UCC/UGC/ECCC
Proposal for New Course
Fall 2016
Please attach proposed Syllabus in approved university format.
1. Course subject and number:
MAT 121
2. Units:
See upper and lower division undergraduate course definitions.
3. College:
CEFNS
4. Academic Unit:
4
Mathematics and
Statistics
5. Student Learning Outcomes of the new course. (Resources & Examples for Developing Course
Learning Outcomes)
Upon completion of the course, students will be able to:
1. Express an understanding of linear functions and systems of linear equations. Use related
skills in applications.
2. Use basic set theory and operations and apply to probability, including the calculation of
expected values.
3. Use Bayes’ Theorem to solve conditional probability problems.
4. Identify data types and data distributions, and perform calculations or use tables
appropriately, including the 68-95-99.7 rule or z-tables.
5. Express an understanding of the basic notions of functions, including graphs,
domain/range and properties of functions such as polynomial, rational, absolute value,
power, square root, exponential, and logarithmic.
6. Express an understanding of the basic notions and properties of limits.
7. Express an understanding of and use the concept of the derivative. Be able to interpret the
derivative graphically and as a rate of change.
8. Calculate exact and approximate limits and derivatives from formulas, tables and graphs.
9. Analyze functions and combinations of functions graphically and analytically using
calculus.
10. Solve optimization problems and express an understanding of their application to
maximizing profit, minimizing cost or time, and optimizing the use of resources.
11. Apply the derivative to analyze elementary models of market behavior and other applied
situations using function models; construct appropriate function models to permit such an
analysis.
Effective Fall 2015
6. Justification for new course, including how the course contributes to degree program outcomes,
or other university requirements / student learning outcomes. (Resources, Examples & Tools for
Developing Effective Program Student Learning Outcomes)
The course is being created at the request of FCB to support undergraduate programs in
business and related areas. It will replace the pair MAT 114 and MAT 119 in the list of program
requirements for BS and BA degrees offered by the Franke College of Business (with a couple
of exceptions). Regarding university learning outcomes, the course develops quantitative
reasoning and quantitative critical thinking. Regarding student learning outcomes in
programs of the Franke College of Business, the course develops quantitative skills and
reasoning as background for: analysis of business, financial, and economic information and
measurements, critical thinking and problem solving involving data and comparisons based
on quantitative information, and analysis of relationships between relevant variable quantities.
7. Course Title:
FINITE MATHEMATICS WITH CALCULUS
(max 100 characters including spaces)
8. Catalog course description (max. 60 words, excluding requisites):
Concepts, techniques and applications of systems of linear equations, probability, data and
distributions, function concepts and graphs, limits, differentiation, optimization, and
applications related to business.
9. Will this course be part of any plan (major, minor or certificate) or sub plan (emphasis)?
Yes
If yes, list and include the appropriate plan proposal.
This course will replace MAT 119 in the FCB BSBA degree plans.
No
10. Does this course duplicate content of existing courses?
Yes
No
If yes, list the courses with duplicate material. If the duplication is greater than 20%, explain why
NAU should establish this course, and include applicable support/correspondence.
About 50% of the content of MAT 121 is included in MAT 119. MAT 119 is still used by
students in other programs, about 40-50 annually, although it is not specifically required
About 50% of the course is included in MAT 131, a course which rarely makes enrollment
threshold on the NAU campus, but which is one way for some majors to fulfill requirements.
The four credit MAT 121 course is a better fit for the Franke College of Business programs
than a six credit pairing (MAT 119-131) for coverage of some finite mathematics and some
calculus.
11. Grading option:
Letter grade
Pass/Fail
Both
12. Proposed Co-convene with:
14a. UGC approval date*:
See co-convening policy.
*Must be approved by UGC before UCC submission, and both course syllabi must be presented.
13. Proposed Cross-list with:
See cross listing policy.
14. May course be repeated for additional units?
14a. If yes, maximum units allowed?
Effective Fall 2015
Yes
No
14b. If yes, may course be repeated for additional units in the same term?
Yes
No
(MAT 108 or MAT 110)
with a grade of C or
15. Proposed Prerequisites:
better
If prerequisites, include the rationale for the prerequisites.
