MAT - 122 - Calculus B

Alteration of Existing Course (Effective 2022-23)

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General Catalog Information
Next

  • * READ BEFORE YOU BEGIN *

    To assist you in completing this form correctly, turn on the help text by clicking the blue circle icon in the top right corner of this pane.

    All fields marked with an asterisk are required and must be completed.  Failure to complete all required fields will delay your proposal.

    BE SURE TO FOLLOW THE STEPS, IN ORDER.

  • STEP 1.  Select your department by clicking +Add Item.

  • Department*
    Click on Add Item. A drop-down menu will appear; scroll to select your department. Once you select your department, in the right pane the appropriate individuals/committees will populate based on your department/school.

  • STEP 2.  Complete the next three fields 

  • Select One*

  •  

  • Check the appropriate box(es) to add an attribute to this course. Or check the appropriate box if this alteration affects an existing attribute to this course. Check all that apply.*

  •  

  • Select changes being requested*

  • STEP 3.  IMPORT COURSE INFORMATION

    DO NOT type in your course number or prefix.  You must Import current course information.  To Import your course prefix and number:

    • click the blue downward arrow (located above in this pane);

    • click your desired catalog;

    • filter the courses by prefix. Click on the down arrow to the right of "filter by field" and choose "prefix";

    • type in the course prefix (e.g. CHE);

    • click "search available curriculum";

    • scroll down and/or click on "next" to locate your course;

    • click the desired course;

    • click "import this item."  Course information, as it appears in the catalog, will automatically populate into the respective fields. You will still need to complete additional required fields.

  • STEP 4. You may launch your proposal now.

    The proposal will remain at your level for editing after launching.

    To launch, scroll to the top portion of this pane, click on the blue right arrow icon to Launch your proposal.  You may continue to edit your proposal.

    When returning to Curriculog, your proposal will be located in the My Proposals tab. Hover over your proposal and click on the Edit Proposal icon.

  • Subject Prefix*
    MAT
    MAT
    See instructions above to import your course information
    Course Number *
    122
    122
  • Course Title*
    Calculus B
    Calculus B
  • Abbreviated Course Title
    Enter the abbreviated course title, if needed. (Max 30 characters/spaces)
  • * Attach a course outline/ syllabus
    Course outline must include: title, prefix, number, catalog description, student learning outcomes, topical outline of course content, how grading will be assessed, grading scale and author of outline/syllabus. To attach a file, scroll up and navigate to the top of the right pane; hover over the icons and select FILES. The right pane will now allow you to browse your computer and upload your file(s).

  • Note:  If you are adding a cross-listing, be sure to add "Also listed as ..." at the end of the catalog course description.  Be sure to attach course outlines/syllabi for each cross-listed course.

    If this alteration involves a shared resources course or submitting for approval of an attribute, refer to the respective fields below for additional information to be included in your course outline/syllabus.

  • Catalog course description (see help text)*

    Antiderivatives and the definite integral. Techniques of integration. Calculus of several variables. Mathematical modeling and applications.

    This field will automatically populate from your course import. DO NOT include the frequency code in the course description; you will make this choice in the respective field above. The catalog course description should be concise - one to three brief sentences or phrases are usually enough. A complete sentence is not always necessary. The catalog course description should not use abbreviations unless there is a standard acceptable abbreviation. The catalog course description should not include phrases such as: The students will or This course focuses on.
  • Lecture/Lab Hours
    Make any edits to the lecture/lab hours in this field. This information should not be included in any other fields.
  • Credit Hours*
    (3 cr. hr.)
    (3 cr. hr.)
    If changing credit hours, be sure to use the proper catalog format such as (3 cr. hr.)
  • * Frequency Code
    You may choose more than once frequency code.
  • Prerequisites/ Corequisites

    Prerequisite: A grade of C- or better in MAT 121 or MAT 135. Not open to mathematics majors or students with credit for MAT 236.

    This field will automatically populate if prerequisites/corequisites exist. You may add or remove prerequisites/corequisites. The prerequisite should only be the course prefix and number, not the course title.
  • * Provide explanation to all changes checked above

    We are expanding the prerequisites to include MAT135. MAT 135 is adequate preparation for MAT122.(MAT122 covers topics not covered in MAT135 , so 135 cannot count as 122.)

    We have been allowing MAT135 as a pre-req by waiver, this will save administrative burden.

    As we are only expanding the pre-requisites, this will not negatively impact majors/courses that require MAT122.

  • Provide an explanation for each course attribute being added or deleted.
  • Current Student Learning Outcomes

    Upon successful completion of this course, students will be able to:

    1. Evaluate integrals using the Fundamental Theorem of Calculus.
    2. Select and use appropriate techniques to find antiderivatives.
    3. Use integration strategically in mathematical modeling in the physical and social sciences.
    4. Determine and interpret partial derivatives.
    5. Translate multivariable optimization problems into mathematical language and solve the corresponding mathematical equations.

