Preparing Students for Preparing Students for Transfer and a Major.Transfer and a Major.

Martin Flashman Martin Flashman IMPAC Lead Faculty for IMPAC Lead Faculty for

Mathematics Mathematics Professor of MathematicsProfessor of MathematicsHumboldt State UniversityHumboldt State Universityflashman@humboldt.eduflashman@humboldt.edu

IMPAC ProjectIMPAC ProjectAn Intersegmental ApproachAn Intersegmental Approach

http://www.cal-impac.orghttp://www.cal-impac.org

AbstractAbstract As the economics of college education continue to As the economics of college education continue to

evolve, more students will be planning to transfer evolve, more students will be planning to transfer from Community Colleges to the CSU and UC from Community Colleges to the CSU and UC systems. systems.

IMPAC is the California intersegmental project that is IMPAC is the California intersegmental project that is trying to improve the transfer process by focusing on trying to improve the transfer process by focusing on preparation for a major.preparation for a major.

Professor Flashman will discuss some of the Professor Flashman will discuss some of the recommendations of IMPAC for prospective recommendations of IMPAC for prospective Mathematics majors and relevant developments at Mathematics majors and relevant developments at the CSU and UC campuses.the CSU and UC campuses.

What is IMPAC?What is IMPAC?

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

How does IMPAC work?How does IMPAC work? Regional Meetings attended by many discipline groups. Science I- Regional Meetings attended by many discipline groups. Science I-

Mathematics Mathematics 2 in 2004-2005 [4 in 2003-2004]2 in 2004-2005 [4 in 2003-2004]

• SouthSouth and and MetroMetro Regions RegionsNovember 13, 2004November 13, 2004 atat LAX Sheraton GatewayLAX Sheraton Gateway

• UC:UC: Irvine, Los Angeles, Riverside, Santa Barbara, San Diego Irvine, Los Angeles, Riverside, Santa Barbara, San Diego• CSU:CSU: Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Long Beach, Los Bakersfield, Channel Islands, Dominguez Hills, Fullerton, Long Beach, Los

Angeles, Northridge, Pomona, San Bernardino, San Diego, SLO, San MarcosAngeles, Northridge, Pomona, San Bernardino, San Diego, SLO, San Marcos• CCCCCC: Allan Hancock, Antelope Valley, Bakersfield, Barstow, Canyons, Cerritos, Cerro : Allan Hancock, Antelope Valley, Bakersfield, Barstow, Canyons, Cerritos, Cerro

Coso, Chaffey, Citrus, Coastline, Compton, Copper Mountain, Crafton Hills, Cuesta, Coso, Chaffey, Citrus, Coastline, Compton, Copper Mountain, Crafton Hills, Cuesta, Cuyamaca, Cypress, Desert, East Los Angeles, El Camino, Fullerton, Glendale, Cuyamaca, Cypress, Desert, East Los Angeles, El Camino, Fullerton, Glendale, Golden West, Grossmont, Imperial Valley, Irvine Valley, Long Beach City, Los Angeles Golden West, Grossmont, Imperial Valley, Irvine Valley, Long Beach City, Los Angeles City, Los Angeles Harbor, Los Angeles Mission, Los Angeles Pierce, 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. Southwest, Los Angeles Trade Tech, Los Angeles Valley, MiraCosta, Moorpark, Mt. San Antonio, Mt. San Jacinto, North Orange CCCD/Noncredit, Orange Coast, Oxnard, San Antonio, Mt. San Jacinto, North Orange CCCD/Noncredit, Orange Coast, Oxnard, Palo Verde, Palomar, Pasadena City, Porterville, Rio Hondo, Riverside, Saddleback, Palo Verde, Palomar, Pasadena City, Porterville, Rio Hondo, Riverside, Saddleback, San Bernardino Valley, San Diego Centers for Ed. & Tech., San Diego City, San Diego 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 Mesa, San Diego Miramar, Santa Ana, Santa Barbara City, Santa Monica, Santiago Canyon, Sequoias, Southwestern, Taft, Ventura, Victor Valley, West Los AngelesCanyon, Sequoias, Southwestern, Taft, Ventura, Victor Valley, West Los Angeles

Statewide MeetingStatewide Meeting April 29 - 30, 2005April 29 - 30, 2005

Radisson Hotel-LAX, Radisson Hotel-LAX,

IMPAC on the WWWIMPAC on the WWW

Register on-line for Register on-line for meetings atmeetings at

http://www.cal-impac.org/http://www.cal-impac.org/

What Are The IMPAC Objectives ?What Are The IMPAC Objectives ?