The topics in MAT 121 all presume some facility with algebra at the MAT 108 or MAT 110 level.
16. Proposed Co requisites:
If co requisites, include the rationale for the co requisites.
17. Does this course include combined lecture and lab components?
Yes
If yes, include the units specific to each component in the course description above.
No
18. Does this course include an experiential learning component?
No
19. Class Instruction Mode:
In-person
If In-person or Blended, where will the course be offered?
20. Which terms will the course be offered?
Fall
Winter
Other
Yes
Online
FLGMTN
Blended
Other
Spring
Summer
(Fall/Even Yrs, Spring/Odd Yrs, Intermittent, etc.)
21. Do you anticipate this course will be scheduled outside the regular term?
Yes
No
If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Schedule-of-Classes-Maintenance/
22. Will there be a course fee?
If yes, please refer to: http://nau.edu/Registrar/Faculty-Resources/Course-Fees/
Yes
No
23. Is this course being proposed for Liberal Studies designation?
Yes
No
24. Is this course being proposed for Diversity designation?
Yes
No
Answer 23-24 for UCC/ECCC only:
FLAGSTAFF MOUNTAIN CAMPUS
Scott Galland
Reviewed by Curriculum Process Associate
1/11/2016
Date
Approvals:
Department Chair/Unit Head (if appropriate)
Effective Fall 2015
Date
Chair of college curriculum committee
Date
Dean of college
Date
For Committee use only:
UCC/UGC Approval
Date
EXTENDED CAMPUSES
Reviewed by Curriculum Process Associate
Date
Approvals:
Academic Unit Head
Date
Division Curriculum Committee (Yuma, Yavapai, or Personalized Learning)
Date
Division Administrator in Extended Campuses (Yuma, Yavapai, or Personalized
Learning)
Date
Faculty Chair of Extended Campuses Curriculum Committee (Yuma, Yavapai, or
Personalized Learning)
Date
UGC Approval (Graduate-Level Courses Only)
Date
Chief Academic Officer; Extended Campuses (or Designee)
Date
Effective Fall 2015
PROPOSED SYLLABUS
Department of Mathematics & Statistics
Adel Mathematics Building
PO Box 5717
Flagstaff, AZ 86011-5717
928-523-3481
928-523-5847 fax
www.math.nau.edu
MAT 121 FINITE MATHEMATICS WITH CALCULUS
SYLLABUS
INSTRUCTOR NAME, OFFICE AND OFFICE HOURS
Varies by section and term
CATALOG DESCRIPTION
MAT 121 Finite Mathematics with Calculus (4) Concepts, techniques and applications of
systems of linear equations, probability, data and distributions, function concepts and
graphs, limits, differentiation, optimization, and applications related to business.
Prerequisite: MAT 108 or MAT 110 with a grade of C or better.
LEARNING OUTCOMES Upon completion of the course, students will be able to:
1. Express an understanding of linear functions and systems of linear equations. Use related
skills in applications.
2. Use basic set theory and operations and apply to probability, including the calculation of
expected values.
3. Use Bayes’ Theorem to solve conditional probability problems.
4. Identify data types and data distributions, and perform calculations or use tables appropriately,
including the 68-95-99.7 rule or z-tables.
5. Express an understanding of the basic notions of functions, including graphs, domain/range
and properties of functions such as polynomial, rational, absolute value, power, square root,
exponential, and logarithmic.
6. Express an understanding of the basic notions and properties of limits.
7. Express an understanding of and use the concept of the derivative. Be able to interpret the
derivative graphically and as a rate of change.
8. Calculate exact and approximate limits and derivatives from formulas, tables and graphs.
9. Analyze functions and combinations of functions graphically and analytically using calculus.
10. Solve optimization problems and express an understanding of their application to maximizing
profit, minimizing cost or time, and optimizing the use of resources.
11. Apply the derivative to analyze elementary models of market behavior and other applied
situations using function models; construct appropriate function models to permit such an
analysis.
COURSE CONTENT
1. Linear Analysis (7 days)
Effective Fall 2015
2.
3.
4.
5.
6.
7.
