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Student Guidelines
2018-2019
JACKSON COUNTY EARLY COLLEGE
Mission
Offer an inclusive Early College program designed to encourage students from all backgrounds and socio-economic levels to earn college credits, a degree, or a certification so they are prepared for a meaningful and successful career in the community.
Vision
Jackson County Early College will provide students and parents an exceptional academic experience that promotes student success in a college environment while reducing the time and expense of a college education.
Goals
- Develop a skilled workforce to meet the employment needs of Jackson County businesses.
- Prepare students as they transition from high school to college to career.
- Provide a quality college experience at little cost to families.
- Improve the high school and college completion rate for Jackson County students.
Design Principles of Jackson County Early College (JCEC)
- College- Focused Academic Program – emphasizing a career pathway.
- Comprehensive Student Support – helping students adjust to college life.
- Dynamic High School/College Partnerships – working together to benefit students.
- Culture of Continuous Improvement – implementing best practices.
- Students enroll in high school and college classes – simultaneously.
- College tuition and fees are paid by the district provided the amount of state aid generated for the courses is enough to cover the expense.
- Students may earn an Associate’s degree, a certificate, or up to 60 transferable college credits.
Each district has the right to determine if students are academically ready to participate in JCEC. Students should discuss college-readiness standards in their districts with their school counselors.
JCEC students are required to adhere to their districts’ student handbooks, as well as Jackson College’s student handbook, and the expectations outlined in this document.
JCEC website: www.jxncec.org
Application Process
Steps for application to JCEC
Link to information, pre-application, and application: www.jxncec.org
- Complete the pre-application which can be found under the “Application” tab and turn it in to your school counselor.
- Once your counselor has approved the pre-application, you may begin the application.
To complete the actual application for JCEC:
- Click on the Application link under the “Application” tab. This takes you to the Jackson County student account page.
- If you already have applied to Jackson College, you have an account. Use your username and password to enter the system.
- If you have not applied to Jackson College, select create account. You will select a username and password.
- Once you have created an account, you will be directed to the Jackson College application page. Select “Start an Application.”
- Select “Start a new JCEC Application.”
- Follow the directions and provide the required information.
- Once you have submitted your application, you will also be required to: Complete a brief (250-word) essay on how JCEC can benefit you; have a parent/guardian sign the “Parent Waiver” (This form is available at www.jxncec.org) ; obtain a letter of recommendation from a teacher, counselor, employer or mentor.
SUPPLEMENTAL DOCUMENTS MUST BE EMAILED TO:
info@jxncec.org
Important Phone Numbers and Contact Information
Name
Position
Email
Phone
Jean Logan
JCEC Administrator
517-581-2003
Freddie Deramus
Success Navigator
517-990-1432
Nathan Venske
Asst. Dean/Student Services
venskenathan@jccmi.edu
517-796-8499
Jackson College Bookstore
jackson@bkstr.com
517-796-8440
Registration & Records
517-787-0800
Cashier’s Office
jccashier@jccmi.edu
517-796-8420
Helpful Web Links
Jackson County Early College
Jackson College home page
Dual Enrollment/JCEC Information
https://www.jccmi.edu/admissions/admissions-high-school-students/
Jackson College Programs of Study
Transfer Equivalencies
Jackson College Academic Calendars
Jackson College – Payment Options
Educational Development Plan
After students have completed the application and are successfully enrolled in JCEC, an educational development plan will be developed in collaboration with the student, school counselor, and Jackson College Success Navigator. These plans are updated annually to verify a student’s progress for several reasons:
- To determine a student will meet high school graduation requirements;
- To monitor progress toward the student’s career pathway;
- To prepare the student for transfer to a four-year college or university.
Since this program is a five-year high school program, students must take a math or math-related courses in their final year to fulfill Michigan Department of Education high school graduation requirements.
The intent of JCEC is to develop an Educational Development Plan specifically devised to support the career pathway of each student. The college coursework that a student is able to complete depends on different variables:
- Coordination of required high school courses needed for graduation and coursework at the postsecondary level;
- Commitment and responsibility toward college coursework;
- Time-management capabilities.
Students have three options in the Early College program:
- Earn up to 60 transferable credits;
- Earn a certificate;
- Earn an Associate’s degree.
Academic Achievement
In order to maintain academic expectations set by the JCEC program, students will adhere to the academic achievement expectations which are intended to keep the focus on education as students take coursework at post-secondary institutions as well as their local high school. Failure to meet academic expectations will result in probationary action and possible dismissal from the JCEC program.
