so you’re advising a student to take math… it is our hope that this document will provide...

So You’re Advising a Student to Take Math…It is our hope that this document will provide advisors and students with the information they need to be successful in the area of mathematics on our campus. On the next page you will find a table of contents that provide the reader with a quick links to math advisement information. As always, if you have any additional questions or concerns about math advisement do not hesitate to contact us.

Department of Mathematics at Clinton Community College

Revised 03/15

So You're Advising a Student to Take Math 2

Math Advisement Table of Contents

Six General Advisement Recommendations for Students Taking Math Courses

Flowchart for Sequence of CCC Math Courses

Suggested Math Courses Listed by Major

Changes in Math Courses Including Course Numbering

Credit by Examination Options in Mathematics


General Advisement Recommendations for Students Taking Math Courses

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Recommendation #1: Always check math placement test scores/math faculty placement recommendation for students who have not taken a college math course

A student’s initial placement into the sequence of math courses should be made via the placement exam or the placement recommendation of a math faculty member

For example, if a student’s placement exam results place them into MAT098, they should start their sequence of coursework there. (More on page 4)

On the other hand, if upon review of a student’s transcript, the math faculty recommendation indicates proper placement to be MAT161 and/or MAT215, they can begin their math sequence there. Thus, not having to take an entry-level math course. (More on page 5)



Recommendation #1 (continued): check math placement test scores via Reports

You can access these recommendations through Reports (click on your internet explorer icon and type “reports” into the address bar). You do not need to worry about interpreting the math placement test cut-off scores, just check the course that is listed under recommended at the end of the row labeled “ACCUP Arith/Elm Alg/Col Level.” In the event that a student took the math placement test more than once, check the testing dates to determine the most recent recommendation.

Example #1: The student has been placed via the placement exam

This student should begin their math sequence at MAT100.

Please contact a math faculty member if you have any questions regarding proper math placement.

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Recommendation #1 (continued): check faculty placement recommendation via Reports

NOTE: Students scoring 80 or higher on the NYS Math B regents exam or the NYS Algebra 2/Trig. Regents or 500 or higher on the SAT math or 20 or above on the ACT math are exempt from taking the math placement exam and should be placed into the appropriate college-level math course by a math faculty member. You can access these recommendations through Reports (click on your internet explorer icon and type “reports” into the address bar). Refer to the end of the row labeled “Math Faculty Recommendation.”

Example #2: The student has been placed via a math faculty member

This student should begin their math sequence at MAT103, MAT104 or MAT105 depending upon their program of study.


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Recommendation #2: Start students in the math sequence as early as possible.

Students who have difficulty with math may want to put off taking a math class for as long as possible. However, these same students are often the ones who need to take one or more basic skills math courses before they are even eligible to take the college-level math courses that are required for their programs. In order to complete their program requirements within a reasonable timeframe, it is important for students to begin the math sequence in their first semester.

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Recommendation #3: Schedule a succession of math courses in consecutive semesters, whenever possible.

Students who need to take a sequence of math courses are generally more successful if they do not take semester (or longer) breaks between courses. An uninterrupted progression of math courses ensures continued practice and application of concepts, leading to greater retention of the material.

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General Advisement Recommendations for Students Taking Math Courses Recommendation #4: For returning or transferring students, please make sure that the

student whom you’re advising has successfully met the course prerequisites before registering them for the next level math course.

Refer to the math course flowchart for the proper sequence of math courses. You can access an advisee’s transcript via CAMS to ensure that the student has successfully completed the prerequisite course.

This student has transferred in 4 credits of advanced credit equivalent to our MAT224, thus they can take the next sequential math course of MAT225 Calc. II or a lower-level math course such as MAT161 – Elementary Statistics (see the flowchart for sequencing).


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Recommendation #5: Be aware of lengthy gaps between math courses.

It is typical for students to regress when a number of years have been taken off from coursework. Students who have not taken a math course in the last two years should be advised to retake the math placement exam. This will ensure that they will continue their math coursework at a level where they will be successful.

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Recommendation #6: Try to schedule math classes at times that play to the individual student’s strengths.

Some students are more focused in the morning versus the evening. Some students learn and retain more if the class meets four times per week as opposed to two. Ask the students about their preferences. If the students’ and the college’s schedules will allow it, try to register them in sections that will optimize mathematical learning.

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11

Flowchart for Sequence of Math Courses

So You're Advising a Student to Take Math

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What Entry-Level Math Course Should a Student Take?

Please note that a student who successfully completes MAT104 or MAT105 can take any second-level math course (MAT161 or MAT215 or MAT204 or MAT205). However, a student who successfully completes MAT103 – Finite Mathematics can take only MAT161 or MAT215.

While a student who successfully completes MAT104 can take MAT205 and visa versa, we strongly recommend a student remain in either the “college algebra with trigonometry” or “technical mathematics” sequence of coursework.

