Truman State University - Echo Yearbook (Kirksville, MO)

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Problem solver — The Math l. ib provides tutoring for Angie Briscoe, tr. college algebra student. College algebra, and the math lab. took the place of contemporary math — Photo by Joni Kuchl Discussion directing — In an effort to explain an assignment. Camilla Mitchell, graduate student, answers student questions. Mitchell tutored classes in the math lab. — Photo by Joni Kuchl innr Paper procedure — Office work oc- cupies Lanny Morley. Head of the Division of Mathematics. The switch in general education requirements u| graded the department. — Photo by Joni Kuehl Academics = 27 = Math Changes

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Minus one, plus another Division finds the solution There wasn’t much I didn't already know. It was just going back and memorizing facts. I think college algebra would be a better class, Shawn Bray, sophomore, said. The class that Bray said she did not learn much from was Contemporary Mathematics 164. a course that had built the reputation as one that re- quired little effort. It at- tracted thrones of students who had heard it was an easy “A. and also fulfilled a general education require- ment. What could be better? The Division of Mathematics asked the same Question as they evaluated the course. 1 think there was a general feeling, that was not restricted to the math division but was campus- wide. that our students were not being prepared to handle the quantitative aspects of life ..bunny Money, head of the Division of Mathematics, said. There were several majors around campus which did not re- quire any other mathematics besides contemporary mathematics. he said. Due to these strong feelings regarding tin; class, the divi- sion implemented College Algebra 156 into the cur- riculum. The proposal was examined by the undergraduate council, the faculty senate, the dean of in- struction and the president. Students who entered the University were required to take the course, instead of contemporary mathematics, to fulfill the general educa- tion requirement. “We have continued to of- fer contemporary math, although the course will no longer be listed in the general education program. said Morley. The number of sections was reduced to two. and few students signed up for the course in the spring semester. Morley explained the reason for replacing contem- porary mathematics with col- lege algebra. “Contemporary math was supposed to be a math appreciation type course that would delve into some specific non-traditional kinds of mathematics. he said. However, not all students had the extensive background needed to discuss such topics, and the division found that they were limited with what they could do. For this reason, the class was simplified. College algebra, also a 100-level course worth three credit hours, was not going to be as easy. It requires more background in mathematics. Morley said. “We recom- mend that a student have two years of high school algebra and one year and a half of high school geometry. The algebra is really more critical than the geometry. he said. For those students who had no previous background in algebra but wanted to take college algebra, a no-credit, no-fee service called math lab was offered. Morley com- pared the lab to the first and second years of high school algebra. Students may sim- ply sign up for these labs and gain the skills they should have gotten in high school. he said. A lot of the kids in the lab haven’t had algebra or didn’t understand their high school classes, and wanted more algebra background before Chalk talk — At the hftad of tho class. Donna Baily. instructor of mathematics, solves a problem in her college algebra class. College algebra was a general education option that was designed to give students more background in algebra and geometry. — Photo by Joni Kuchl taking it (college algebra,) said Kendall Bimson. junior math lab tutor. Students seemed receptive to the change from contem- ftorary mathematics to col- ege algebra as an option for fulfilling the general educa- tion requirement. Contem- porary math was too easy. John Skaala. sophomore said. Skaala took the course during his freshman vear and said that he didn't think he would use any of the knowledge he had gained from the course in the future. Karen Hoaelin. freshman, took college algebra and said that she thought she would apply most of what she had learned in the course, but that some of the material was irrelevant. 1 learned lots of formulas and if I'm ever try- ing to figure out if I want to buy something. 1 can use a ratio to help me decide if 1 can afford it, she said. However. I doubt if I ever use logarithms. Morley suggested that students take the course dur- ing their first or second year so that they would have the basis to go into a statistic course or a more difficult math course. With the change in the cur- riculum there was a lot of criticism concerning contem- porary mathematics and some evaluation of college algebra. Instructors in the Division of Mathematics were concerned about the students who had taken con- temporary math, and whether or not they were lacking in mathematical skills. Generally it (contem- porary mathematics) was chosen by people who didn't want to take the challenging courses. said Morely. I think some of them are going to find themselves in situa- tions where they really wish they had taken something like college algebra. he said. — Mary Jo Schmidt — Academics = 26 = Math Changes

