ERIC Number: ED246922
Record Type: RIE
Publication Date: 1984-Jul
Reference Count: 0
Some Reflections on the Interaction of Mathematics Programs at Two and Four Year Colleges.
Rodi, Stephen B.
For the remainder of the century, large numbers of students will transfer from two-year to four-year colleges. In light of this, two- and four-year mathematics faculty need to sharpen their understanding of each other and to plan improved interaction. The problem in communication between two- and four-year mathematics faculty comes from living in different and separate worlds and a tendency to stereotype the other--two-year faculty are seen as being without standards and as pseudo mathematicians; while the four-year faculty are viewed as aloof and ineffective with undergraduate students. Both groups need to recognize that the other has unique and important contributions to make in a dialogue. The two-year faculty members need to visit the four-year campus to teach, work, and experience the environment that their students will encounter. The four-year faculty must recognize the outstanding teaching that generally takes place at two-year colleges. Both have to work together on projects that benefit them mutually and their students. In particular, they need to discuss curriculum and standards, the entry-level preparation of incoming students, and details of mandated common state curricula where these exist. Both groups should begin by treating each other as equals and should interact, particularly at the local level, to develop mutual respect as the foundation for future cooperation. (Author/HB)
Publication Type: Opinion Papers; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Note: Paper presented at the Sloan Foundation Conference on New Directions in Two-Year College Mathematics (Atherton, CA, July 11-14, 1984).