The two specific objectives of IMPAC are: The two specific objectives of IMPAC are: the creation of a the creation of a common understanding of common understanding of

the major preparation including key the major preparation including key components of the lower division curriculumcomponents of the lower division curriculum; ; and and

the establishment of a system of the establishment of a system of state and state and regional intersegmental faculty dialoguesregional intersegmental faculty dialogues, by , by discipline and among related disciplines, discipline and among related disciplines, to to address curriculum issuesaddress curriculum issues related to related to articulation and transfer. articulation and transfer.

What Has IMPAC Done So Far?What Has IMPAC Done So Far?

Advisory Letters to Mathematics Faculty, Advisory Letters to Mathematics Faculty, Community College Counselors, and Community College Counselors, and Transferring Mathematics Majors. Transferring Mathematics Majors. (Approved and Distributed 2004)(Approved and Distributed 2004)

Recommendations for 2004-2005Recommendations for 2004-2005 Communications (WWW and ASSIST)Communications (WWW and ASSIST) Community (Regional Intersegmental Math Community (Regional Intersegmental Math

Councils)Councils) Curriculum (CAN)Curriculum (CAN)

Related ProjectsRelated Projects CANCAN

California Articulation Number [CC and CSU]California Articulation Number [CC and CSU] ASSIST [ASSIST [www.assist.orgwww.assist.org]] The University of CaliforniaThe University of California

http://www.ucop.edu/pathways/ http://www.ucop.edu/pathways/ Dual Admissions Program (DAP)Dual Admissions Program (DAP) Guaranteed Transfer Option (GTO)Guaranteed Transfer Option (GTO)

The California State UniversityThe California State University http://www.csumentor.edu/ (GE planning) California State University Lower Division Major

Requirements(Lower Division Transfer Project)

CAN: California Articulation CAN: California Articulation Number Number

The The California Articulation Number System (CAN)California Articulation Number System (CAN) is a course is a course identification system for identification system for common core lower-division transferable, common core lower-division transferable, major preparation courses commonly taught on CCC and CSU major preparation courses commonly taught on CCC and CSU campuses. campuses.

Colleges and universities that demonstrate common acceptance of Colleges and universities that demonstrate common acceptance of courses through traditional articulation agreements can qualify courses courses through traditional articulation agreements can qualify courses for CAN designations.for CAN designations.

Courses with CAN designators are accepted by any other CAN Courses with CAN designators are accepted by any other CAN participating institutions as being comparable to their local participating institutions as being comparable to their local courses with the same CAN designators to meet local courses with the same CAN designators to meet local requirements,requirements, even if the receiving university has not established an even if the receiving university has not established an explicit traditional articulation agreement with a particular California explicit traditional articulation agreement with a particular California Community College. Community College.

ASSISTASSIST [www.assist.org] [www.assist.org]Articulation System Stimulating Interinstitutional Articulation System Stimulating Interinstitutional TransferTransfer ProjectProject

ASSIST is a computerized student-transfer ASSIST is a computerized student-transfer information system that can be accessed over information system that can be accessed over the World Wide Web. the World Wide Web.

It displays reports of how course credits earned It displays reports of how course credits earned at one California college or university can be at one California college or university can be applied when transferred to another. applied when transferred to another.

ASSIST is the official repository of articulation ASSIST is the official repository of articulation for California’s colleges and universities and for California’s colleges and universities and therefore provides the most accurate and up-to-therefore provides the most accurate and up-to-date information available about student transfer date information available about student transfer in California. in California.

To: To: Humboldt State Humboldt State |From: |From: Los Angeles Pierce College Los Angeles Pierce College SemesterSemester|| Semester Semester

Articulation Agreement by Major Effective during the 04-05 Academic Year Articulation Agreement by Major Effective during the 04-05 Academic Year ====Mathematics==== ====Mathematics====

The following are theThe following are the LOWER DIVISION REQUIREMENTS LOWER DIVISION REQUIREMENTS for this major. for this major.

MATH 109 Calculus I (4)|MATH 261 Calculus I (5) (CAN MATH 18) MATH 109 Calculus I (4)|MATH 261 Calculus I (5) (CAN MATH 18)

| (CAN MATH 18) (§ CAN MATH SEQ B) | (CAN MATH 18) (§ CAN MATH SEQ B)

| (§ CAN MATH SEQ B) (§ CAN MATH SEQ C)| (§ CAN MATH SEQ B) (§ CAN MATH SEQ C)

| (§ CAN MATH SEQ C) | (§ CAN MATH SEQ C)

-------------------------------------------------------------------------------- --------------------------------------------------------------------------------