8.
a. Linear functions and applications: linear equations, percentage change, linear
functions, slope and intercept, linear revenue and cost models, break even points (3
days)
b. Systems of linear equations mostly in the plane (2 days)
c. Dimensional analysis and unit conversions; applications (2 days)
Probability (10 days)
a. Sets. Union, intersection, complement, Venn diagrams (1 day)
b. Basic probability notions: properties of probability, expected value, independence and
dependence, conditional probability and applications (7 days)
c. Bayes theorem and applications (2 days)
Data and Distributions (7 days)
a. Data types: categorical, ordinal, interval, ratio (1 day)
b. Data distributions, mean and median, variation – standard deviation (3 days)
c. Working with Normal curves: probability viewed as area, probability calculations for
normal random variables using Excel (e.g. X<10, 5 < X < 10), approximation using the
normal distribution, empirical rule (3 days)
Functions and Graphs: basic notions such as domain, range, operations; library of functions
such as polynomial, rational, absolute value, power, square root (4 days)
Limits: basic notion, properties, calculation (3 days)
Differentiation (9 days)
a. Definition using limits; graphical interpretation; interpretation as rate of change (4 days)
b. Differentiation properties and rules, combinations of functions (5 days)
Optimization using derivatives and applications (8 days)
a. Relation of the derivative to the graph of a function (3 days)
b. Interpretation in terms of marginal and elasticity (2 days)
c. Optimization (3 days)
Exponential and Logarithm functions (8 days)
a. Definitions and properties (4 days)
b. Calculus using the exponential and logarithm functions; applications (4 days)
STRUCTURE AND APPROACH
The course will use any or all of: lecture, discussion, student presentations, in-class work, or group
work. In addition, students may use technology, especially a spreadsheet such as Excel. The content
of this course is chosen with applications to business and management concepts and processes in
mind. The course will emphasize critical thinking, problem solving, and, where appropriate, use of
spreadsheet analysis.
ASSESSMENT
Assessment methods and grading scale may vary by section and semester, under the guidance
provided by a course coordinator, within the general framework provided here. The assessment
procedures include: a minimum of three in-class exams (or equivalent), a comprehensive final exam
(minimum 20%), and some selection of (a) graded homework assignments, (b) in-class work, (c)
quizzes, (d) writing assignments, (e) applied individual or group projects.
A typical grading scale: Grades will be based on percentages as follows.
A: 90 – 100%; B: 80 – 89%; C: 70 – 79%; D: 60 – 69%; F: 0 – 59%
Effective Fall 2015
TEXTBOOK
Several similar choices are possible at this time. The selection on a yearly basis will be made by a
department committee subject to final department approval. Two possibilities are listed.
Finite Mathematics and Calculus with Applications, 9th ed., Lial, Greenwell, Ritchie, Pearson.
Finite Mathematics and Applied Calculus, 6th ed., by Warner and Constable, Brooks-Cole.
COURSE POLICIES
Will vary by section and semester, under the guidance provided by a course coordinator. Typical
policies:
Make-up exams will only be given with sufficient reasons for missing in the judgment of the instructor.
Attendance will be taken daily since this is a 100-level course. Students are responsible for talking
with the instructor about any absence and making every effort to complete work prior to deadlines.
Missed work may not generally be made up unless provided for by the policies of an individual
instructor.
NORTHERN ARIZONA UNIVERSITY
POLICY STATEMENTS FOR COURSE SYLLABI
SAFE ENVIRONMENT POLICY
NAU’s Safe Working and Learning Environment Policy prohibits sexual harassment and assault, and
discrimination and harassment on the basis of sex, race, color, age, national origin, religion, sexual
orientation, gender, gender identity, disability, or veteran status by anyone at this university. Retaliation
of any kind as a result of making a complaint under the policy or participating in an investigation is also
prohibited. The Director of the Equity and Access Office (EAO) serves as the university’s compliance
officer for affirmative action, civil rights, and Title IX, and is the ADA/504 Coordinator. EAO also assists
with religious accommodations. You may obtain a copy of this policy from the college dean’s office or
from NAU’s Equity and Access Office website nau.edu/diversity/. If you have questions or concerns
about this policy, it is important that you contact the departmental chair, dean’s office, the Office of
Student Life (928-523-5181), or NAU’s Equity and Access Office (928) 523-3312 (voice), (928) 5239977 (fax), (928) 523-1006 (TTD) or [email protected].
