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Academic Enhancement Center

Course SyllabusFall Term 2010

Name of Instructor: Steven DiazPhone: 305-628-6643 (office); 786-546-2415 (Cell)Email:sdiaz2@stu.eduTwitter: CafeRicoIM: kaferico (Google & Yahoo)Office Hours:

Monday & Friday 9:25 AM 2:55 PM; Wednesday 9:25 AM 12:05 PM; & T-Th 12:053 PMCourse Description:

MAT-098 is a review of the mathematics skills that are needed for college level mathematics.The course covers operations with whole numbers, integers, fractions, decimals, percents,ratios, proportions. The course put emphasis on problem solving, reasoning, connections(relation of math concepts to other disciplines), communications (the reading and writing ofmathematical concepts), and number and operations sense. Credit not applicable towardtotal credit graduation requirements.

Eligibility to enroll in this course is based on placement examination (CPT).

Learning Outcomes:

By the end of this course, students should have achieved the following learning outcomes:

1. Students will demonstrate improvement of their proficiency level in pre-algebra skills by

increasing their pre-test scores during the post-tests.2. Students will demonstrate proficiency level on each of the main concepts of the course(see below the Course Curriculum section) by earning at least 70% in the quizzesscheduled for each main concept.

3. Students will demonstrate college readiness to handle the rigor of the next mathematicscourse by attaining a mastery level of at least 70% in the post-test.

4. Students will demonstrate higher confidence doing mathematics and better study skillshabits by scoring on average at least point higher in the math anxiety post-survey(Likert scale) than in the math anxiety pre-survey.

Course # Course Name Credit Class Schedule

MAT 098 Arithmetic Review 3 CreditsWednesdays 8-9:15 AM

Blended CourseComputer Lab A

AEC

Students can exit this course and be placed in the next higher level math course ifthey score 90% in any of the four scheduled assessments that will be administered

during the term and proctored by the instructor.

mailto:sdiaz2@stu.edumailto:sdiaz2@stu.edumailto:sdiaz2@stu.edumailto:sdiaz2@stu.edu

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Course Text & Materials:ALEKS Access Code: ISBN 0072391308 (required)

Bello, Ignacio (2006). Basic College Mathematics, A Real-World Approach 3e; McGrawHill: ISBN 0077217888 (optional)

A different way of learning math with ALEKS

ALEKS is a web-based assessment and learning math system that uses artificial intelligentprogramming to provide an individualized learning experience for every student. The

instructional model of this course will mainly consist on students actively learning at their ownpace with the assistance of ALEKS, the online resources available in Blackboard, and the face-to-face classroom meetings.

Students must take the initiative and responsibility to use all the available resources to activelylearn the course content. Instructional time will be spent less on listening class lectures andmore on learning by doing and reflecting.

Taking into considerationour diverse population of students and to ensure they are involved asmuch as possible in the learning process, this course will be based on a blended learningmodel. In a blended course, students complete the majority (60%) of the learning activitiesonline (i.e. Blackboard and ALEKS), and the other learning activities (40%) takes place in the

face-to-face classroom. Here is what students should expect in this course:

Face-to-Face Meetings: Class will meet oncea week in the classroom (math center),where students will complete interactive practice sets in ALEKS with the assistance ofthe instructor, teacher-assistants (TAs), and tutors.

Computer assisted instruction: A learning and assessment web-based system (i.e.ALEKS) is used to help students grasp and master the course content. ALEKS willassess students prior knowledge of the course content and create a visualrepresentation (i.e. pie chart) of what they know and need to learn. Based on thisassessment, students work on the topics they are ready to learn. Students receiveimmediate feedback for their performance and are continuously assessed to guaranteemastery and retention of the course content.

Self-paced learning: Students complete the course content at their own pace based ontheir prior knowledge of the math concepts and skills covered in the course, and with theguidance of a suggested timeline available in this syllabus. Students have theopportunity to complete two courses in one academic term.

Online Learning Resources: ALEKS provides detailed explanations anddemonstrations of the concepts and skills covered in the course. It also providessupplementary resources such as videos, animations, Power Point presentations, mathdictionary, and the course textbook (i.e. e-book). In addition, students have access inBlackboard of additional instructor-made resources (i.e. handouts, Power Points,screencasts, etc.) and math links to other Internet sites that provide tutorials, virtualmanipulatives, and multimedia materials.

Available Assistance: Students have many alternatives to seek assistance to succeed

in this course: (a) Visit the math center during the open lab hours to get individualassistance from the instructor, TAs, or tutors; (b) Visit the math center during businesshours to sign up for 1-1 tutoring session; and (c) Ask questions using the Questionthread in the discussion board of Blackboard (questions will be answered within 24-48hours).