MATH 110 Calculus II (4)|MATH 262 Calculus II (5) (CAN MATH 20) MATH 110 Calculus II (4)|MATH 262 Calculus II (5) (CAN MATH 20)

| (CAN MATH 20) (§ CAN MATH SEQ B) | (CAN MATH 20) (§ CAN MATH SEQ B)

| (§ CAN MATH SEQ B) (§ CAN MATH SEQ C) | (§ CAN MATH SEQ B) (§ CAN MATH SEQ C)

| (§ CAN MATH SEQ C) | (§ CAN MATH SEQ C)

-------------------------------------------------------------------------------- --------------------------------------------------------------------------------

MATH 210 Calculus III (4)|MATH 263 Calculus III (5) (CAN MATH 22) MATH 210 Calculus III (4)|MATH 263 Calculus III (5) (CAN MATH 22)

| (CAN MATH 22) (§ CAN MATH SEQ C) | (CAN MATH 22) (§ CAN MATH SEQ C)

| (§ CAN MATH SEQ C) | (§ CAN MATH SEQ C)

-------------------------------------------------------------------------------- --------------------------------------------------------------------------------

MATH 240 Introduction to (3)|No Course Articulated MATH 240 Introduction to (3)|No Course Articulated

Mathematical Thought | Mathematical Thought |

-------------------------------------------------------------------------------- --------------------------------------------------------------------------------

MATH 241 Elements of Linear (3)|MATH 270 Linear Algebra (3) MATH 241 Elements of Linear (3)|MATH 270 Linear Algebra (3)

Algebra | (CAN MATH 26)Algebra | (CAN MATH 26)

-------------------------------------------------------------------------------- --------------------------------------------------------------------------------

Choose one of the following: Choose one of the following:

CIS 130 Introduction to (3)|No Course Articulated CIS 130 Introduction to (3)|No Course Articulated

Programming | Programming |

CIS 230 C++ Programming (3)|No Course Articulated CIS 230 C++ Programming (3)|No Course Articulated

CIS 235 Java Programming (3)|No Course Articulated CIS 235 Java Programming (3)|No Course Articulated

Same as: CS 235 | Same as: CS 235 |

CIS 240 Visual Basic Programming (3)|No Course Articulated CIS 240 Visual Basic Programming (3)|No Course Articulated

Same as: CS 240 | Same as: CS 240 |

Same lower division requirements for Applied Mathematics Option. Same lower division requirements for Applied Mathematics Option.

Students must earn a minimum grade of C- in all courses for the major (all Students must earn a minimum grade of C- in all courses for the major (all options). options).

END OF MAJOREND OF MAJOR

§Humboldt State University MATH 109 + MATH 110 qualified as CAN §Humboldt State University MATH 109 + MATH 110 qualified as CAN MATH SEQ BMATH SEQ B

Humboldt State University MATH 109 + MATH 110 + MATH 210 qualified Humboldt State University MATH 109 + MATH 110 + MATH 210 qualified as CAN MATH SEQ C as CAN MATH SEQ C

Los Angeles Pierce College MATH 261 + MATH 262 qualified as CAN Los Angeles Pierce College MATH 261 + MATH 262 qualified as CAN MATH SEQ B MATH SEQ B

Los Angeles Pierce College MATH 261 + MATH 262 + MATH 263 Los Angeles Pierce College MATH 261 + MATH 262 + MATH 263 qualified as CAN MATH SEQ C qualified as CAN MATH SEQ C

THE ABOVE ARTICULATION AGREEMENT IS SUBJECT TO PERIODIC THE ABOVE ARTICULATION AGREEMENT IS SUBJECT TO PERIODIC REVISION. PLEASE CONSULT A COUNSELOR EVERY REVISION. PLEASE CONSULT A COUNSELOR EVERY SEMESTER TO OBTAIN CURRENT INFORMATION ABOUT SEMESTER TO OBTAIN CURRENT INFORMATION ABOUT POSSIBLE CHANGES IN THE AGREEMENT. POSSIBLE CHANGES IN THE AGREEMENT.

Mathematics LettersMathematics LettersAdvisory Memorandum to Prospective Advisory Memorandum to Prospective

Mathematics MajorsMathematics MajorsMarch 1, 2004March 1, 2004

To: Students at community colleges considering a major in To: Students at community colleges considering a major in mathematics.mathematics.

From: The Intersegmental Major Preparation Articulated From: The Intersegmental Major Preparation Articulated Curriculum (IMPAC) Mathematics Advisory CommitteeCurriculum (IMPAC) Mathematics Advisory Committee

Re: Advice in preparing for a major in mathematics.Re: Advice in preparing for a major in mathematics.

As a result of consultations with mathematics departments As a result of consultations with mathematics departments of the University of California, The California State of the University of California, The California State University, and the California Community Colleges, the University, and the California Community Colleges, the Mathematics Advisory Committee of IMPAC provides the Mathematics Advisory Committee of IMPAC provides the following recommendations to assist community college following recommendations to assist community college students preparing for transfer as mathematics majors. students preparing for transfer as mathematics majors.

