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Enhancing Math Prerequisites in FCS Institutions: Collaborative Solutions

Explore commonalities in math prerequisites across FCS institutions and propose solutions to standardize course outcomes, refine developmental offerings, and establish consistent terminology. Get insights from experts in the field and prioritize recommendations.

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Enhancing Math Prerequisites in FCS Institutions: Collaborative Solutions

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  1. Prerequisite Commonalities Revisited FCS Mathematics Sequences, Huddle 5

  2. FCS Math Sequences – Huddle 5 members Presenters: • Karen Hogans, Dean of Math and Science, Lake-Sumter State College (Huddle 5 chair) • Dr. Lee Klingler, Professor of Mathematics, Florida Atlantic University • Bradley Marovich, Assistant Professor of Mathematics, Eastern Florida State College Additional members: • Sybil Brown, Associate Professor of Mathematics, Lake-Sumter State College • Tanya Huffman, Mathematics Instructor, Florida Gulf Coast University

  3. Our challenge: Revisit math prerequisites for commonalities across FCS institutions.

  4. Gathered information • Collected FCS institution math prereqs data • Determined factors contributing to the challenge

  5. Identified Factors Contributing to Challenge: • Factor 1: A lot of different versions of developmental courses being offered. • Factor 2: Trying to determine what works to prepare students for college-level math courses.

  6. Identified Factors Contributing to Challenge: • Factor 3: Terms not consistently used across institutions. • Factor 4: Difference in prerequisites for Liberal Arts math pathways: MGF 1106, MGF 1107.

  7. Identified Factors Contributing to Challenge: • Factor 5: Difference in prerequisites for STA 2023. • Factor 6: MAC 1105 is used as a terminal course for majors that may not need students to have that skill set

  8. Brainstormed and Prioritized Solutions

  9. Recommendations • State Policy: Standardize the expected outcomes of the courses used as prerequisites • Institutional Practice: Refine dev ed offerings or explore corequisite model • Institutional Policy: Use College Algebra to prepare STEM-pathway students and remove it as terminal course requirement. Additional Recommendation • State Policy: Develop standardized glossary of terms.

  10. Questions?

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