Reflection Journals: Every other class session, students must post a reflection in thediscussion board in Blackboard. These reflections are based on questions about mathanxiety and study skills habits.

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Course Curriculum

In this course, students will cover the following main concepts: Whole Numbers (64) Fractions (32) Decimals, Proportion, Percents (49) Measurement and Data Analysis (31)

Geometry (38) Signed Numbers (27)

The main topics are represented visually with a pie chart in ALEKS. Students meet the courseobjectives of each main topic when they have filled the slice that represents the main topic. In

total, students must master 241 objectives (or topics) to pass this course. To see a detaileddistribution of the 241 topics by main concepts, please visit the sitehttp://www.aleks.com/highered/math/course_products and select the course Basic Math. A darkcolor in the pie represents how much students have mastered a particular main topic, and a lightcolor represents how much of the main topic students still need to master.

The course textbook is an important source of reference to help students master the courseconcepts. Each main concept (slice of the pie) consists of the following chapters in the coursetextbook:

Course Concept Pie Slice Color Textbook Chapter(s)

Whole Numbers Green 1

Fractions Light Blue 2

Decimals, Proportions, &Percents

Dark Blue 3, 4, and 5

Measurement & DataAnalysis

Orange 6 and 7

Geometry Yellow 8

Signed Numbers Red 9

http://www.aleks.com/highered/math/course_productshttp://www.aleks.com/highered/math/course_productshttp://www.aleks.com/highered/math/course_products

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Grading Policy:

Grades

70-100 Pass (P)

0-69 Fail (F)

Course Grading Criteria:

Your grade for this course will be based on the following components:

Grading Categories

ALEKS (Fill Pie Chart) 25%

Final Exam 25%

Quizzes 30%

Reflection Journals 20%

TOTAL 100%

Important Notes

Students must take 3 Progress Assessments on weeks 4, 8, and 12 that will measure their

retention of course concepts learned before the assessments. Students who missed thescheduled Progress Assessment will not be able to complete the course until they takethese assessments.A student pass this course if one of the following scenarios occur:

o Student earns at least 90% in one of the 3 scheduled Progress Assessmentsscheduled during the term.

o Student completes 100% ALEKS pie; takes all ALEKS quizzes and earns 70% ineach one; takes Final Exam (Comprehensive Assessment); and his/her overallaverage is at least 70%.

Students take an ALEKS quiz only when they have filled a slice of their pie.ALEKS quizzes must be taken on-site (at the math center) and proctored by the instructor.

Students can retake quizzes until they earn at least 70%.

If an automatic assessment pops up in the system, contact the instructor immediately. Donot take the assessment unless the instructor specified otherwise.

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Course Outline/Schedule:

This schedule is the suggested timeline (i.e. the slowest pace) that students should follow tocomplete successfully the course objectives in ALEKS. However, students can complete thecourse objectives at a faster pace. Students who fall behind the schedule shown below are

jeopardizing their chances to pass this course.

Week Item/Subject Readings Assignments Pie Slice Color

1-2

CourseIntroduction

Whole NumbersSyllabus

Chapter 1

Initial ALEKSAssessment

Syllabus Quiz Survey(Bb):

MathematicsAnxiety

ReflectionJournals

ALEKS Quizzes

Dark Green

3-4

Fractions andMixed Numbers Chapter 2

ReflectionJournals

ALEKS Quizzes

Light Blue

4 Quarter Term: Progressive Assessment

5-8

Decimals

Ratio, Rate, andProportion

PercentsChapters 3,4, & 5

ReflectionJournals

ALEKS Quizzes

Purple Slice

8 Midterm: Progressive Assessment

9-10

Statistics andGraphs

Measurementand the Metric

System

Chapters 6 & 7 Reflection

Journals

ALEKS Quizzes

Orange Slice

11-12Geometry

Chapter 8 Reflection

Journals ALEKS Quizzes

Yellow Slice

12 Quarter Term: Progressive Assessment

13-14Signed Numbers

Chapter 9 ALEKS Quizzes Final Exam

Red Slice

15Make Up Week

Chapters 1-9

Survey(Bb):MathematicsAnxiety

End-of-CourseSurveys

16Final Exam

Chapters 1-9

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COURSE POLICIES

1 Practice Problems, Quizzes, and Progress AssessmentsAll practice problems and quizzes are done in ALEKS. Students can do the practice problems at antime and any place because ALEKS is a web-based program. Students should average at least 6 hourper week working in ALEKS to have a likely chance to complete the course objectives.

Quizzes are taken onsite and proctored by instructor or TA. Students must earn at least 70% to pass

quiz; otherwise, the student must retake the quiz.

Three Progress Assessments are schedule for weeks 4, 8, and 12. Students must take thesassessments to continue moving on with the course pace and have a chance to pass the course.