SUMMARY OF ADVICE:SUMMARY OF ADVICE: Work closely with the mathematics and Work closely with the mathematics and

counseling faculty of your college as soon as counseling faculty of your college as soon as possible to design a program of courses in possible to design a program of courses in preparation for transfer to a university.preparation for transfer to a university.

Take as many lower division mathematics Take as many lower division mathematics courses required for a major in Mathematics courses required for a major in Mathematics as possible.as possible.

Work to develop familiarity with proofsWork to develop familiarity with proofs.. Be familiar with geometric concepts Be familiar with geometric concepts

including proofs at least at the level usually including proofs at least at the level usually treated in high school geometry courses.treated in high school geometry courses.

Complete the full calculus sequence (including infinite series Complete the full calculus sequence (including infinite series and an introduction to the calculus of several variables) or at and an introduction to the calculus of several variables) or at least one full year (2 semesters or 3 quarters) of a scientific / least one full year (2 semesters or 3 quarters) of a scientific / engineering style calculus course at the same institution.engineering style calculus course at the same institution.

Take a linear algebra course. (Encouraged)Take a linear algebra course. (Encouraged) Take a differential equations course. (Encouraged)Take a differential equations course. (Encouraged)

Consider taking a computer course that develops competency Consider taking a computer course that develops competency in a computer programming language including the in a computer programming language including the construction of algorithms. construction of algorithms.

Consider taking a course in statistics.Consider taking a course in statistics. Try to take full year applications courses for science majors.Try to take full year applications courses for science majors. Consider deferring a calculus-based physics course until you Consider deferring a calculus-based physics course until you

have completed at least one year of calculus.have completed at least one year of calculus.

General RecommendationsGeneral Recommendations Since you are considering a major in mathematics, Since you are considering a major in mathematics, you should work you should work

closely with the mathematics and counseling faculty of your closely with the mathematics and counseling faculty of your college as soon as possible to design a program of courses in college as soon as possible to design a program of courses in preparation for transfer to a universitypreparation for transfer to a university. .

Initially you should become familiar with requirements for majoring in Initially you should become familiar with requirements for majoring in mathematics at universities to which you may transfer. mathematics at universities to which you may transfer. It is It is important to note that the requirements for a mathematics major important to note that the requirements for a mathematics major may differ significantly among the universities you are may differ significantly among the universities you are considering.considering. Use current catalogs, mathematics department web Use current catalogs, mathematics department web sites, and other resources such as the ASSIST web site sites, and other resources such as the ASSIST web site [http://www.assist.org] to learn more about transfer requirements for a [http://www.assist.org] to learn more about transfer requirements for a mathematics major. Discuss your choices with your counselors and mathematics major. Discuss your choices with your counselors and mathematics instructors. Contact a university’s mathematics faculty mathematics instructors. Contact a university’s mathematics faculty or program advisors to discuss any potential problems with or program advisors to discuss any potential problems with transferring courses there.transferring courses there.

You should take as many lower division mathematics courses You should take as many lower division mathematics courses required for a major in Mathematics as possible before you required for a major in Mathematics as possible before you transfer.transfer.

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

Mathematical Maturity:Mathematical Maturity: Junior‑level university mathematics majors Junior‑level university mathematics majors are expected to read and write proofs of various types and levels of are expected to read and write proofs of various types and levels of sophistication. This is referred to frequently as sophistication. This is referred to frequently as mathematical mathematical maturitymaturity. There are many levels of mathematical maturity, but . There are many levels of mathematical maturity, but junior‑level mathematics majors are expected to perform at a level junior‑level mathematics majors are expected to perform at a level of maturity distinctly above that of lower division students.of maturity distinctly above that of lower division students.

Some university mathematics programs develop and certify Some university mathematics programs develop and certify mathematical maturity through a specific lower or upper division mathematical maturity through a specific lower or upper division course with an emphasis on proof writing. Other programs provide course with an emphasis on proof writing. Other programs provide the opportunity to develop mathematical maturity in the context of the opportunity to develop mathematical maturity in the context of lower‑division courses such as discrete mathematics or linear lower‑division courses such as discrete mathematics or linear algebra.algebra.

In any case, prior to transfer, In any case, prior to transfer, you should work to develop you should work to develop familiarity with proofsfamiliarity with proofs. How this work will be received at a . How this work will be received at a university varies from school to school. You should consult with a university varies from school to school. You should consult with a transfer university's faculty or program advisor as early as possible transfer university's faculty or program advisor as early as possible for specific information and recommendations regarding for specific information and recommendations regarding mathematical maturity.mathematical maturity.