Academic Achievement Expectations
As the JCEC program is an academic-based program, the student’s home school, Jackson College, and parents are committed to the academic success of the student. Therefore, the following guidelines have been established. These actions may be taken should the student’s grade point average fall to an unacceptable level.
Before a student will be enrolled in any Early College course, signatures will be required from:
- The student
- The student’s parent/guardian
- The high school counselor
It is expected that the student will maintain a GPA of 2.0 or higher (this means a letter grade of “C” or higher) through the entirety of this program in all classes (high school and college) associated with the JCEC program.
Level 1: In the event the student’s GPA falls below 2.0 at any point during the semester/trimester, the student will be placed on academic probation for a period of three (3) weeks. While on academic probation, the student will be placed into a tutoring program. At the end of the probationary period the student’s grades will be reassessed and if the student’s GPA has improved to 2.0 or higher he/she will be removed from probation.
Level 2: A student who is on academic probation, and whose grades do not improve to 2.0 or higher during the three (3) week probationary period, will remain on academic probation and will remain in a tutoring program for the remainder of the semester/trimester. At the end of the semester/trimester, the student’s grades will be evaluated and if the student’s GPA is 2.0 or higher they will be removed from probation.
Level 3: A student whose GPA does not improve to at least 2.0 during the semester/trimester may be dismissed from the JCEC program and is subject to the terms of the reimbursement agreement between the student and the his/her local district.
College Class Failure Notice: A student who fails one (1) college class may be required to repay the local school district for his/her portion of the course cost depending upon the district’s guidelines. Should a second college class be failed, the student will be required to repay the school district, and the student shall be dismissed from the JCEC program.
These expectations are not intended to be punitive in nature. Each incident will be reviewed on a case-by-case basis. Students having trouble in maintaining acceptable grades are strongly encouraged to seek assistance from the Early College Administrator, Success Navigators, parents, instructors, counselors, tutors, employers, etc., to avoid probation.
Opting Out of Early College
If a student determines Jackson County Early College is not the appropriate pathway, he/she must submit an “Opt-Out” form to the Early College Administrator. The form will require signatures from the student, the student’s parent/guardian, high school counselor, and Early College Administrator. This form is located in the appendix.
JCEC Focuses on Success
Student success is the primary focus of the JCEC program. However, when expectations are not being met, dismissal from the program may occur. Possible ways to be dismissed from the JCEC program:
- Academic Achievement expectations are not being met.
- Student discipline issues at Jackson College or at the local district are occurring.
An intervention plan may be implemented for students who are struggling to meet the expectations of Jackson County Early College.
Course Materials/Textbooks
The cost of course materials and textbooks may be paid by a student’s school district. Students should check with the school counselor for expenses paid by the district and the process for obtaining materials and textbooks.
Final Year – Math or Math-Related Course
All students are required to enroll in a math or math-related course during their final year. Each district has courses that satisfy this requirement. Jackson College also offers courses that will fulfill this stipulation. Math and math-related courses offered by Jackson College are located in the appendix.
Earning College Credit Through Advanced Placement
College credit may be granted to students who have received a qualifying score on an associated Advanced Placement test.