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No matter how it is divided Band's 'gambling' pays off It was unusual that we did it anyway. Because of the Wind Symphony’s performance and the football schedule, we decided to go ahead with this move. This was the first year that we’ve had to rehearse past the second week in November, said Dan Peterson, director of bands. Peterson was the brains behind the movement to divide the 220-member band into two smaller bands. The Gamblers were split into 70- and 40-piece bands. The Wind Symphony, consisting of 50 members, began rehearsals before the end of the marching season for the College Band Directors National Convention in Boulder. Colo. The remain- ing members ended their mar- ching season after the I lomecoming Parade. The division into two smaller bands was done for three purposes. The main reason was the Wind Symphony’s perfor- mance in Colorado in February. Peterson said. Because so many of our Gamblers are involved with the Symphony, something needed to be done. The members of the Wind Sym- phony did not march for the remainder of the season and were able to practice for the performance. Peterson served as a clini- cian for other bands across the country during the summer, and used videotapes of the Gamblers for teaching pur- poses. However, many of the bands he instructed were much smaller than the Gambler band. Using a 220- pi e c e ensemble was troublesome in applying Peter- son’s techniques to a smaller scale. “The majority of bands are smaller and there is a definite lack for a good small band to use as an example. Peterson said. This was a second reason to divide the Gamblers. Peterson used videotapes in his presen- tations to teach movements, formations, and entire shows. The 40-piece and the 70-piece bands have now provided me with the necessary tapes. It’s probably been as educational as anything we’ve ever done.” Peterson said. The 220 member band was divided by a unique method. The names (for the bands) were chosen from a hat, and if vou really wanted to be in the band you could talk to the band director. said Donna Scheulen. freshman. The splitting up allowed high school bands to see what could be done with drill, sound and guard work for a smaller band, said Kelly Frier, sophomore. Now they know wnat looks good for a band of that size. she said. Frier was a dancer and rifle twirler for the 40-piece band. Peterson said the third reason for dividing the band was to help his marching band class see what problems may occur when they teach at a school with a small marching band. It serves as practical application for these students. he said. The division of the Gamblers provided the chance to see leadership qualities of band members. Peterson said. This has given me extra time to look at instructors for musical sections, and com- mand personnel. he said. Ruth Murray, senior, was drum major for the original 220-piece band. Susan French. sophomore, served as major for the 70-piece band, and Bill Walton, freshman, was drum major for the 40-piece ensem- ble. The smaller bands per- formed music, drill, and guard work written for their par- ticular size by Peterson. He said he wrote each show to make use of current trends in marching bands. Peterson was assisted by Raydell Bradlev and Craig Corey, both graduate students in the Division of Fine Arts. Bradley spent the majority of the marching season working with the marching band while Peterson prepared the Wind Symphony's program for their performance in Boulder. Corey was the percussion specialist for the Gamblers. Band members had mixed feelings about the split up. It was something new having two bands. This way. we wouldn't be doing the same show for the last three football games. said Mark Ackerson. junior guard leader. He said it was a challenge for the entire guard. They not only had to perfect the Homecoming show, but also had to learn and perfect an en- tire new show as well. Tammy Winger, junior guard of the 70-piece band said that she saw the reasoning behind dividing the Gamblers. But the overall effect was not the same as with the 220-piece band, she said. ‘T understand why he (Peterson) did it. but I think we should have been given more time to clean the show. I don’t think our members were as confident with our small show as they were with the regular show with all 200-plus members. Winger said. She said she felt the audience was accustomed to the power of 220 instruments instead of a smaller band. However. Peterson said that he was pleased with the way the season ended. It is something that has worked very well for us, Peterson said. It’s made the end of the marching season very educa- tional and eventful. — Kari Ditmars — The right moves — In time with the music. Kelly Frier, so., and Loretta Stotts, fr.. practice a dance choreographed by julie Peterson, the wife of Dan Peterson, director of bands Choreographed dances were added to the routines and were performed by members of the flag and rifle squads. Frier participated in the Gambler's 40 piece band as a rifle twirler and dancer. — Photo by Kari Ditmars Academics = 28 = Band