2008-2009 General Catalog Bossier Parish Community College BPCC Home Bossier Parish Community College Logo Catalog Table of Contents

Division of Mathematics and Technical Education

Division of Mathematics and Technical Education

Dean:

Frank Viviano, Associate Professor of Mathematics
E125
318-678-6043
fviviano@bpcc.edu

Faculty:

Associate Professors: Sharon DeCarlo
Donna Densmore
Virginia Eaves
Karen Moore
Pam Stogsdill
Assistant Professor: Edward Chopin (Program Director, Construction Technology)
Instructors: Stacy Black
Deanna Hardy
Miles Hitchcock
Allan Pratt (Program Director, Industrial Control Systems)
James Scott
Dr. Ed Thomas
Interim Instructor: Linda Sonnier (Construction Technology Director)
Mathematics Coordinator: William J. Downey

Division Associate Degree and Certificate Information

The Division of Mathematics and Technical Education offers the following degree and certificate programs: Associate of Applied Science in Industrial Control Systems, Certificate of Technical Studies in Computer Aided Drafting, and Certificate of Technical Studies in Construction Technology.

Mission of the Division of Mathematics and Technical Education

To provide the opportunity for students to earn college math credits for transfer to four-year institution of higher learning; to provide developmental math classes that enable students to acquire basic skills; and to offer the following: Associate of Applied Science in Industrial Control Systems, Certificate of Technical Studies in Computer Aided Drafting, and Certificate of Technical Studies in Construction Technology.

Objectives of the Division of Mathematics and Technical Education:

  • To maintain a high degree of academic quality in developmental and transferable math classes in order to enhance student success in mathematics and related subjects.
  • To provide adequate courses and curricula to meet the needs of changing technologies in both fields of Computer Drafting and Design and Industrial Control Systems.

General Division Information

Bossier Parish Community College offers developmental math courses, as well as, math courses that will transfer to other institutions of higher learning. MATH 097, MATH 098, and MATH 099 will prepare students to succeed in MATH 102, College Algebra. MATH 102 is part of the core curriculum of the associate degree. Also, BPCC offers a mathematics elective for the associate degree and for students wishing to receive a baccalaureate degree from another institution. Students must check with their academic advisor to determine which mathematics electives will transfer to the baccalaureate degree institution.

The mathematics elective can be chosen from the following mathematics courses:

Students must take the Math Placement test if the ACT score in math falls below 20 or if there are no ACT scores. Students will be placed in the mathematics course indicated by the Compass Placement test score.

For elementary education majors, BPCC offers three courses in mathematics for elementary school teachers.

Computer-based Developmental Mathematics

Computer-based developmental mathematics is a class for MATH 097, MATH 098, or MATH 099 students. This class meets in a classroom equipped with computers. The instructor facilitates on an individual and small group basis, meeting the changing needs of the students. Students work with interactive software in this setting, completing homework and assessments on the computer. Because students work at their own pace, full-time students may complete more than one level of developmental mathematics in one semester. Students need some basic computer knowledge for these math courses. The instructor requests that you wait until after the first class meeting to purchase your textbook.

All students must be enrolled full-time as of the 14th class day in order to complete more than one level of developmental mathematics in one semester. (Financial Aid students must be enrolled full-time as of the 14th class day AND the date aid is disbursed in order to complete more than one level of developmental mathematics in one semester.)

Choose computer-based developmental mathematics if you:

  • are self-motivated and work well on your own,
  • want to complete more than one level of developmental mathematics in one semester and are a full-time student,
  • prefer to review a textbook on your own rather than having the material presented by an instructor,
  • need frequent self-checks for learning the material,
  • need only to review prerequisites necessary for college algebra,
  • have some basic computer knowledge and prefer to work on the computer.

Computer-based College Algebra (MATH 102)

Computer-based college algebra is a class for MATH 102 students. This class meets in a classroom equipped with computers. The instructor facilitates on an individual and small group basis, meeting the changing needs of the students. Students work with interactive software in this setting, completing homework and assessments on the computer. Students need some basic computer knowledge for this math course. The instructor requests that you wait until after the first class meeting to purchase your textbook.