2 AttendanceEducational research has proven there is a positive connection between attendance and academisuccess, so students are strongly urged to attend classes regularly. Face-to-Face attendance imandatory on the day and time scheduled by the registrar office. Contact immediately the instructor tfind out how to make up an absence.

3 Use of ComputersComputers and network systems offer powerful tools for communications among members of the StThomas community and of communities outside St. Thomas. When used appropriately, these tools ca

enhance dialogue, education, and communications. Unlawful or inappropriate use of these toolshowever, can infringe on the rights of others. Activities that are expressively forbidden on St. Thomascomputers include but are not limited to the viewing, downloading or use of inappropriate materialsvandalism, virus propagation and installation of unauthorized materials. In addition, you are expected tact as a professional and use the equipment only when directed or appropriate to classroom activities. Alack of compliance with any of these directives could result in disciplinary action and dismissed of clasor course.

4 Expected Classroom BehaviorStudents have a responsibility to maintain both the academic and professional integrity of the schooand to meet the highest standards of academic and professional conduct. Students are expected to dtheir own work on examinations, class preparation and assignments and to conduct themselveprofessionally when interacting with fellow students, faculty and staff. Academic and/or professiona

misconduct is subject to disciplinary action including course failure and/or probation of dismissal. Nfood allowed in the classroom. Dress appropriately to attend class. For additional clarificationplease see Student Code of Conduct as stated in the Student Handbook.

5 Cell Phones and CalculatorsCell phones must be turned off or in vibrating mode. If a student must answer a phone call then thstudents must leave the classroom without disrupting the flow of the class. Students who spend considerable amount of time attending a phone call outside the classroom will be considered absentCalculators permitted during class only in certain circumstances the instructor considers appropriate.

6 Assistance and TutoringStudents should take advantage of the individualized assistance from the instructor, TAs, and tutorduring the open lab hours of the Math Center (Academic Enhancement Center). One of the keys to pasthis course is to ask questions without hesitation. In addition, students can sign up for tutoring session

at the Academic Enhancement Center. Visit the center for additional info.7 Incomplete Grade

Students will be granted an incomplete grade only if s/he completed the whole pie in ALEKS by wee15 and took of the scheduled quizzes. An incomplete grade grants the student another week tocomplete pending assignments.

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Become an Active Learner

An active learner takes control and ownership of the learning process to meet the coursesgoals and expectations. Active learners decide why, what and how of their learning. They do notwait for learning to happen; instead, they make it happen. The instructional model of this courserequires students to become active learners to meet successfully the course objectives. Thefollowing traits are typical of active learners:

1. Identify personal goals and the steps necessary to achieve the goals.

2. Use resources. Identify the people and tools available to aid in goal pursuit.

3. Learn how to solve almost any problem they ever have to face.

4. Look at situations objectively.

5. Ask the right questions.

6. Use time well. They organize and set priorities.

7. Apply good reading, studying, and questioning skills to course materials.

8. Apply good listening skills in the classroom.

9. Find patterns and take effective notes to organize materials for studying.

10. Assess progress along the way and revise their plans.

Source: http://www.lafayettehigh.org/Course%20Guide/becoming_an_active_learner.htm

English Second Language Learners

For students who do not speak English as their first language, the following suggestions may behelpful to succeed in this course:

1. Bring a dictionary that translates from the students native language to English and vice

versa. If a student does not have a dictionary, the following website provides word andtext translation:http://www.foreignword.com/.2. Find a classmate or group of students who speak English fluently to study for the class

and to gain proficiency with the English language.3. If there is a classmate that speaks the same native language, students can ask for

clarification or assistance using their native language as long it does not disrupt theclassroom learning experience.

4. The instructor of this course is bilingual (English-Spanish) and welcome students tospeak Spanish during office hours or before-after class. In addition, there are manylanguages that have words which are pronounced and written similarly. Therefore, theinstructor encourages students to sometimes use words in their native language tocommunicate ideas, concerns, or questions.

5. If students learned different ways or methods for simplifying or solving math problems intheir countries, the instructor encourages these students to share their methods withhim.

In addition, ALEKS offers the option of presenting course content in Spanish for the Spanishspeaker students.

http://www.foreignword.com/http://www.foreignword.com/http://www.foreignword.com/http://www.foreignword.com/

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Students with Disabilities

Please note that students requiring accommodations as a result of a disability must contactMaritza Rivera (e-mail:mrivera@stu.eduand phone number: 305-628-6563) at the AcademicEnhancement Center.

Note for Changes: The instructor reserves the right to change this syllabus at any time duringthe term in order to better meet the needs of this particular class group.

mailto:mrivera@stu.edumailto:mrivera@stu.edumailto:mrivera@stu.edumailto:mrivera@stu.edu