Specific RecommendationsSpecific Recommendations

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

Calculus:Calculus: There are often different approaches taken There are often different approaches taken during the first year calculus course. Ideally, during the first year calculus course. Ideally, you should you should have completed the full calculus sequence have completed the full calculus sequence (including infinite series and an introduction to the (including infinite series and an introduction to the calculus of several variables) prior to transfer. calculus of several variables) prior to transfer. This This generally should take 3 semesters (4‑5 quarters).generally should take 3 semesters (4‑5 quarters).

When you cannot take the full calculus sequence When you cannot take the full calculus sequence prior to transfer, you should take at least one full prior to transfer, you should take at least one full year (2 semesters or 3 quarters) of a scientific / year (2 semesters or 3 quarters) of a scientific / engineering style calculus course at the same engineering style calculus course at the same institution. institution.

Splitting the first year of calculus between courses at Splitting the first year of calculus between courses at different colleges can result in missing concepts and different colleges can result in missing concepts and may make articulation more difficult.may make articulation more difficult.

Non-Calculus CoursesNon-Calculus Courses Linear Algebra:Linear Algebra: You should take some course that covers linear You should take some course that covers linear

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

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

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

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

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

The University of CaliforniaThe University of California

Dual Admissions Program (DAP) honored Dual Admissions Program (DAP) honored but no longer being offered.but no longer being offered.

Transfer Admission Guaranteed (TAG) Transfer Admission Guaranteed (TAG) programs: Davis, Merced, Riverside, San programs: Davis, Merced, Riverside, San Diego, Santa Cruz, Santa BarbaraDiego, Santa Cruz, Santa Barbara

Transfer Opportunity Program (Davis)Transfer Opportunity Program (Davis) Transfer Provisional Admissions (Irvine) Transfer Provisional Admissions (Irvine)

University of California MajorsUniversity of California MajorsThe following majors are available at university campuses for the selected discipline. The The 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 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. abbreviation next to a major to see more information about that major.

Computational Applied Science, B.S. (Computational Applied Science, B.S. (UCDUCD))Creative Studies: Mathematics Emphasis Creative Studies: Mathematics Emphasis B.A./B.S. (B.A./B.S. (UCSBUCSB))Economics and Mathematics (joint major) Economics and Mathematics (joint major) B.A. (B.A. (UCSDUCSD))Economics/Mathematics B.A. (Economics/Mathematics B.A. (UCSBUCSB))Engineering Mathematics and Statistics Engineering Mathematics and Statistics B.S. (B.S. (UCBUCB))Financial Mathematics & Statistics B.S. (Financial Mathematics & Statistics B.S. (UCSBUCSB))Mathematical and Scientific Computation, Mathematical and Scientific Computation, B.S. (B.S. (UCDUCD))Mathematical Sciences B.S. (Mathematical Sciences B.S. (UCSBUCSB))Mathematics - Computational B.A. (Mathematics - Computational B.A. (UCSCUCSC))Mathematics - Computer Science B.A. (Mathematics - Computer Science B.A. (UCSDUCSD))Mathematics - Mathematics Education B.A. Mathematics - Mathematics Education B.A. ((UCSCUCSC))Mathematics - Pure B.A. (Mathematics - Pure B.A. (UCSCUCSC))

Mathematics - Secondary Education Mathematics - Secondary Education B.A. (B.A. (UCSDUCSD))Mathematics A.B./B.S. (Mathematics A.B./B.S. (UCDUCD))Mathematics and Economics (joint Mathematics and Economics (joint major) B.A. (major) B.A. (UCSDUCSD))Mathematics B.A. (Mathematics B.A. (UCBUCB, UCSB, , UCSB, UCSC, UCSD)UCSC, UCSD)Mathematics B.A./B.S. (UCR)Mathematics B.A./B.S. (UCR)Mathematics B.S. (UCI, UCLA, UCSB)Mathematics B.S. (UCI, UCLA, UCSB)Mathematics of Computation B.S. Mathematics of Computation B.S. (UCLA)(UCLA)Mathematics, Applied Science B.A. Mathematics, Applied Science B.A. (UCSD)(UCSD)Mathematics, General B.S. (UCLA)Mathematics, General B.S. (UCLA)Mathematics, Scientific Computation, Mathematics, Scientific Computation, B.S. (UCSD)B.S. (UCSD)

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 Chancellor’s 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.

CSU Lower Division Transfer Project Mathematics (pending 2005?)Mathematics (pending 2005?)