STUDENTS WITH DISABILITIES
If you have a documented disability, you can arrange for accommodations by contacting Disability
Resources (DR) at 523-8773 (voice) or 523-6906 (TTY), [email protected] (e-mail) or 928-523-8747 (fax).
Students needing academic accommodations are required to register with DR and provide required
disability related documentation. Although you may request an accommodation at any time, in order for
DR to best meet your individual needs, you are urged to register and submit necessary documentation
(www.nau.edu/dr) 8 weeks prior to the time you wish to receive accommodations. DR is strongly
committed to the needs of student with disabilities and the promotion of Universal Design. Concerns or
questions related to the accessibility of programs and facilities at NAU may be brought to the attention
of DR or the Office of Affirmative Action and Equal Opportunity (523-3312).
ACADEMIC CONTACT HOUR POLICY
Effective Fall 2015
Based on the Arizona Board of Regents Academic Contact Hour Policy (ABOR Handbook, 2-224), for
every unit of credit, a student should expect, on average, to do a minimum of three hours of work per
week, including but not limited to class time, preparation, homework, studying.
ACADEMIC INTEGRITY
Integrity is expected of every member of the NAU community in all academic undertakings. Integrity
entails a firm adherence to a set of values, and the values most essential to an academic community
are grounded in honesty with respect to all intellectual efforts of oneself and others. Academic
integrity is expected not only in formal coursework situations, but in all University relationships and
interactions connected to the educational process, including the use of University resources. An NAU
student’s submission of work is an implicit declaration that the work is the student’s own. All outside
assistance should be acknowledged, and the student’s academic contribution truthfully reported at all
times. In addition, NAU students have a right to expect academic integrity from each of their peers.
Individual students and faculty members are responsible for identifying potential violations of the
university’s academic integrity policy. Instances of potential violations are adjudicated using the
process found in the university Academic Integrity Policy.
RESEARCH INTEGRITY
The Responsible Conduct of Research policy is intended to ensure that NAU personnel including NAU
students engaged in research are adequately trained in the basic principles of ethics in research.
Additionally, this policy assists NAU in meeting the RCR training and compliance requirements of the
National Science Foundation (NSF)-The America COMPETES Act (Creating Opportunities to
Meaningfully Promote Excellence in Technology, Education and Science); 42 U.S.C 18620-1, Section
7009, and the National Institutes of Health (NIH) policy on the instruction of the RCR (NOT-OD-10-019;
“Update on the Requirement for Instruction in the Responsible Conduct of Research”). For more
information on the policy and the training activities required for personnel and students conducting
research, at NAU, visit: http://nau.edu/Research/Compliance/Research-Integrity/
SENSITIVE COURSE MATERIALS
University education aims to expand student understanding and awareness. Thus, it necessarily
involves engagement with a wide range of information, ideas, and creative representations. In the
course of college studies, students can expect to encounter—and critically appraise—materials that
may differ from and perhaps challenge familiar understandings, ideas, and beliefs. Students are
encouraged to discuss these matters with faculty.
CLASSROOM DISRUPTION POLICY
Membership in the academic community places a special obligation on all participants to preserve an
atmosphere conducive to a safe and positive learning environment. Part of that obligation implies the
responsibility of each member of the NAU community to maintain an environment in which the
behavior of any individual is not disruptive. Instructors have the authority and the responsibility to
manage their classes in accordance with University regulations. Instructors have the right and
obligation to confront disruptive behavior thereby promoting and enforcing standards of behavior
necessary for maintaining an atmosphere conducive to teaching and learning. Instructors are
responsible for establishing, communicating, and enforcing reasonable expectations and rules of
classroom behavior. These expectations are to be communicated to students in the syllabus and in
class discussions and activities at the outset of the course. Each student is responsible for behaving
in a manner that supports a positive learning environment and that does not interrupt nor disrupt the
delivery of education by instructors or receipt of education by students, within or outside a class. The
Effective Fall 2015
complete classroom disruption policy is in Appendices of NAU’s Student Handbook.
August 25, 2015
Effective Fall 2015