A large percentage of Nassau County high school seniors begin their college experience at Nassau Community College. We believe that high school students who are involved in such a program will take their high school mathematics course more seriously and will find their transition from high school to college less traumatic. Furthermore, local mathematics faculty and students will have immediate and direct knowledge of what to expect in a college level mathematics course. We also believe that teaching such a course revitalizes all faculty and fosters a collegial relationship between the high school and College community.

In designing the precalculus and calculus Partnership Program, we have been guided by the following principles:

• The most important component for student success in this program is a highly motivated, well trained high school mathematics teacher.
• The components of a precalculus curriculum should be tied together by clearly defined themes. The core syllabus of precalculus should include only those topics that are essential to the study of calculus. Algebra should be developed as needed, but should not serve as a central theme. Functions as models of change is our central theme. This theme should be continued in a calculus course.
• Fewer topics should be introduced than in the past, but each topic should be treated in greater depth.
• Precalculus and calculus should be taught using The Rule of Four: Each function is represented symbolically, numerically, graphically, and verbally.
• Students learn best using The Way of Archimedes: Formal definitions and procedures evolve from the investigation of practical problems.
• The responsibility for learning should be gently shifted from teacher centered to student centered.
• Technology has a place in modern mathematics. Materials for precalculus and calculus should take full advantage of technology when appropriate. Students should know how and when to use technology, as well as its limitations. However, no specific technology should be emphasized.
• Faculty should construct quizzes and tests that reflect the change in the curriculum.
• Faculty must continually encourage students to adapt to ever changing challenges in their academic lives, and their techniques for learning to meet these various challenges may have to change.
• Materials for precalculus and calculus should allow for a broad range of teaching styles. They should be flexible enough to use in large lecture halls, small classes, or in group or lab settings.
• The precalculus and calculus syllabus and materials should reflect the spirit of the standards established by the National Council of Teachers of Mathematics (NCTM) and the American Mathematical Association of Two-Year Colleges (AMATYC), and meet the recommendations of the Mathematical Association of America (MAA).

1. Administrations at local high schools approve, in writing, such a cooperative effort.
2. Students and parents are advised, in writing by the local Principal or other appropriate administrator, of the parameters of the program, its cost ($20 non-refundable application fee plus $448 for tuition), benefits (transferability, minimal cost), refund policies, and especially, its rigor.
3. The Director of the Partnership Program at Nassau Community College (NCC), the local mathematics chair and the participating local instructor(s) meet jointly with parents and students prior to the distribution of NCC applications for admission.
4. Each participating high school should have a minimum of thirty (30) students in at most two periods. If only one period can be attained, the Partnership Program may be able to administratively combine two districts into one Partnership class.
5. All participating local teachers are required to attend a one week precalculus workshop at NCC during the summer prior to the commencement of the program at their school. (See http://www.matcmp.sunynassau.edu/~schmiee/shortcourse.htm).
6. During the first two years of participation, all participating local teachers are required to attend a users group that meets approximately eight time per year at NCC.
7. If there are two classes (of a least 15 students each) at a high school, the NCC mathematics faculty member will meet thirty-two mutually agreed upon classes per year at the high school during students' regularly scheduled precalculus or calculus class. The NCC professor will also proctor a three hour final examination at NCC. In no case shall a single NCC faculty member be responsible for more than sixty students.
8. NCC and local mathematics faculty who are involved in the project meet and outline the topics to be covered in Functions Modeling Change: A Preparation for Calculus, by Connally, Hughes-Hallett, et. al. and/or in Calculus, by Hughes-Hallett, Gleason, et. al.
9. The NCC mathematics faculty member in part (8) above will construct and grade three quarterly examinations, and a final examination. The weight for each quarterly examination shall be 10% of the final grade, the final examination shall be 35% of the final grade and 35% of the final grade shall be based on examinations given by the local teacher. The NCC mathematics faculty member who taught the classes and constructed and graded the quarterly and final examinations at the local school shall assign the course grade for credit at NCC. The NCC professor shall have no input in the computation of the high school grade. The local teacher only shall assign a grade for the local high school.

• Consult frequently with partner teacher to monitor pace, appropriate homework assignment, exams, etc.
• Attend monthly Partnership meetings.
• Move from a "plug and chug" mentality to a "fewer but deeper" one.
• Gently shift the responsibility for learning from teacher centered to student centered.
• Construct quizzes and tests that reflect the change in the curriculum.
• Provide the NCC partner teacher with 35% of each student’s grade no later than the second week in May.
• Explain the difference between high school and college courses:
• student centered vs. teacher centered
• multiple representations
• superficial vs. deep understanding
• drill vs. interpretation
• weeks of review for standardized exams vs. little review
• Explain the grading scheme:
• the NCC professor will construct the quarterly exams and a cumulative final exam.
• the NCC professor will go over each exam and hand out the solutions.
• each of three quarterly exam count 10%.
• the final exam (at NCC) and the teacher’s evaluation each count 35%.
• there are no make up exams.
• for each quarterly exam missed, the final exam will count 10% more.
• less than 60% = F, means failing.
• 60-69% = D, means poor.
• 70%-79% = C, mean average.
• 80%-89% = B, means good.
• 90% or greater = A, means outstanding.
• remind them that their high school and college grade for the course may differ.
• Encourage students that they can learn the material, but their techniques for learning may change.
• Explain the difference between the high school and college cultures.

NOTES:
The text for the precalculus course is Functions Modeling Change by Connally et al. (http://jws-edcv.wiley.com/college); for Calculus the text is Calculus by Hughes-Hallet et al. (http://jws-edcv.wiley.com/college)
All exams are cumulative. On the first three exams, the emphasis will be on the most recent material.
Exams may require two class periods.
Some exams may incorporate a section requiring students to work in groups.

For answers to frequently asked questions, click here

For a partial list of colleges that give credit for partnership courses, click here.