Statewide:Statewide: All areas of General education except the area of the All areas of General education except the area of the Physical Science. [The Area of General Education Physical Science Physical Science. [The Area of General Education Physical Science is required for all campuses, but is subject to some restrictions under is required for all campuses, but is subject to some restrictions under local control.] •local control.] •

Three semesters or four quarters of calculus. Students who take the Three semesters or four quarters of calculus. Students who take the sequence of courses in CAN MATH SEQ C (Calculus I - III sequence of courses in CAN MATH SEQ C (Calculus I - III (semester) or Calculus I-IV (quarter) will have these courses (semester) or Calculus I-IV (quarter) will have these courses accepted by all CSU campuses as satisfying the lower division accepted by all CSU campuses as satisfying the lower division requirements in calculus. requirements in calculus.

Local:Local: Mathematics programs also expect transfer students to have Mathematics programs also expect transfer students to have completed one or more additional courses besides calculus as well completed one or more additional courses besides calculus as well as the area of Physical Science for General Education. as the area of Physical Science for General Education.

These courses and possible restrictions on what courses may be These courses and possible restrictions on what courses may be taken to satisfy the General Education area of Physical Science are taken to satisfy the General Education area of Physical Science are determined by the local campuses.determined by the local campuses.

Locally determined courses examples: Linear Algebra, Differential Locally determined courses examples: Linear Algebra, Differential Equations, A Computer Programming Course, Lower Division GE Equations, A Computer Programming Course, Lower Division GE “Physical Universe”.“Physical Universe”.

Mathematics Recommendations Mathematics Recommendations Statewide IMPAC Meeting 2004 Statewide IMPAC Meeting 2004

I. Course Related RecommendationsI. Course Related Recommendations. These relate to . These relate to the nature of and CAN description of the lower division the nature of and CAN description of the lower division Linear Algebra Course and the development of a Linear Algebra Course and the development of a description and proposals for a variety ways to provide a description and proposals for a variety ways to provide a "bridge" course, i.e., a transitional course for "bridge" course, i.e., a transitional course for Mathematics majors.Mathematics majors.

II. Improving communications within the II. Improving communications within the Mathematics CommunityMathematics Community regionally and/or statewide regionally and/or statewide for mathematics transfer students.for mathematics transfer students.

I.I. Course Related Recommendations. Course Related Recommendations.

A. Linear AlgebraA. Linear Algebra

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

Recommendation 2.Recommendation 2. The CAN description for Linear Algebra The CAN description for Linear Algebra should be modified to reflect a limited treatment of the structural should be modified to reflect a limited treatment of the structural aspects of linear algebra.aspects of linear algebra.

Current: Current:

CAN: MATH 26CAN: MATH 26

Title: Linear AlgebraTitle: Linear Algebra

Description: Matrices and linear transformations; vector spaces;Description: Matrices and linear transformations; vector spaces;

determinants; eigenvalues and eigenvectors.determinants; eigenvalues and eigenvectors.

Prerequisite: CAN MATH 17/18. 3 semester units or 4 quarter units.Prerequisite: CAN MATH 17/18. 3 semester units or 4 quarter units. Recommended modification:Recommended modification:

CAN: MATH 26CAN: MATH 26

Title: Linear AlgebraTitle: Linear Algebra

Description: Description: An introduction to computation and algebraic An introduction to computation and algebraic structures for real vector spacesstructures for real vector spaces, matrices and linear , matrices and linear transformations; determinants; eigenvalues and eigenvectors.transformations; determinants; eigenvalues and eigenvectors.

Prerequisite: CAN MATH 17/18. 3 semester units or 4 quarter units. Prerequisite: CAN MATH 17/18. 3 semester units or 4 quarter units.

B. Lower Division Bridge or B. Lower Division Bridge or Transition CoursesTransition Courses

Preface.Preface. Many CSU and UC Mathematics programs Many CSU and UC Mathematics programs have a lower division required course that provides a have a lower division required course that provides a transition from the computational and algorithmic nature transition from the computational and algorithmic nature of lower division courses such as calculus to the more of lower division courses such as calculus to the more structural and proof oriented organization of upper structural and proof oriented organization of upper division mathematics courses. [9 CSU and 3 UC division mathematics courses. [9 CSU and 3 UC recommended or required in the lower division.]recommended or required in the lower division.]

Other programs make this kind of course a initial part of Other programs make this kind of course a initial part of upper division course work or have no such course.upper division course work or have no such course.

Recommendation 1.Recommendation 1. When possible the student should When possible the student should be encouraged to cross-register in a bridge course at a be encouraged to cross-register in a bridge course at a local university. local university.

Recommendation 2.Recommendation 2. Universities that offer these bridge Universities that offer these bridge courses should coordinate their summer course courses should coordinate their summer course offerings. offerings.