Choose computer-based college algebra if you:

  • are self-motivated and work well on your own,
  • prefer to review a textbook on your own rather than having the material presented by an instructor,
  • need frequent self-checks for learning the material,
  • have some basic computer knowledge and prefer to work on the computer.

QEP Mathematics Courses

BPCC’s Quality Enhancement Plan is “Enhancing Student Learning and Engagement in High Risk Mathematics.” BPCC’s goal for the QEP is to improve student learning and engagement in developmental mathematics courses. The Quality Enhancement Plan for teaching developmental mathematics consists of three unique teaching models. They are as follows:

Developmental Mathematics with Supplemental Computer Lab

This model consists of teacher-directed instruction combined with a one hour supplemental lab experience using MyMathLab. Two sections of MATH 097, MATH 098, and MATH 099 are offered consisting of three hours of lecture and one hour of lab. Instructors will direct the lab experience.

Choose developmental mathematics with supplemental computer lab if you:

  • prefer traditional lecture method
  • need an instructor to assist you with your computer assignments
  • are able to attend class four hours per week.

Lecture-style MATH 097 and MATH 098 in one semester

This model consists of a 16-week term that meets six hours per week. During the first eight weeks, students will master MATH 097 objectives through traditional lecture-style teaching using MyMathLab for supplemental instruction. The Learning Center will offer tutoring services for students needing additional instruction. Students will take a final exam. Students passing MATH 097 may continue the last eight weeks of the term in MATH 098 following the same teaching plan.

This model allows student to take one developmental course over an 8-week period. It also gives them the opportunity to complete two developmental courses in one semester.

All students must be enrolled full-time as of the 14th class day in order to complete more than one level of developmental mathematics in one semester. (Financial Aid students must be enrolled full-time as of the 14th class day AND the date aid is disbursed in order to complete more than one level of developmental mathematics in one semester.)

LAMP: Learning-Outcomes Achieved at Mastery Proficiency

A major problem facing developmental mathematics instruction that inflicts and alarming failure rate is that mathematics concepts build upon one another. When students fail to understand concepts in the first chapter, they are still required to move on to the next chapter. Mastery learning is desirous in developmental math courses. Students are required to demonstrate competency in specified cognitive skills, which can be used to document learning. The outlines of the characteristics of instruction in mastery learning programs:

  • Instruction expectations about the course outcomes are clearly defined and communicated to students
  • The course is divided into sequential organized units in which prerequisites are addressed before more complicated material is covered
  • The instructor regularly evaluates student progress against stated learning concepts and provides further, corrective instruction as needed to bring students to mastery.

Community college students typically arrive in developmental math class with an extremely broad range of math skill levels leaving some students at the high end of skill level to fail or do poorly because of boredom and others at the low end to fail because they cannot keep up. The ideal solution would be to instruct each student individually. With emerging and advancing hardware and instructional software technology present, there is a strong potential for effectively providing individualized instruction. Current developments in computer-mediated instruction are geared to mastery learning.

The math management program generates personalized math assignments at each student’s level and scores assignments. It provides reports and record keeping functions to monitor student progress and to address individual needs.

The software monitors progress of mathematical skills practice. It generates individualized assignments and tests, corrects assignments and tests, and reads and reports results for immediate feedback. Each individualized assignment is based on data from previous assignments. Students may test on course concepts when they have correctly answered a set of questions about those concepts at a success rate of 80% or higher.

Students are responsible for completing assignments and tests, reviewing incorrect answers, setting appropriate goals based on their abilities (with teacher assistance) and discussing their progress with the teacher. The teacher is responsible for planning (individual, small, or whole group), motivating students by setting individual goals and feedback, intervening when students need additional assistance, monitoring progress through reports, and discussing assignments and tests with students.

Students will begin with MATH 097 concepts that need to be mastered, and may continue on with the next developmental course, MATH 098. If the student does not complete the second course, data on concepts mastered will be kept on file. Upon registering for MATH 098 the next semester, students will have to prove mastery again on concepts completed at 80% or higher before continuing with the remaining concepts for course completion.

Students will not be doing their assignments on computers. The computer is used only to run software which generated students’ paper assignments, tests, and progress reports.


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