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Occupational Education and Mathematics: Ownership Makes the Difference

In: New Directions in Two-Year College Mathematics

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  • William Warren
  • James R. Mahoney

Abstract

Summary To develop and maintain the appropriate relationship between community college mathematics courses and technical education curricula requires an understanding of institutional mission and the fit of specific programs into that mission. The community college philosophy which was best conceptualized by President Truman’s Commission on Higher Education in 1947 revealed essential characteristics to make community colleges truly a “community” resource, and called for the integration of general education and vocational/technical education. Within this context, the development of appropriate and acceptable skills in the use of mathematics requires a commitment to both course content and standards of achievement by the institution, technical faculty, general education faculty, and employer groups. Without this commitment — or feeling of program “ownership” — groups with varied vested interest find themselves at odds with each other in setting standards and course requirements. By working together to establish standards, evaluating incoming students, specify remediation, and maintain standards to determine academic success, a partnership will evolve to serve the institution and students in a more responsible fashion.

Suggested Citation

  • William Warren & James R. Mahoney, 1985. "Occupational Education and Mathematics: Ownership Makes the Difference," Springer Books, in: Donald J. Albers & Stephen B. Rodi & Ann E. Watkins (ed.), New Directions in Two-Year College Mathematics, pages 101-117, Springer.
    • Handle: RePEc:spr:sprchp:978-1-4612-5116-3_6
    DOI: 10.1007/978-1-4612-5116-3_6
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