To receive credit for AP exams/scores requires that student exams and scores appear on an official high school transcript or that the student submit an official AP Score Sheet. The official AP Score Sheet should be sent to:
JC Office of the Registrar
Jackson College
2111 Emmons Road
Jackson, MI 49201If you need to request your AP test score sheet, simply write
Advanced Placement, Box 977-IS
Princeton, New Jersey 08541
Or call: 609-771-7600Jackson College
College Board Advanced Placement Program
AP Subject
Score
Credit
JC Course
United States History
5, 4, 3
6 credits
HIS 231, 232
2, 1
no credit
Art History
5, 4
6 credits
ART 111, 112
3, 2, 1
no credit
Studio Art: 2-D Design
5, 4
3 credits
ART 101
3, 2, 1
no credit
Studio Art: Drawing
5, 4
3 credits
ART 103
3, 2, 1
no credit
Biology
5, 4
8 credits
BIO 161, BIO 162
3
4 credits
BIO 161
2, 1
no credit
Calculus AB
5, 4, 3
4 credits
MTH 151
2, 1
no credit
Calculus BC
5, 4, 3
9 credits
MTH 151, 154
2, 1
no credit
Chemistry (only)
5, 4
8 credits
CEM 141, 142
3
4 credits
CEM 131 or 141
2, 1
no credit
Computer Science A (only)
5, 4
2 credits
General CPS credit
3, 2, 1
no credit
Computer Science AB (only)
5
5 credits
General CPS credit/waive CPS 175
4
2 credits
General CPS credit
3, 2, 1
no credit
Environmental Science
5, 4, 3
4 credits
BIO 158
2, 1
no credit
Microeconomics
5, 4
3 credits
ECN 232
3, 2, 1
no credit
Macroeconomics
5, 4
3 credits
ECN 231
3, 2, 1
no credit
English Language and Composition
5, 4
3 credits
ENG 131
3, 2, 1
no credit
French Language
5
8 credits
FRN 231, 232
4
4 credits
FRN 231
3, 2, 1
No credit
German Language
5
8 credits
GER 231, 232
4
4 credits
GER 231
3, 2, 1
no credit
Government and Politics: United States
5, 4
3 credits
PLS 141
3, 2, 1
no credit
Government and Politics: Comparative
5, 4
3 credits
PLS 141
3, 2, 1
no credit
Physics “C” Mechanics
5, 4
4 credits
PHY 251
3, 2, 1
no credit
Physics “C” Electricity & Magnetism
5, 4
4 credits
PHY 252
3, 2, 1
no credit
Physics “B”
5, 4
8 credits
PHY 231, 232
3, 2, 1
no credit
Psychology
5, 4
4 credits
PSY 140
3, 2, 1
no credit
Statistics
5, 4
4 credits
MAT 133
3, 2, 1
no credit
Spanish Language
5
8 credits
SPN 231, 232
4
4 credits
SPN 231
3, 2, 1
no credit
Educational Support Services
Jackson County Early College and Jackson College provide services for students to support their academic success as they transition from high school to college. Specifically for Early College students, the following supports are included in the program:
- Study Clubs for students in comparable classes to meet for peer tutoring.
- Advisory Groups to help students navigate the college experience – the hows, what, wheres, whens, and whys of being a college student.
- Mentors for Early College students including the Early College Administrator and Success Navigator dedicated solely to the Early College.
- College placement test prep to help students successfully meet the benchmarks for college entrance, including test-taking tips.
- College/Career-Readiness activities designed to help all students develop the skills, inner qualities and external behaviors needed to take charge of their academic and career success. Students will be guided through an extensive process in making career choices and selecting an academic program of study at Jackson College and beyond.
- Prior to beginning college classes, Early College students will participate in a Summer Bridge Bootcamp. During camp, students will review the expectations for Early College, learn success strategies for college students, tour the facilities and amenities, and discover the “how-tos” – how to find people/departments, purchase materials at the bookstore, read their schedule, and find their classes.
- “Beyond JCEC” will teach students how to complete college applications, transfer to another college, complete financial aid, and write resumes.
- Advancement Via Individual Determination (AVID) trains educators to use proven practices in order to prepare students for success in high school, college, and a career, especially students traditionally underrepresentedin higher education. AVID brings proven practices and curriculum to educational institutions.
- Supporting Parents of Early College Students. Informational meetings with parents of EC students before entrance to Early College, During Early College, and upon exit from the program. Training and resources will be provided to help parents help their students be successful college students.
- Personalized Career Planning & Advising. Each student will be assigned a Success Navigator who has the responsibility for monitoring a student’s progress, career pathway, and educational intent upon exit from Early College. The Success Navigator will collaborate with his/her assigned students to ensure that the students are enrolled in courses that support future educational/career plans.
The Role of the School Counselor
Early College students will meet with their high school counselors for guidance from 9th grade through 12th grade in collaboration with the designated Success Navigator and Early College Administrator. In the 13th year, the Early College Administrator and Success Navigator become the primary academic support. The school counselor and Success Navigator work with each student to develop the 5-year Educational Development Plan and revise it at least annually. The EDP guides course selection in Early College as well as progress toward high school graduation. The school counselor’s and Success Navigator’s roles are to transition students from high school to college by monitoring progress, developing appropriate schedules, and supporting students in a variety of ways.
Student Success Navigator
The Student Success Navigator will be a critical mentor in planning college coursework in collaboration with the school counselor. The Navigator meets with students beginning with the application process and will be deeply involved in the creation of the Educational Development Plan and advising students on appropriate college courses for the intended career pathway. The Navigator will also coach students on transfer options for other colleges and universities.
The Early College Administrator
The Early College Administrator (ECA) will serve as a mentor in the program and will support the student through each step of Early College. The ECA will monitor student progress in coursework and provide opportunities in college and career readiness. The ECA also works closely with staff in the local districts to coordinate services for students.