Recommendation 3.Recommendation 3. A consortium of colleges and A consortium of colleges and universities should organize a special summer program universities should organize a special summer program (funded by the NSF, a state agency, or some private (funded by the NSF, a state agency, or some private philanthropy) that would provide the kind of experience in philanthropy) that would provide the kind of experience in working with proofs found in these bridge courses along working with proofs found in these bridge courses along with beginning work in mathematical research. with beginning work in mathematical research.

Recommendation 4.Recommendation 4. A new CAN Number and A new CAN Number and descriptor should be developed for this bridge course.descriptor should be developed for this bridge course.

II. Improving Communications within II. Improving Communications within the Mathematics Communitythe Mathematics Community

Preface:Preface: Better communication could provide Better communication could provide information about transfer courses, the nature of information about transfer courses, the nature of mathematical studies in upper division courses, and key mathematical studies in upper division courses, and key people to contact and places to obtain information with people to contact and places to obtain information with regard to the specifics of transfer. regard to the specifics of transfer.

The recommendations are divided into two categories:The recommendations are divided into two categories: A. University and College Recommendations and A. University and College Recommendations and B. Organizational Recommendations.B. Organizational Recommendations.

A. University and College A. University and College RecommendationsRecommendations..

Recommendation 1Recommendation 1 Each University Each University department should designate one or more department should designate one or more faculty or advising staff members as transfer faculty or advising staff members as transfer advisor(s). The advisor(s) will be responsible for advisor(s). The advisor(s) will be responsible for matters related to transferring students –such as matters related to transferring students –such as transfer course approval and program planning .transfer course approval and program planning .

Recommendation 2 Recommendation 2 Each College department Each College department should develop a structure (using resources should develop a structure (using resources such as MESA, matriculation funds, and other such as MESA, matriculation funds, and other grants) to assist students planning to transfer. grants) to assist students planning to transfer.

Recommendation 3.Recommendation 3. Each University department should Each University department should designate one or more faculty members responsible for designate one or more faculty members responsible for articulation agreements . University departments should keep articulation agreements . University departments should keep recognized feeder colleges informed on relevant changes to recognized feeder colleges informed on relevant changes to requirements and courses. requirements and courses.

Recommendation 4.Recommendation 4. Each University department should Each University department should maintain a web page to advise prospective transfer students maintain a web page to advise prospective transfer students on relevant requirements and advice for transferring as a on relevant requirements and advice for transferring as a mathematics major. This page should be linked clearly from mathematics major. This page should be linked clearly from the department home page and should address at least the the department home page and should address at least the main issues from the IMPAC letters of advice for transfers main issues from the IMPAC letters of advice for transfers while indicating how to obtain details on articulation while indicating how to obtain details on articulation agreements through ASSIST or otherwise. It should give the agreements through ASSIST or otherwise. It should give the name and other relevant information of the department’s name and other relevant information of the department’s designated transfer advisor(s). designated transfer advisor(s).

Recommendation 5.Recommendation 5. Each College and University Each College and University department should work with their campus articulation department should work with their campus articulation officer to maintain current articulation and contact officer to maintain current articulation and contact information with ASSIST.information with ASSIST.

Recommendation 6.Recommendation 6. When possible University When possible University departments will provide information through the web departments will provide information through the web describing required courses for the major including describing required courses for the major including course outlines.course outlines.

B. Organizational B. Organizational RecommendationsRecommendations

Recommendation 1.Recommendation 1. A web page should be developed containing A web page should be developed containing information and links for all university mathematics departments. information and links for all university mathematics departments. This web page will be developed in cooperation with ASSIST and This web page will be developed in cooperation with ASSIST and placed in an easily found location on the ASSIST web site and placed in an easily found location on the ASSIST web site and possibly mirrored elsewhere at the CSU and UC system transfer possibly mirrored elsewhere at the CSU and UC system transfer information web sites. The web page will include the following information web sites. The web page will include the following information for each University Campus:information for each University Campus:

A Contact Person / Advisor with E-mail Address and Phone.A Contact Person / Advisor with E-mail Address and Phone. A link to the Mathematics Department Web Page and a A link to the Mathematics Department Web Page and a

Recommended Phone Contact Number.Recommended Phone Contact Number. A link to Any Mathematics Department Transfer Information Web A link to Any Mathematics Department Transfer Information Web

PagePage

University Contact Person    E-mail Address Phone Mathematics Department Web PageUniversity of California

Paul Vojta,  Vice Chair, Undergraduate Affairs vojta@math.berkeley.eduBarbara Peavy peavy@math

Davis Gravner, Janko Vice Chair for Undergraduate Matters

gravner@math.ucdavis.edu (530) 752-0825 Davis

Irvine Prof. Paul Eklof Vice Chair for Undergraduate Studies

peklof@math.uci.edu (949) 824-6595 Irvine

Los Angeles Ronald MIECH  Professor/Vice Chair rjm@math.ucla.edu 825-1049 Los AngelesRiverside Bun Wong, Chair wong@math.ucr.edu (909)787-4757 Riverside