  • Revised Student Learning Outcomes
    Enter your SLOs in numbered bullet format. Upon successful completion of this course, students will be able to:
  • * Grade mode
    Click on Add Item and select the current grade mode. AFTER the proposal is launched you can change the grade mode.
  • If adding a cross-listing to this course, provide the course prefix and number ONLY. Attach a syllabus for the cross-listed course.
    i.e. AAS 334. If adding more than one it should look like this: AAS 334 and HIS 334.
  • Catalog notes
    The catalog notes field can be used to include additional administrative information that will appear in the catalog with the course description (e.g., indicating a Raquette Lake trip is required).
  • * Will this course be part of a shared resources offering?
    Course proposal forms must be submitted for each shared resources course. Proposals for shared resource courses must include both the undergraduate outline/syllabus and graduate outline/syllabus for each course clearly defining the course requirements and expectations for earning undergraduate or graduate credit.

    If yes, attach the course outline for both undergraduate and graduate courses, clearly defining the requirements and expectations for learning undergraduate and graduate credit.

  • * Is this course part of a teacher education program?
  • * Is this course alteration being submitted as part of a program alteration?
  • If yes, provide program name AND submit program alteration proposal.
  • * Impact Report (REQUIRED). This report will generate a list of all courses and programs affected by this change. Either copy/paste the results in this field; or type in "See attached" if you attach the report to your proposal.

    Impact Report for MAT 122


    Source: Level One Alteration of an Existing Course
     

    General Catalog Information: Prerequisites/ Corequisites
    PHY 202 Principles of Physics II
      PHY 422 Applied Mechanics
      PHY 522 Engineering Mechanics

    Source: 2019-20 Undergraduate Catalog
     

    Prerequisites/Corequisites:
    ECO 301 - Economics of the Firm
      MAT 236 - Calculus II
      MAT 272 - Linear Algebra
      MAT 336 - Differential Equations
      MAT 354 - Numerical Analysis I
      MAT 425 - Methods of Applied Mathematics
      MAT 480 - History of Mathematics
      PHY 202 - Principles of Physics II
      PHY 422 - Applied Mechanics
      PHY 425 - Methods of Applied Mathematics
      PHY 522 - Engineering Mechanics
      PHY 530 - Fundamentals of Thermodynamics

    Programs
    Adolescence Education: Biology (7-12) [ABI]
      Adolescence Education: Chemistry (7-12) [ACH]
      Adolescence Education: Chemistry (7-12) [ACM]
      Adolescence Education: Mathematics (7-12) [AEM]
      Adolescence Education: Physics (7-12) [APH]
      Adolescence Education: Physics and Mathematics (7-12) [APM]
      Biochemistry [BCH]
      Biology [BIO]
      Biology: Concentration in Environmental Science [BIO_ENVS]
      Biomedical Sciences [BMS]
      Business Economics [BUSE]
      Business Economics: Concentration in Environmental Management [BUSE_ENMG]
      Business Economics: Concentration in Financial Management [BUSE_FMGT ]
      Business Economics: Concentration in Human Resource Management [BUSE_HRM]
      Business Economics: Concentration in International Business and Economics [BUSE_IBE]
      Chemistry [CHM]
      Chemistry leading to the 3 + 2 Engineering Program [CEN]
      Chemistry: Concentration in Environmental Science [CHM_ENVS]
      Childhood Education (1-6) [EDC]
      Community Health: Concentration in Environmental Health [CHEA_ENVH]
      Conservation Biology [CON]
      Early Childhood and Childhood Education (Birth-6) [ECD]
      Early Childhood and Childhood Education (Birth-6) [EDD]
      Economics (B.A.) [ECO]
      Economics (B.S.) [ECO]
      Environmental Geoscience [ENVG]
      Exercise Science Minor [EXSC]
      Exercise Science [EXSC]
      General Education
      Geographic Information Systems [GIS]
      Geology [GLY]
      Geology: Concentration in Environmental Science [GLY_ENVS]
      Inclusive Childhood Education [IEC]
      Inclusive Early Childhood Education (Birth-2) [BS_ECI]
      International Studies: Disciplinary concentration in Global Economic Systems [IST_GES]
      Mathematics Concentration (MAT for CHD/DEC/ECH)
      Mathematics Minor [MAT]
      Mathematics [MAT]
      Physics Minor [PHY]
      Physics [PHY]
      Physics leading to the 3+2 Engineering Program [PEN]
      Physics: Concentration in Environmental Science [PHY_ENVS]
      Physics: Concentration in Geophysics [PHY_GEOP]
      Psychology (B.A.) [PSY]
      Psychology (B.S.) [PSY]
      Quantitative Skills Requirement
      Writing-Intensive Courses
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
       
    Impact reports show which programs and courses are affected by the proposed change. To generate an impact report: 1. scroll to the top of this proposal; 2. On the left pane, hover and select the icon that says "Run Impact Report" (looks like a notebook); 3. This will open a new window; 4. Click on the appropriate catalog then click "Generate Report"; 5. Once the report is generated, copy and paste the results into the impact report field, or if the results are quite lengthy, copy and paste the results in a Word file and attach the file to your proposal. To attach a file, scroll to the top of the right pane and hover over the icons and select file. The right pane will now allow you to browse your computer and upload your file(s).