Students will be required to maintain frequent contact with Early College Administrator through a variety of ways, including consultation, email, and phone.
The Early College Administrator will also provide college/career-readiness sessions throughout the year. Students are required to participate.
Appendix
Contents:
Forms
Pre-Application
Parent Waiver
Opt-Out Form
Course Information
Michigan Transfer Agreement
Math/Math-Related courses offered at Jackson College
Link to Jackson College’s complete catalog:
https://www.jccmi.edu/wp-content/uploads/Catalog-2018-2019.pdf
PRE-APPLICATION
PARENT WAIVER
OPT-OUT FORM
Michigan Transfer Agreement
The Michigan Association of Collegiate Registrars and Admissions Officers (MACRAO) Articulation Agreement facilitates the transfer of students from community colleges to four-year colleges and universities in Michigan. By carefully choosing courses, students may obtain an associate degree from Jackson College and complete the Michigan Transfer Agreement (MTA). However, students do not need to obtain a degree to earn the MTA designation. If students meet all the requirements of the agreement, they should contact the Registration & Records Office and request the MTA designation on their transcripts.
More information can be found at http://www.macrao.org/ Publications/MTA.asp
Requirements of the Michigan Transfer Agreement
- Minimum 30 credits
- Minimum grade 2.0 for each course
Note: This list reflects only current courses. The Registrar’s Office maintains a historical listing of courses that are accepted as part of MTA.
TAKE 30 CREDITS FROM:
ENGLISH COMPOSITION AND COMMUNICATIONS
(2 courses, 1 of which must be Composition)
English (ENG) 131, 132, 201*, 232
Communications (COM) 231, 240, 250
*Please note: ENG 201 Advanced Composition (3 credits) is a by-invitation-only English course that may be substituted for ENG 132.
QUANTITATIVE REASONING
(at least 1 course)
Mathematics (MAT) 130, 133, 135, 139, 141, 151, 154, 251, 254
NATURAL SCIENCE
(at least 2 courses from two disciplines; 1 must be laboratory science) Courses that are not lab science are marked with an *.
Biology (BIO) 110, 132, 140*, 158, 161, 162, 220, 231, 232, 253, 254
Chemistry (CEM) 131, 132, 141, 142
Geology (GEL) 109, 160 Natural Science (NSC) 131
Physics (PHY) 131, 150*, 151, 231, 232, 251, 252
SOCIAL SCIENCE
(at least 2 courses from two disciplines)
Anthropology (ANT) 131
Criminal Justice (CRJ) 111, 117
Economics (ECN) 231, 232
Geography (GEO) 131, 132
History (HIS) 211, 231, 232, 235
Psychology (PSY) 140, 152, 245, 251, 252, 290
Political Science (PLS) 141
Sociology (SOC) 117, 152, 231, 236, 246
HUMANITIES
(at least 2 courses from two disciplines)
Art (ART) 111, 112
English (ENG) 210, 236, 246, 247, 249, 252, 254, 255, 256, 257
French (FRN) 131, 132
German (GER) 131, 132
History (HIS) 120, 131, 132
Humanities (HUM) 131
Music (MUS) 130, 131, 132, 151, 152
Philosophy (PHL) 231, 232, 243
Spanish (SPN) 131, 132, 231, 232
Theatre (THR) 116
MATH/MATH-RELATED COURSES FOR JCEC STUDENTS
Course
Title
Prerequisite (Math Related)
Course Description
ACC 214
Income Tax Accounting
MAT-030 or Higher
The student will learn current tax laws and how to
apply them by preparing complex tax returns on the
appropriate IRS forms. Both individual and small
business tax returns will be studied and prepared.
The student will have the choice of preparing the
returns manually and/or using a popular tax
software package.ACC 216
Financial Accounting Concepts
MAT 030 or Higher
This course is designed for the non-accounting
supervisor/manager who must have an understanding
of financial and managerial accounting as it is
used in decision making. Learn about annual
reports, financial statements, balance sheet
accounts and accounting transactions. Focus on how
accounting information is used in decision making
and not on the mechanics behind that accounting
information. This is an introductory accounting
course required for some BUS,CIS and HOC programs.
