vectors and have little time, if any at all, to spend on using vectors in applications.

Our discrete math class, Math 231, requires Math 112 as a prerequisite so that students will have some exposure to developing mathematical results through the method of proof before students take Math 231 which is heavily proof based.  Currently, with Math 112 as a 4 credit course, we have little time to spend on introducing students to using proof to develop results.

Our Calculus and Pre-engineering course instructors expect that students coming out of Math 112 will have a certain level of competency in the theory of trigonometry and in the use of trigonometry in applications.  Currently, with Math 112 as a 4 credit course, we little time to develop the many aspects of the theory of trigonometry and to give our students the experience with applications that our Calculus and Pre-engineering classes require.
 
Changing Math 112 from 4 to 5 credits will give us the classroom time we need to adequately serve our students.  It will give us the time we need to present the expected course material for trigonometry thoroughly and meaningfully so that our students will be prepared for subsequent courses that depend on trigonometry as a prerequisite.

What evidence supports this proposal? 
Of the 16 community colleges in Oregon that offer Trigonometry, 8 of them offer it as a 5 credit class.  The remaining 8, including Lane Community College, offer it as a 4 credit class.
 
The current 4 credit course for Math 112 that we offer at Lane C.C. does not allow time for adequate coverage of important topics included in our course outline.  Some topics are frequently watered down or omitted entirely.  This is especially true for fall term.
 
During Spring Term 2015, a survey was administered to our Math 112 students and to our Math 251⎼ Math 254 students (Math 112 is required for Math 251 ⎼ Math 254).  The same survey was administered to our Fall Term 2015 Math 231 students (Math 112 is required for Math 231).  Of 138 students surveyed 98, or 71%, supported changing Lane's Math 112 course from 4 to 5 credits even though it means paying for an extra credit.

I have had many conversations with trigonometry instructors about the lack of time to cover the material listed in the course outline for this course.

Mathematics faculty at the October 15, 2015 Mathematics Division meeting voted unanimously to support this application to the Curriculum Committee to have Math 112 changed from 4 to 5 credit hours.

Following is a list of topics for which we do not have time for adequate coverage; some of these topics are at times omitted entirely:

sinusoidal curve fitting of data; the inverse trigonometric functions; solving trigonometric equations with a calculator without using the graphing feature of the calculator; solving trigonometric equations involving multiples of an angle; developing and using the sum, difference, double and half-angle identities; use of the Law of Sines in the ambiguous case; using the Law of Sines and Cosines to solve application problems; developing the theory of vectors and using vectors to solve application problems; polar equations; complex numbers in standard and polar form; De Moivre’s Theorem; using parametric equations to model projectile motion; conic sections centered at (h,k), application problems involving conic sections.

An additional hour of classroom time each week is needed for coverage of the material expected for these topics in order to prepare students for subsequent courses.
     	
(New courses) How do you know there is a demand for this course?  Not a new course
     	
	
PREVIOUS Catalog/Course Information:
Course Number: MTH 112 Course Title in Banner: Trigonometry (30 characters maximum)

Full Course Title in print catalog: Trigonometry

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	
4 Lecture	40 hours (lecture credits x 10)	48 hours (lecture credits x 12)	44 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)	
4 Total credits (sum)	40 Total hours (sum)	48 Total hours (sum)	44 Total hours (sum)	
What will change in this course as a result of changing the credits?
 Course Description 	 Course Outline		 Contact Hours
 Course Outcomes		 Other (explain):      
Section 2. Proposed Course Outline (A general statement of course content that informs class syllabus construction.)
Course Number: MTH 112 Course Title for Banner:       (30 characters maximum)
Full Course Title for print catalog:      

Prerequisites: See below Co-requisites:      

Prerequisite is fulfilled by meeting two requirements: A) within the past four terms completed MTH 111 or equivalent course with a “C-“ or better or passed a placement test through the Testing Office; and, B) (without time restriction) completed MTH 097 or equivalent course with a “C-“ or better or passed a placement test through the Math Resource Center.

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)	

Original Course Description:	
      Trigonometry has wide applications in the world around us. It is a vital tool in construction, physics, and engineering. Trigonometry is preparatory for Calculus 1 (Differential Calculus, MTH 251). The major topics covered include radian measure, circular functions and their graphs, right triangle ratios and related trigonometric functions, identities, solving trigonometric equations, laws of sines, law of cosines, and applications. Other topics include polar coordinates, parametric equations, vectors, and conic sections. A graphing calculator is required. Please refer to the Calculator Recommendation Chart on lanecc.edu/math.	

New Course Description (300 character limit):	
No Change	
Original Course Outcomes and Proficiencies	Assessments Used	
What did the student know, what could the student do at the end of the course, or what attitudes related to the subject would the student hold?