  • If applicable, be sure to upload any comments from other departments regarding the impact of this course alteration.

  • STEP 5.  Be sure to complete the respective course attribute section(s) below, if applicable.


    STEP 6.  Approve your proposal.  When you have completed the proposal, you must Approve your proposal.  By approving your proposal, this will move it to the next step in the approval process, so please make sure the proposal is complete before you approve it.

    To approve, scroll to the top of the right pane and click on the Decisions icon (5th icon).  Click Approve then click Make My Decision.

General Education
Next

  • Complete this section ONLY if this course is being submitted for GE designation.

    You may go to the GE webpage to access the General Education Course Proposal Guidelines.

  • Select General Education Category for this Course
  • First Semester/ Year Course to be Offered
    The GE course will need to be submitted and approved by SUNY before it can be offered.
  • Does this course currently fulfill a GE category?
  • If yes, please select category(ies)
  • Course Overview
  • How does this course meet the goal of the GE Category(ies)?
  • How will each of the learning outcomes for the identified GE Category be fulfilled?
  • How will faculty teaching the course be informed of the course inclusion in SUNY Cortland GE Assessment process (e.g. syllabi review, outcome assessment)?

  • Attach a course outline which includes the following:

    1. The catalog course description.

    2. GE Category, goals, and learning outcomes.

    3. Subject topics and readings.

    4. How the writing requirement of a minimum of 5 pages will be completed.

Liberal Arts
Next

  • Complete the section ONLY if this course is being submitted for approval of Liberal Arts Designation.

  •  

  • Please indicate how this course will fulfill the following criteria (you must choose a minimum of 5):

  • Historical Perspective
  • Theoretical Considerations
  • Relational-Complexity
  • Breadth of Knowledge
  • Inquiry-Analysis
  • Critical Examination
  • Ethical Perspective
  • Independent Learning
Presentation Skills
Next

  • Complete this section ONLY if this course is being submitted for approval   for Presentation Skills.

  •  

  • Please respond to each criteria illustrating how it is met through this course:

  • Students will make at least one presentation in the course and respond to questions and comments following the presentation.
  • Students must submit at least one outline with attached source list related to the presentation.
  • Students must evaluate their own presentation and those of other students, according to criteria provided by the instructor.
  • Faculty provide instruction in effective presentation skills specific disciplines including requirements and methods of preparation for oral assignments (i.e. structure, research, outlining, visual components, creativity and delivery). Highlight these on course syllabus.
Writing Intensive
Next

  • Complete this section ONLY if this course is being submitted for approval for Writing Intensive.

  • Instructor's name if different than the originator of this course proposal.

  • Attach a course syllabus that includes all writing assignments (including drafts) and that indicates how writing will be taught in the course. Then, write a detailed answer to how each WI requirement will be met. Please do not refer us to your syllabus.

  • 1.  All WI courses must ask students to write an equivalent of at least 15 typed pages, with two or more pieces of writing submitted in multiple drafts. Upper division WI courses may use a single project towards this 15-page minimum. 

  • 1A. Please describe the writing assignments for this course, noting page length and number of drafts for each assignment.

  • 2.  In WI courses, instructors are required to respond to students writing through written comments, conferences, or both. Students must revise their work and use their instructor's feedback as they write their revisions.

  • 2A. How will you respond to student writing in this course, and how will the course be organized to encourage students to use that feedback to revise their writing?

  • 3.  Instructors of WI courses must dedicate class time to teach students how to write in a particular discipline, which may include discipline-specific writing techniques, strategies, and genres. (For example, this course may teach students how to write in genres important to your discipline, such as lesson/unit plans, lab reports, field notes, or argumentative essays. You may teach these writing techniques and strategies through a sequence of assignments, in-class workshops, or by giving and explaining models of your disciplines writing.)

  • 3A. What discipline-specific writing techniques, strategies, and genres will you teach students through this WI course, and how will you teach these techniques, strategies, and genres?

  • 4.  How the writing component forms a significant percentage of the course grade.

  • 4A. Please explain how the writing assignments in this course factor into the final course grade.

  • User Tracking

    Help: Show Original: This option displays the proposal as it appeared at launch. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.

    Help: Show Current: This option displays the proposal as it appears currently. No markup will be visible on the form. There will be no differentiation between fields that contain imported content and content that was created or selected by the originator by hand.

    Help: Show Current with Markup: This option displays the proposal with all of its current content marked to show different editors. Text fields that include imported content are indicated by a blue highlight, and may also include additional changes within, indicated by each editor’s unique color. Fields containing selects, checkboxes, radio buttons, or widgets (such as the curriculum) provide an activity log above the field, indicating each editor’s selection and unique color.

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