Students should consider their academic program
and select either ACC 216 or ACC 231 for their
introductory accounting course.ACC 231
Principles of Accounting
MAT 033 or Higher
This course is an introductory course in
Financial Accounting. Learn the theory and
practice of recording financial accounting data
and preparation of financial statements in
accordance with Generally Accepted accounting
Principles (GAAP)with an emphasis on
coprorations. Current software and online
applications will be utilized.ACC 232
Principles of Accounting II
ACC 231 / MAT 033
This course is an introductory course in
Managerial Accounting. Learn how accounting
impacts managerial decision making. Topcis
include stocks, bonds, cash flow, cost
accounting, break-even analysis, differential
analysis, financial statements and budgeting.
Current software and online applications will be
utilized.ACC 234
Managerial Accounting
ACC 232
Management level professionals from all
disciplines will be faced with complex situations
and decisions. Appropriate managerial accounting
reports and critical thinking skills are crucial
to a pro-active management process. Learn about
financial statement analysis, cash flow
forecasting, job order costing in manufacturing,
process costing in manufacturing, activity based
costing in manufacturing, cost-volume analysis,
cost behavior analysis, budgeting, responsibility
accounting, case study analysis, critical thinking
and decision making skills. Prerequisite: ACC 232ACC 240
Intermediate Accounting
ACC 231
Professional accountants must have a solid
background in GAAP financial accounting concepts.
Review and expand your knowledge of accounting
theory and processes, nature and content of the
balance sheet and income statement, present value
tables and their application, currently
applicableGenerally Accepted Accounting Principles (GAAP) and recent Financial Accounting Standards Board
(FASB) pronouncements. Prerequisite: ACC 231BUA 111
Personal Finance
CIS-095 / ENG 091
Provides a fundamental knowledge of financial
concerns including financial services, stocks,
bonds, budgeting, insurance, real estate, estate
and tax planning, buying on credit, borrowing,
saving, investing intelligently, and retirement.
Analysis of personal objectives to financial
planning will be discussed and put into practice.CEM 131
Fundamentals of Chemistry
ENG-085 / MAT 033 or Higher
Fills requirement for some non-science majors.
Provides background for CEM 141 for those with
no recent high school chemistry. Fundamental
principles of chemistry such as states of matter,
simple atomic and molecular structure, and the
periodic classification of elements. The study of
water emphasizes the properties of solutions and
acid-base relations.Course includess a laboratory
component.Course includes a laboratory component.CEM 132
Fundamentals of Organic & Biological Chemistry
CEM 131
This course is an extension of material covered
in CEM 131. It is required in many Bachelor's
degree programs, including nursing. Organic topics
include the structure, physical properties and
chemical behavior of the major classes of organic
compounds. The structure, functions, formation and
reactions of carbohydrates, fats, proteins, and
nucleic acids are covered, including enzymes,
chemical messengers, and biochemical energy
production.Course includes a laboratory component.CEM 141
General Chemistry I
ENG 091 / MAT 130 or Higher
This course is required for most sciences,
engineering, and pre-professional health majors.
Students who are required to take organic
chemistry for their major should enroll in
CEM 141 during their first semester. Topics
include atomic and molecular structure,
periodicity, chemical bonding, states of matter,
kinetic molecular theory and stoichiometry.
Recommendation: Recent algebra success.Course
includes a laboratory component.Course includes a
laboratory component.
Replaces CEM 151.CEM 142
General Chemistry II
CEM 141
This course is the second semester of general
chemistry and extends material covered in
CEM 141. Covered concepts include chemical
thermodynamics, electrochemical reactions,
reaction kinetics, acid-base theories, nuclear
chemistry, and aqueous solutions with emphasis
on equilibrium. Experiments include quantitative
methods, stoichiometry, colorimetry, and
gravimetric analysis.Course includes a laboratory
component. Replaces CEM 152.CEM 241
Organic Chemistry I
CEM 142
A comprehensive study of the major classes of
organic compounds, their structures and reactions.