You may encounter special situations that have not been addressed in these guidelines. In those circumstances, a member of the math department will review the matter on a case-by-case basis.

MAT103 – Finite Mathematics MAT104 – College Algebra with Trig. I

MAT105 – Technical Mathematics I

This course is best suited for students who:

Need to fulfill math credits Will need a math course in

preparation for MAT161 or

MAT215

This course is best suited for students in the following programs:

Math/Science Forestry CIS students who wish to

transfer to a 4-year computer

science program

This course is best suited for students in the following programs:

Computer Technology

Environmental Technology

Electrical Technology

Industrial Technology

Wind Energy Technology

Renewable Energy Technologies

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Changes in Math Courses Including Course Numbering/Course Equivalencies

Old Course Number/Name New Course Number/Name

MAT163 – Finite Mathematics MAT103 – Finite Mathematics*

MAT221 – Finite Mathematics MAT103 – Finite Mathematics*

MAT230 – Elementary Statistics MAT161 – Elementary Statistics*

MAT233 – Calculus for Business Students

MAT215 – Calculus for Business Students*

Over time, a handful of math courses have been renumbered. If you come across such a course on a student transcript, the table below will show you what current catalog course it is equivalent to.

*It is typical for students to regress when a number of years have been taken off from coursework.

Students who have not taken a math course in the last two years should be advised to retake the math

placement exam. This will ensure that they will continue their math coursework at a level where they will

be successful.

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Changes in Math Courses Including Course Numbering

Old Course Number/Name Course Type

MAT096 – Arithmetic This remedial course does not count for college credit. After successful completion of this course, a student can continue on to MAT098.

MAT101 – Mathematical Functions These courses count as a college math course. After successful completion of this course a student can continue on to MAT161 or MAT215. It is recommended that this student take the placement exam to determine proper placement.

MAT198 – Intermediate Algebra

MAT220 – Fundamentals of Mathematics

MAT200 - Precalculus This course counts as a college math course. After successful completion of this course a student can continue on to MAT224, MAT161 or MAT215. It is recommended that this student take the placement exam to determine proper placement.

MAT232 – Introduction to Logic This counts as a college-level math course. This student has demonstrated an ability to take an entry-level math course. It is recommended that this student take the placement exam to determine proper placement.

Some courses, rather than being renumbered, have been taken out of the college catalog and/or are no longer offered on our campus. Below you will find a list of such courses and where they fit on curriculum and graduation worksheets.

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The Department of Mathematics at Clinton Community College (CCC) will make available a list of math proficiency exams that students may successfully complete to earn math credit at CCC. Included in this list will be the proficiency exam title, the minimum passing score a student must earn to receive CCC math credit, the number of credits a student will be awarded, the course number and title that will appear on the CCC transcript, and whether or not the proficiency exam is administered at Plattsburgh State. Only methods of evaluation on the list of approved proficiency exams will be honored by the CCC Mathematics Department due to their known reliability/validity and increased transferability. This policy encompasses all CCC courses with a MAT prefix.

• If a student is in a degree program requiring MAT105, he/she may request a substitution of CLEP College Algebra or DSST Fundamentals of College Algebra.

• If a student is in a degree program requiring MAT205, he/she may request a substitution of CLEP Precalculus.

• If a student is in a degree program requiring MAT215, he/she may request a substitution of CLEP Calculus, AP Calculus AB, or AP Calculus BC.

• The number of credits earned for CLEP Calculus, CLEP Precalculus, AP Calculus AB, AP Calculus BC, CLEP College Algebra, DSST Fundamentals of College Algebra and CLEP College Mathematics differ from the American Council on Education’s recommendation. The number of credits earned for these proficiency exams were assigned based on the recommendation of the CCC Mathematics Department.

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Program Name Tests AvailableScore Needed

for CreditCCC Course Equivalent

Administered at PSU

CLEP (The College Board’s College-Level Examination Program)

Calculus50 or higher (out of 80)

MAT 224 (4 credits) Yes

AP (The College Board Advanced Placement Examinations)

Calculus AB 3, 4, or 5 MAT 224 (4 credits) No


Calculus BC 3, 4, or 5 MAT 224 (4 credits) No


Precalculus50 or higher (out of 80)


DSST (DANTES Subject Standardized Tests) Principles of Statistics 48 or higher MAT 161 (3 credits) Yes


Statistics 3, 4, or 5 MAT 161 (3 credits) No

Excelsior College Examinations (formerly Regents College Examinations and ACT PEP)

Statistics C or higher MAT 161 (3 credits) No


College Algebra50 or higher (out of 80)


DSST (DANTES Subject Standardized Tests)Fundamentals of College Algebra

47 or higher MAT 104 (4 credits) Yes


College Mathematics50 or higher(out of 80)

MAT Elective (3 credits) Yes


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