An overview of the liberal arts track in mathematics across the CONNECT institutions shows that a 3-credit course at the introductory level (see Note 1) is the unanimously chosen format. Such a course aims at providing an exposition of mathematical study to college students who major in liberal arts programs. Our findings in 2006 conclude that a very diverse group of courses, which fall under the category of mathematics for liberal arts, are currently offered to our students within the five schools. This report summarizes their major differences, in hope of paving the way for a subsequent effort by CONNECT to homogenize a very important area of our curriculum.

Spreadsheet comparing Liberal Arts math courses

Topics covered in the course (see Note 2) depend on its instructor, except for the one in Dartmouth and for one of the two courses in Massasoit. Currently liberal arts majors at Dartmouth take a more algebraically intensive course focusing on “functions and change”. In contrast, liberal arts tracks in the other four institutions allow various degree of flexibility in topic selection, with Cape Cod and Bridgewater the most flexible. Even the depth of the coverage in each topic is very much subjected to the instructor’s preference despite great similarities in the textbooks adopted. As a result, the CONNECT math group concludes that a comparison of student’s learning from the contents standpoint is not very useful. The liberal arts track should be examined from the outcomes standpoint.

There are substantial differences in the learning outcomes formulated by the five institutions as well. Dartmouth uses one set of departmental outcomes for all of its courses, while others state the outcomes at the course level. One problem with the four course learning outcomes is the lack of common topics for comparison. Nonetheless, a few key outcomes did emerge as predominant threads once our data was entered into a spreadsheet. For example, four out of five mathematics departments in CONNECT have stated that producing logical (deductive) arguments is a demonstrable student learning outcome in the liberal arts track. Other common threads include appropriate use of statistical methods, technological proficiency, effective communication in mathematics, as well as problem solving. These threads could serve as our building blocks as the CONNECT group moves on to closing the gaps between existing courses in the liberal arts track this year.

Being a staple within the general education (graduation) requirements in every school, the liberal arts track in mathematics is annually taken by hundreds of students who later transfer from community colleges to Bridgewater or Dartmouth. Any uniform changes ultimately suggested by our study also impact the general education requirements (and vice versa)! With the ongoing dialogue among the five institutions established since last year, the math CONNECT group is committed to assure our students a seamless transfer in the liberal arts track by setting a more coherent standard on general education in mathematics for college students in southeastern Massachusetts.

Note 1: The prerequisite is a demonstrated proficiency in high school algebra via Accuplacer.
Note 2: Henceforth, the course under consideration belongs to the category of mathematics for liberal arts as described in the introductory paragraph.