December 1, 2000
I have an issue with
your comment that UMM has a "one size fits all" math program. Maybe
I need clarification of what you have a problem with. I find that
UMM has a broad enough math program. Overly broad in some cases.
There are courses that are pre algebra that deal with fractions, decimals,
percents and geometry. Then there are mods that deal with algebra.
UMM has even broken up the statistical course to include a "lab" portion
for non science majors. How much more individualized does it need
to be? Do we need an addition and subtraction course?
Maybe an advanced multiplication
and division class? When one reaches college there should be some
basis of math. One should be already in or close to algebra to begin
with. If not, there are the classes which help one lead up to algebra.
This is college...not
high school.
If you are saying that
we need to have more sections of math classes, say a developmental level
up to a honors type level, then how do you propose UMM goes about this?
Much of the staff is pressed for time as it is. And they do more
work then their job should even include. Is the solution to hire
more professors? Hardly. This school doesn't pay the professors
we have now enough...hiring more would solve very little.
Maybe I'm confused by
your statement, but this is what I got from it. It would be nice
to see more classes offered here at UMM, but we have to live with what
we have.
Student
December 4, 2000
If settling for “what
we have,” was all we should expect, one wonders if we should have sat quietly
by and endured the computer issues that have plagued this campus for eons
instead of voicing our frustrations and asking for progress.
Rather than math being
our “problem,” we have been hearing similar complaints from students for
the past 3 years. Unfortunately, none of those students have contacted
U. Machias Online at this point. What we have heard and/or experienced
is this:
-
Being a small institution,
some math courses are taught predominantly by one professor, which puts
those who cannot learn from that professor at an extreme disadvantage.
Perhaps this would be difficult to remedy, maybe not.
-
Math courses move at too fast
a pace for many of the students.
-
Because of the pace, some
students are having to either drop other subjects or the problem math course
itself.
-
Because of the pace, some
students are having to devote a far greater proportion of their time to
the math, therefore other subjects suffer.
-
Because of the pace, some
students are having to repeat the maths—some up to 7 times—in order to
graduate.
-
Because of the pace, some
students feel they must give up on college altogether, as they are unable
to fulfill the math requirement.
-
In spite of the fact that
tutors are available, some tutors are not comfortable enough with the math
to be of much assistance.
-
In spite of the fact that
tutors are available, scheduling conflicts may make it impossible for those
most in need to get help given the limited tutor availability.
Of course the admission
must be made that some who need help simply refuse to avail themselves
of the assistance which is at their disposal.
While the Basic Math course
does provide “pre algebra,” mod III in no way prepares students to succeed—per
se—in Algebra I. Surely you are not suggesting that, in an attempt
at keeping the math department from being “overly broad,” you would promote
eliminating Basic Math. UMM is comprised of over 50% non-traditional enrollment.
That being the case, 40, 50 and 60 year-old students may indeed be intelligent
and motivated enough to earn a degree in their chosen field, while at the
same time being deficient in math or other skills.
However, this deficiency
is not limited to non-traditionals. While some high schools have
excellent curricula, many still fall short in graduating students who are
at the college level. Should those students be denied further education?
It should be noted that those who need to be brought “up to speed,” so
to speak, pay for that assistance. Those fortunate enough to have
tested out of Algebra I and II when entering college are not likely to
have the problems with math that were listed above—nor do they incur the
expense of taking those courses.
That brings us to those
who have documented disabilities or extreme deficiencies, which affect
their ability to succeed in certain learning environments—like math.
Since every brain may not possess all the characteristics that it could
possess, a person who is intelligent over all may simply not be able to
absorb particular material at the same speed—let’s say—as another.
Granted, in any given
classroom setting there will be a variety of learning abilities and motivation
levels. A certain percentage of students will have no trouble grasping
the concepts, some will need to do a little work to keep up, still more
could succeed but refuse to participate in their own education and some
are in over their heads and shouldn't be there in the first place.
What we have been hearing is from a portion of students who are intelligent
enough to do the work, yet are having severe difficulties—mostly due to
the pace of the material.
According to some members
of the math department, problems exist—for greater than 14 years in one
opinion—and attempts have been made to address them. One proposal
was to have a math lab staffed with tutors and/or professors, which would
cover extended hours. Another solution was to give students the option
of attending math classes the customary 3 days per week OR 5 days per week.
The latter would provide increased instruction time to those students who
felt they needed more. We wondered if offering the option of taking
half of Algebra I in one semester and the second half in the next might
help build a firmer math basis for those who are struggling. In that
case, those with special needs would be paying for the assistance, and
those who were not in need would not be subjected to that expense.