The sterochemical properties and spectra (IR and
NMR) of molecules and their mechanisms of
reactions are stressed. The laboratory experiments
demonstrate techniques used in organic reactions,
syntheses illustrating types of reactions,
analyses of major classes of compounds and
kinetic studies.Course includes a laboratory
component.CEM 242
Organic Chemistry II
CEM 241
Continuation of CEM 241 - Contains Lab component
ECM 101
Ecommerce Fundamentals
CIS 095 / ENG 091 / MAT 030 or Higher
The course introduces revenue models for
conducting business transactions globally with
customers over the Internet. Topics include
integrating e-business strategies with traditional
storefront objectives, procuring hardware and
software resources, optimizing web marketing
opportunities, and complying with legal, ethical
and regulatory restrictions. Student will apply
concepts to real-life scenarios through
active-learning strategiesECN 231
Macroeconomics
ENG 085 / ENG 091 / MAT 130 or Higher
Covers macroeconomics. Explains the operation of free markets, the role of government in the economy, measurement of the national product, inflation and unemployment, monetary and
fiscal policy, and economic growth.ECN 232
Microeconomics
ENG 085 / ENG 091 / MAT 130 or Higher
Concerns micro-economics, the market structure of
firms operating in competition and monopoly, labor
markets and unions, how income is distributed,
current economic problems, international
economics, and alternative economic systems.HOC 140
Pharmacy Technician Concepts & Calculations
MAT 130 or Higher
This course applies mathematics in the
calculations required for determination of proper
dosages, conversion operations, as well as
preparation skills of parenteral solutions for
injections, IVs, etc. Detailed instruction in the
techniques used in dosage preparation and aseptic
techniques will be demonstrated. Topics covered
will include pharmaceutical and medical terms,
abbreviations, and symbols commonly used in the
prescribing, dispensing, charting medications,
drug purchasing and inventory control concepts.
This course will provide direction to students for
Pharmacy Technician Certification Board (PTCB
Exam) preparation.MAT 030
Foundation of Math
This course is designed to prepare non-STEM major
students for MAT 130, Quantitative Reasoning.
Cultivates student skills in interpreting,
understanding, and using quantitative
information. Develops facility with numeracy,
problem, solving strategies, proportional and
statistical reasoning through a quantitative
literacy lens. Fosters skills in reading and
writing quantitative information. Emphasizes
critical thinking and the use of multiple
strategies in applied contexts.MAT 033
Algebra for Stats
As an alternative pathway toward college-level
mathematics, this course introduces fundamental
algebra concepts within an underlying framework of
statistics and mathematical modeling based on
real-world data. Major concepts and themes
include: problem solving and experimental design;
unit analysis and error in measurement;
dimensional analysis and scientific notation;
representing data and coordinate graphing;
introduction to basic descriptive statistics and
probability theorems; basic geometric principles
(area, volume, perimeter); arithmetic operations
on numbers, ratios, summations, and percents;
solution and manipulation of formulas; modeling
relationships (linear and exponential regression);
solving equations and inequalities; and function
arithmetic and graphing. Appropriate technology
includes a graphing calculator. The mathematics
department recommends that the prerequisite not be
more than two years old. If the prerequisite is
more than two years old, then the recommendation
is that the course placement exam be taken or the
prerequisite be retaken to ensure the success of
the student.MAT 039
Beginning Algebra
Placement Exam
Students will build algebraic skills working with
linear and quadratic expressions and equations.
The course particularly emphasizes graphs and
equations of lines, factoring techniques, and
methods of solving quadratic equations.
The mathematics department recommends that the
prerequisite not be more than two years old. If
the prerequisite is more than two years old, then
the recommendation is that the course placement
exam be taken or the prerequisite be retaken to
ensure the success of the student.MAT 040
Quantitative Reasoning Fundamentals
Quantitiative Reasoning Fundamentals provides
extra support for students concurrently enrolled
in MAT 130 Quantitative Reasoning. The course
will review mathematical topics needed to be
successful in MAT 130, and will offer students
the opportunity to review, ask questions, and
receive extra help with the content of MAT 130.MAT 130
Quantitative Reasoning
MAT 030 or 040
Quantitative Reasoning develops student skills in
analyzing, synthesizing and communicating
quantitative information. Cultivates algebraic
reasoning and modeling skills through a
quantitative literacy lens. Emphasizes critical
thinking and ane the use of multiple strategies in
applied contexts. Topics include proportional and
statistical reasoning, probability, and
evaluation of bias and validity.MAT 131
Intermediate Algebra
MAT 039 or 130
This course emphasizes simplifying expressions,
solving equations, and graphing functions,
including linear, quadratic, polynomial, rational,
radical, exponential and logarithmic. Problem
solving and mathematical modeling are integrated
throughout. Appropriate technology includes a
graphing calculator. The mathematics department
recommends the pre-requisite not be more than two
years old. If the pre-requisite is more than two
years old the recommendation is the course
placement assessment be taken or the prerequisite
be retaken to ensure the success of the student.MAT 133
Introduction to Probability & Statistics
MAT 033 or MAT 130
This course is an introduction to experimental
design, data representation, basic descriptive
statistics, probability theorems, frequency
distributions and functions, binomial and normal
probability distributions and functions,
probability density functions, hypothesis testing,
statistical inference, Chi-square analysis, linear
regression, correlation and application of the
above in making informed, data driven decisions in
real-world contests. Both graphing calculators and
computer-based statistical software (MS Excel)
will be used. If the prerequisite is more than two
years old, then the mathematics department
recommends the course placement exam be taken or
the prerequisite be retaken to ensure the success
of the student.MAT 135
Finite Mathematics
MAT 039 or 131
This course is for student whose programs do not
require trigonometry (or the Calculus sequence).
