For those who know me, you have probably been wondering when I would
respond. The answer is: I have been trying to hold off, but I finally can
not resist.
Twenty years ago, I proposed (with a small group of other faculty) that our
developmental courses be given college credit. At that point, our courses,
except for intermediate algebra, were numbered below 100 -- which meant
nothing; however, the courses were not accepted towards degrees in general.
The proposal was to allow them to count as general credit, much like an
un-specified elective for a program. Well, we "lost" -- based on the
"these are high school courses" argument. People did not like hearing that
we are giving lots of credit for high school courses when they don't happen
to be in a basic skill area like math and writing; still, we all give
college credit for some high school math courses -- such as when a student
repeats a course like Functions and Trigonometry.
Actually, I would like you to stop and think about the phrase "high school
course". What is the definition of that phrase? Most people would just
respond that it's "a course offered in high school". If you buy that
definition, then you have only two alternative for developmental courses at
college -- either you give college credit for them, or you don't offer
them. The reason is that "college courses" would then mean "offered at
college", just like the high school courses are those offered at high
school. Now, I realize that we don't structure "credit" in a logical
manner; what counts for any given degree does not always follow from a
logical process. However, I think this way of looking at the question is
helpful, because we should realize that our college standards are generally
arbitrary and sometimes contradictory.
Another view that I wanted to express was the question often raised to the
AMATYC Foundation/Developmental Mathematics Comittee: "What does
developmental mathematics include?" During the period that I chaired that
committee, I would always respond with a vague phrase -- "It always
includes arithmetic, almost always beginning algebra, and sometimes
intermediate algebra." Of course, this respose is not generally helpful to
the person asking the question, but I believe it is the most honest
response I could give. On this point, I would encourage you to ponder the
descriptions in our Standards document.
In my own teaching, I approach "developmental" math courses as math courses
taught at a college level. I expect my students to do more than they would
have to do in high school; I tend to be strict with symbolism and accuracy
when those are involved in the objective. (I do integrate other types of
activities and objectives, but always with the assumption that I am dealing
with college students who have more intellectual abilities than high school
students, in general.) Some of my colleagues have been frustrated with my
approach, because it is not always comfortable for the students; I strongly
believe that part of the "developmental" label is that I need to prepare
students to handle the college culture -- which is not focused on comfort.
The reality is that the "credit for developmental courses" is a
un-answerable question; states and individual colleges develop their own
arbitray rules that seem to meet some need. As professionals, please keep
providing input to help us meet the needs of our students; we can always
dream that someday "they" will listen to us.
Thanks for reading; I hope this is helpful.
Jack Rotman
___________________________________________________________________________
___
From: Jack Rotman Mathematics Faculty
"Algebra and money are essentially levelers; the first intellectually,
the second effectively."
Weil, Simone (1909 - 1943)
Mathematical Skills Dept Lansing Community College
visit our home page: http://www.lansing.cc.mi.us/sas/mathsci
I still believe
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