The way financial aid
is set up could cause problems with a class spanning 2 semesters, so a
slower paced class might need to be broken up into 1.5 credits for each.
In so doing, a student who chooses the less intense class would, perhaps,
be more able to deal with the riggers of that subject and avoid having
math or their other classes suffer in order to fulfill a core requirement,
which may or may not be related to their chosen degree. In order
to pay for this service, each section would perhaps cost the same as the
3-credit one-semester version, but that would seem preferable to taking
a course, which is too fast paced, multiple times.
This is not a problem
localized in Machias, Maine. In 1995 it seems that students at California
State University (CSU) in Chico were having similar problems as students
at UMM. Remedial math was suggested, but some opposed it. The
following is a response from CSU’s commissioner for re-entry affairs (http://orion.csuchico.edu/Pages/backIssueDisplay.pl.cgi?Volume35Issue12/
scroll down, click on Opinion and then on Remedial…):
Remedial
education is needed
-Wednesday, November 15,
1995
Editor,
The editorial denouncing
the idea of remedial education at the university level is foolish at best,
short-sighted at worst, and all-in-all, ludicrous.
These opinions are supported
on four legs. First, just in case the Orion editorial staff hasn't noticed,
we are a bit tight around here for bodies. And everyone agrees that we
need more students, and that the upcoming classes of college freshmen will
probably need remedial education, due to the poor quality of education
for which California is becoming known. So, give the people what they want.
If remedial education puts the butts in the seats, then that's what we
should be doing. You cannot afford to be elitist if you're going belly
up.
Second, the number of
students who need one or two remedials is very high. Just about every re-entry
student needs remedial math. When I spoke to the California State Students
Association (CSSA) at Humboldt State last month, I explained that while
I had many jobs in the 13 years before I returned to school, I never once
had to factor a polynomial or work with imaginary numbers. Due to my presentation,
CSSA changed their stance on remedial education to allow a one-year window
for re-entry programs. Should we bar admissions to all students who are
essentially bright enough to attend college here, but are just out of practice?
Third, should any organization
that receives federal or state money not allow a person who wishes to go
to school the chance if the seat is available? I believe that unless you
are running to capacity, you can't discriminate against a tax-paying citizen
if they (or their child) wants to attempt to further their education.
Fourth, and lastly, I
consider myself a literate person. I have worked on newspapers at the high
school, college, military and professional levels. I also tend to read
a lot, scanning at least two newspapers a day, and often more when you
start adding in the weeklies. And frankly, after reading the Orion consistently
for the past two years, I've noticed that some people who have aims to
be professional wordsmiths still have serious need of remedial English
classes, not to mention basic journalism classes.
Gary Renard
Commissioner for Re-entry
Affairs”
Mr. Renard’s points
1-3 could have been written about UMM. The problem existed in CSU
5 years ago, and a similar one exists at UMM today. Perhaps we should
contact CSU to find out what steps they were able to take regarding a solution.
In conclusion, you bring
up a good point. Is there an honors math program for those who would
benefit from and wish to avail themselves of it? Is that an area
which also needs to be addressed
at UMM?
Since the administration
seemed to have listened to students with computer problems, we thought
that the administration would also benefit from hearing about students
with math problems. In this period of enrollment crisis, can we afford
to sit idly by while students drop out because they are overwhelmed with
their struggle to fulfill the math requirement?
The editors
December 7, 2000
Thank you for explaining
yourself on the idea of a "one size fits all" math program. With
the points
that you raised I can
see why one would feel that way. I would never suggest to remove
any of the current programs or classes at this Univ. In any dept
for that matter.
When I entered college
I expected it to be hard. I never expected to have classes and the
like handed to me on a platter. I'm in the biology program.
In most math classes I have done fine, until I came to calculus.
I received terrible grades in both Calc I and II. Sure I was upset
with such low
grades...thought of dropping
my major because of it. However, I did not let it get me down and
I continue to move on.
Guess that's just me.
Thank you for the information on this subject and keep up the good work.
Student
December 17, 2000
If expecting to have
their education handed to them were the issue, the students mentioned
above would be doing poorly
in all classes, not just elementary college level
math classes--which does
not seem to be the case.
In all fairness, UMM should
also be providing adequate honors programs. Is it?
Things have
been awful quiet this semester!
Doesn't anyone else have
anything to say?
If you are having problems,
please speak up.
If you think things are
going well, PLEASE speak up.
The Editors
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