The topics included are linear, exponential,
quadratic, polynomial and logarithmic functions
and models: systems of linear equations; linear
regression; mathematics of finance and financial
modeling; matrices, linear programming;
permutations; combinations, probability theory;
probabilistic simulations; decision theory;
descriptive statistics; and Markov chains. The
mathematics department recommends the
pre-requisite not be more than two years old. If
the pre-requisite is more than two years old the
recommendation is the course placement assessment
be taken or the prerequisite be retaken to ensure
the success of the student.MAT 139
College Algebra
MAT 039 or MAT 131
Algebraic functions, graphs and models are
addressed. Emphasis is placed on the following
function types: polynomial, exponential,
logarithmic, rational and radical. In all topic
areas, covered content includes simplifying
expressions, solving equations, graphing using
transformations, mathematical modeling and
problem solving.MAT 141
Precalculus
MAT 139
This course's major emphasis is on the concept
functions. Study polynomial, rational exponential,
logarithmic, trigonometric and inverse
trigonometric functions, their properties, graphs
and related equations and applications. Additional
topics include systems of equations, matrices and
conic sections. A graphing calculator is required
and used extensively. The mathematics department
recommends the pre-requisite not be more than two
years old. If the pre-requisite is more than two
years old, the recommendation is the course
placement exam be taken or the pre-requisite be
retaken to ensure the success of the studentMAT 151
Calculus I
MAT 141
First calculus course for business, mathematics,
engineering and science students explores
introductory plane analytic geometry, the
derivative, the integral and their applications
for algebraic, trigonometric, exponential and
logarithmic functions. The mathematics
department recommends that the prerequisite not
be more than two years old. If the prerequisite
is more than two years old, then the
recommendation is that the course placement exam
should be taken or the prerequisite be retaken to
ensure the success of the student.MAT 154
Calculus II
MAT 151
This course explores the following topics: methods
and applications of the derivative and integral
for inverse trigonometric and hyperbolic
functions, indeterminate forms, series and
polar/parametric representation of functions.
Graphing calculator required. The mathematics
department recommends the pre-requisite not be
more than two years old. If the pre-requisite is
more than two years old, the recommendation is the
course placement exam be taken or the
pre-requisite be retaken to ensure the success of
the studentMAT 210
Foundations of Mathematics
MAT 131 or Higher
This course provides background material for
students preparing to teach at the elementary
level and emphasizes the structure and properties
of the number system. It also covers concepts,
models in algorithms for whole numbers, integers,
fractions, decimals and percents. Some additional
hours of on-site field work may be required. The
mathematics department recommends that the
prerequisite not be more than two years old. If
the prerequisite is more than two years old the
recommendation is the course placement exam be
taken or the prerequisite be retaken to ensure the
success of the student.MAT 211
Foundation of Mathematics II
MAT 210
This course will provide the second semester of
math content for elementary education majors. It
is a continuation course for MAT 210, Foundations
of Mathematics I. Topics include probability and
statistics, geometry and measurement. The
mathematics department recommends that the
prerequisite not be more than two years old. If
the prerequisite is more than two years old then
the recommendation is that the course placement
exam be taken or the prerequisite be retaken to
ensure the success of the studentMAT 251
Calculus III
MAT 154
Solid analytical geometry is integrated thought
this course covering the calculus of vector valued
functions, multivariable functions, and vector
fields with applications. Graphing calculator
required. The mathematics department recommends
that the prerequisite not be more than two years
old. If the prerequisite is more than two years
old then the recommendation is that the course
placement exam be taken or the prerequisite be
retaken to ensure the success of the student.MAT 254
Differential Equations
MAT 154
Explore solutions of first order differential
equations, linear differential equations with
constant coefficients, variation of parameters,
series solutions, Laplace transforms, eigenvectors
and eigenvalues and application to solution of
systems of linear first order equations. Graphing
calculator required. The mathematics department
recommends that the prerequisite not be more than
two years old. If the prerequisite is more than
two years old then the recommendation is that the