San Diego James Bunch jbunch@ucsd.edu 44889 San DiegoSanta Barbara John Doner, Vice Chair doner@math.ucsb.edu 3941 Santa BarbaraSanta Cruz Bruce Cooperstein, Deputy Chair coop@cats.ucsc.edu (831) 459- 2150 Santa Cruz California State UniversityBakersfield  Kamel Haddad, Chair khaddad@cs.csubak.edu (661)664-3151 at BakersfieldChannel Islands Ivona Grzegorczyk Ivona.Grze@csuci.edu (805) 437-8868Chico Margaret Owens, Chair maowens@csuchico.edu (530) 898-6111 ChicoDominguezHills George Jennings, Chair gjennings@csudh.edu (310) 243-3592 Dominguez Hills Fresno Larry Cusick, Chair larryc@csufresno.edu (559) 278-2992 FresnoFullerton James Friel, Chair jfriel@fullerton.edu (714) 278-3631 FullertonHayward Edna Reiter, Chair ereiter@csuhayward.edu (510) 885-3414 Hayward,Humboldt State University Howard Stauffer, Chair hbs2@humboldt.edu (707) 826-4341 Humboldt State U

Arthur Wayman, Chair away@csulb.eduKent Merryfield, Transfer Advisor kmerry@csulb.edu

Los Angeles P. K. Subramanian, Chair mani@calstatela.edu (323) 343-2150 Los AngelesMonterey Bay Donald Pierce, Director donald_pierce@csumb.edu (831) 582-3713 Monterey BayNorthridge Magnhild Lien, Chair magnhild.lien@csun.edu (818) 677-2721 NorthridgeCalifornia State Polytechnic-Pomona Claudia Pinter-Lucke, Chair clpinterluck@csupomona.edu (909) 869-4058 or -3142 California State Polytechnic University,

PomonaSacramento Doraiswamy Ramchandran, Chair chandra@csus.edu (916) 278-6534 at SacramentoSan Bernardino Peter Williams, Chair williams@math.csusb.edu (909) 880-5379 San Bernardino catalog see p275San Diego State University David Lesley, Chair lesley@sdsu.edu (619) 594-6191 San Diego State U San Francisco State University David Meredith, Chair meredith@sfsu.edu (415) 338-2251 San Francisco State USan Jose State University Roger Alperin, Chair alperin@math.sjsu.edu (408) 924-5066 San Jose State UCal Poly, San Luis Obispo Kent Morrison, Chair kmorriso@calpoly.edu (805) 756-2464 Cal Poly, San Luis ObispoSan Marcos Linda Holt, Chair lholt@csusm.edu (760) 750-4092 San MarcosSonoma State University Brian Jersky, Chair brian.jersky@sonoma.edu (707) 664-2361 Sonoma State UniversityStanislaus Judith L. Clarke, Chair jclarke@csustan.edu (209) 667-3547 Stanislaus

Berkeley  642-3457 Berkeley 

Long Beach (562) 985-8008 Long Beach

ASSIST Link

Up to date information for transfer purposes.DRAFT VERSION- Not for public use. 2-18-04

Intersegmental Mathematics Intersegmental Mathematics Councils.Councils.

Recommendation 2Recommendation 2. Regional cooperation should be developed . Regional cooperation should be developed between individual campuses and where possible by the formation between individual campuses and where possible by the formation of intersegmental mathematics councils. These councils would meet of intersegmental mathematics councils. These councils would meet at least once annually to develop programs and disseminate at least once annually to develop programs and disseminate information. Some areas for possible cooperation include:information. Some areas for possible cooperation include:

College Math club guest speakers from the university.College Math club guest speakers from the university. College faculty taking courses or participating in university College faculty taking courses or participating in university

seminars. Sabbatical leave positions being fostered for College seminars. Sabbatical leave positions being fostered for College faculty at Universities. faculty at Universities.

Math contests at the university that the local college Math contests at the university that the local college students are invited to enter.students are invited to enter.

Math Transfer DayMath Transfer Day

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

Participate in IMPAC related Participate in IMPAC related ProjectsProjects

Meeting at LAX, November 13. Meeting at LAX, November 13. Planning for Spring, 2005 events.Planning for Spring, 2005 events. CAN CAN

• MathematicsMathematics• Mathematics EducationMathematics Education• Business MathematicsBusiness Mathematics

Get involved in planning Math DaysGet involved in planning Math Days Get involved in regional inter-segmental Get involved in regional inter-segmental

math community.math community.

Any Questions?Any Questions?

The End!The End!