Upon successful completion of this course, the student:
	What evidence did you gather that students have achieved course outcomes? (assessment tools include departmental tests, written products, portfolios, juried performances, quizzes and exams, or alternative assessments such as qualitative studies, capstone projects, external reviewers, etc.)
How each outcome was assessed:	
		
GENERAL COURSE OBJECTIVES
Upon successful completion of this course, the student should be able to: 	
OBJECTIVES WILL BE ASSESSED BY:	

A.  Use geometry, algebra, and graphing calculator skills from previous courses.	
• In-class activities
• Homework
• Tests	

B.  Move easily between degree and radian measure.	
• In-class activities
• Homework
• Tests	

C.  Identify and use the six trigonometric functions in right triangle applications.	
• In-class activities
• Homework
• Tests	

D.  Identify features of and use the six circular functions.	
• In-class activities
• Homework
• Tests	

E.  Graph the six circular functions and related transformations and extract features from their equations and graphs.	
• In-class activities
• Homework
• Tests	

F.  Recall and apply the basic trigonometric identities.	
• In-class activities
• Homework
• Tests	

G.  Use the sum, difference, double-angle, and half-angle identities.	
• In-class activities
• Homework
• Tests	

H.  Identify features of and use the three major inverse trigonometric functions.	
• In-class activities
• Homework
• Tests	

I.  Solve trigonometric equations analytically and with graphing technology.	
• In-class activities
• Homework
• Tests	

J.  Apply the Law of Sines and Law of Cosines where appropriate.	
• In-class activities
• Homework
• Tests	

K.  Use polar coordinates and polar equations and transform them to rectangular form and back.	
• In-class activities
• Homework
• Tests	

L.  Use complex numbers in standard form and in polar form (time permitting).	
• In-class activities
• Homework
• Tests	

M.  Solve problems using vector notation.	
• In-class activities
• Homework
• Tests	

N.  Use parametric equations.	
• In-class activities
• Homework
• Tests	

O.  Work with the definitions, equations, and graphs of conic sections.	
• In-class activities
• Homework
• Tests	

P.  Apply geometric and trigonometric relationships to applied problems.	
• In-class activities
• Homework
• Tests	

Q.  Use a graphing calculator to graph equations and explore concepts for equations in rectangular, parametric, or polar form.	
• In-class activities
• Homework
• Tests	

New Course Outcomes and Proficiencies	Assessments Planned	
What will the student know or be able to do at the end of the course, or what attitudes related to the subject will the student hold?

Upon successful completion of this course, the student will:	What evidence will you have 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.)
How each outcome will be assessed:	
No change		

Original Course Content by Major Topics 
What topics were originally presented? What were the main activities of the course? What were the central themes?
     
COURSE CONTENT BY MAJOR TOPICS:
I.	Trigonometric Functions
	A.  Radian and degree measure;
	B.  Trigonometric Functions:  The Unit Circle and Functions of Any Angle;
	C.  Graphs of the Trigonometric Functions
	D.  Sinusoidal Curve Fitting
II.	Analytic Trigonometry
	A.  Fundamental Identities
	B.  Sum and Difference Formulas
	C.  Double-Angle and Half-Angle Formulas
	D.  Inverse Trigonometric Functions
	E.  Solving Trigonometric Equations
III.	Applications
	A.  Right Triangle Trigonometry
	B.  The Law of Sines
	C.  The Law of Cosines
	D.  Simple Harmonic Motion (time permitting)
	E.  Vectors in the Plane
IV.	Topics in Analytic Geometry
	A.  Polar Coordinates and Polar Equations and Graphs
	B.  Conic Sections
	C.  Parametric Equations
	D.  Polar Form of Complex Numbers (time permitting)

New 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/copps  

No Change

Section 3.  Curriculum Equity http://www.lanecc.edu/copps  
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):  This course has and will continue to follow Lane’s Curriculum Equity policy as outlined at http://www.lanecc.edu/copps .

Section 4.  Required Signatures
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? 
      

Each academic area has a Liaison Librarian  http://www.lanecc.edu/library/services/liaison.htm to help faculty identify materials to be ordered to support the curriculum. Make an appointment with the designated librarian to discuss the library needs of your course at least a week ahead of the deadline for submission. 

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

Divisional Approvals 
Human, Physical, and Financial Resources (select one):
 Additional instructional costs (staff, materials, services or facilities) will be incurred to offer this course.  Source of funding:  Part-time teaching budget
 No additional instructional resources (staff, materials, services or facilities) are needed to offer this course.
Explain:      

Divisional Recommendation (select one):
 The Academic Dean 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 10/15/2015 (date).
 New course outlines have been prepared for the Divisional binder containing all current course outlines.
Course outlines are on file and there are no changes.

			     
Office Administrator			Date

Fees (select one):
 We have completed a fee request form to be submitted to ASA upon course approval.
 No special fees will be required for this course.
Required Certifications: 
 We have developed minimum course certification standards for this course to be filed with ASA to allow compliance with the faculty contract.
 We have completed faculty certification form(s)
(http://www.lanecc.edu/cops/faccertf.pdf )
for this course to be filed with ASA and Human Resources so RIF grid information will be updated. 

Divisional Recommendation (select one):
 Pass	 Do Not Pass 

			     
Academic Dean			Date

College Approval 	 			

				     							     
Curriculum Committee Chair				Date		Executive Dean for Academic Affairs	Date

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