course placement exam be taken or the prerequisite
be retaken to ensure the success of the student.NRS 116
Pharmacology
MAT 133 / BIO 132
This course introduces students to basic
principles of drug actions and nursing
implications within the framework of the nursing
process. Students will develop clinical reasoning
and drug computation skills necessary to safely
administer medications in a cultrually responsive,
client-centered manner.PHY 131
Conceptual Physics
ENG 085 / MAT 030 or Higher
Become familiar with basic concepts used in
physics to describe and explain various physical
phenomena. The course covers the following topics:
kinematics (the description of motion); mechanics
(the study of force, momentum, and energy); the
behavior of solids, liquids and gases; temperature
and heat; waves and sound; electricity and
magnetism; and optics. The course is designed to
familiarize the student with the basics of physics
using a minimum of mathematics.Course includes a
laboratory component.Course includes a laboratory
component.PHY 150
Concepts in Astronomy
ENG 085 / MAT 033 or Higher
A one semester conceptual astronomy course for
non-science majors. This is a survey course that
focuses on four broad content categories: the
motions of the sky, the solar system, light &
stars, and the universe. The emphasis of the
course is on critical thinking about specific
topics in these categories with a minimum of
mathematics. There is no laboratory component.PHY 151
Astronomy
ENG 085 / MAT 033 or Higher
A one semester conceptual Astronomy course for
non-science majors. This is a survey course that
focuses on four broad content categories: motions
of the sky, the solar system, light and stars, and
the universe. The emphasis of the course is on
critical thinking about specific topics in these
categories. The course has an associated
laboratory in which students run experiments to
verify the concepts presented. The mathematical
skills necessary for this course include working
with ratios, rates, scaling, unit conversion,
percentages, exponents, graphing, basic geometry
and substitution into formulas.PHY 231
College Physics I
MAT 131 or Higher
Students who are pre-professional and engineering
technology students explore kinematics, mechanics,
dynamics, thermodynamics, acoustics, and general
wave motion. Course includes a laboratory
component.PHY 232
College Physics II
PHY 231
Students cover topics in electricity, magnetism,
and modern physics. A continuation of PHY 231.
Course includes a laboratory component.PHY 251
Modern University Physics
MAT 151 or Higher
Students cover classical mechanics,
thermodynamics, and wave motion. This course
should be elected by all science and engineering
studentsPHY 252
Modern University Physics II
PHY 251
Students cover topics in classical electricity and
magnetism, optics, special relativity, and modern
physics. A continuation of PHY 251.PSY 144
Introduction to Probability & Statistics for Behavioral Research
MAT 033 / MAT 130 or Higher
This course is an introduction to experimental
design, data representation, basic descriptive
statistics, probability theorems, frequency
distributions and functions, binomial and normal
probability distributions and functions,
probability density functions, hypothesis
testing, statistical inference, Chi-square analysis,
linear regression, correlation and application of the
above in making informed, data driven decisions
in real-world contests. Both graphing calculators
and computer-based statistical software (MS Excel)
will be used.It is the policy of the Jackson County Intermediate School District not to discriminate on the basis of race, color, religion, national origin or ancestry, age, sex (including sexual orientation and transgender identity), marital status, height, weight or disability in its educational programs, activities or employment as required by federal laws (Title VI of the Civil Rights Act of 1964, Section 504 of the Rehabilitation Act of 1973, or Title IX of the Educational Amendment of 1972) and state law (Michigan Persons with Disabilities Civil Rights Act and Elliott-Larsen Civil Rights Act). In addition, arrangements can be made to ensure that the lack of English speaking skills is not a barrier to admission or participation. Board policies related to discrimination may be reviewed on our website: www.jcisd.org or www.neola.com/jacksonisd-mi/. Designated coordinators are the Human Resources Director, Kratz Education Center; the Principal of the Jackson Area Career Center; and the Principal of the Torrant Center and Kit Young Centers. Contact Information: JCISD Title IX Coordinator, 6700 Browns Lake Road, Jackson, MI 49201; Phone 517-768-5200; Fax 517-768-5296; TDD – Hearing Impaired 800-356-3232.
For further information, you may also contact: Office for Civil Rights, U.S. Department of Education, 600 Superior Avenue East, Suite 750, Cleveland, OH 44114-2611; Phone 216-522-4970; Fax 216-522-2573; TDD – 877-521-2172. E-mail: OCR.Cleveland@ed.gov
