ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 17, 2004
Date Submitted
Expanded Statement of Institutional Purpose Linkage:
Institutional Mission Reference:
Texas A&M International University, a Member of The Texas A&M
University System, is committed to the preparation of students for leadership
roles in their chosen profession and in increasingly complex, culturally
diverse state, national, and global society … Through instruction, faculty
and student research, and public service, Texas A&M International
University is a strategic point of delivery for well-defined programs
and services that improve the quality of life for citizens of the border
region, the State of Texas, and national and international communities.
College/University Goal(s) Supported:
The faculty and administrators of the College of Arts and Sciences
and the Department
of Mathematical and Physical Sciences are committed to providing a scholarly
environment
in which students prepare for productive lives in a dynamic world and
in a changing global
and technologically advancing environment.
Intended Educational (Student) Outcomes:
1. Students will demonstrate their mastery of formulating
and solving problems in various areas of mathematics.
2. Students will be able to communicate mathematics in well-structured
sentences.
3. Students will be able to undertake independent work, explore
ideas, discover mathematics and develop correct mathematical arguments
and proofs of their discoveries.
ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 17, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome
listed. The intended outcome should be restated in the box immediately
below and the intended outcome number entered in the blank spaces.
__1__ Students will demonstrate
their mastery of formulating and solving problems in various areas of
mathematics.
First Means of Assessment for Outcome Identified Above:
_1a._ Means of Program Assessment & Criteria for
Success:
Graduating students will be required to take part in a pilot study program
towards the end of their final semester of studies by taking the Major
Fields Test in mathematics by ETS; 50% of the students taking the standardized
examination will score at or above the National 50th percentile.
_1a._ Summary of Assessment Data Collected:
One student graduated, and took the Major Field Test with score 162.
_1a._ Use of Results to Improve Instructional Program:
The current national distribution data has not been released. According
to the past practice, this is below the national 50th percentile.
To improve the result, we will offer a one-credit review section for
graduating students.
Second Means of Assessment for Outcome Identified Above:
_1b._ Means of Program Assessment & Criteria
for Success:
Exit survey will be conducted with graduating seniors. The survey will
include questions asking the students’ perception of their own achievement
pertaining to the intended outcomes; each response will be in a scale
of 0 to 4, and average of 3.0 points or better for the responses to
the relevant questions will be considered satisfactory.
_1b._ Summary of Assessment Data Collected:
Students are not quite comfortable solving problems unfamiliar to
them. They also responded that they are not comfortable using mathematical
software such as Mathematica and Geometer’s Sketch pad, which are powerful
problem solving tools.
_1b._ Use of Results to Improve Instructional Program:
To develop students’ problem solving ability, we recommend that each
mathematics instructor incorporates some problem solving projects in
the courses. We will create a database for such projects to facilitate
exchange of ideas and information between instructors. We also recommend
that some of the projects have an element of experiment and/or exploration.
As for computing, we would like to have a computer laboratory housed
within the department with a lab monitor/technician so that students
and faculty can easily access to computing facility at any time.
Third Means of Assessment for Outcome Identified Above:
_1c._ Means of Program Assessment & Criteria
for Success:
Final exams of each of the 3000-4000 level courses will be reviewed
by the instructor with respect to the students’ problem solving skill,
and each exam paper will be given a point in a scale of 0 to 4. The
class average of 2.5 point is considered satisfactory. Instructor will
look at students’ ability (1) to find a correct strategy to solve the
problem, and (2) to carry out the strategy and solve the problem correctly.
_1c._ Summary of Assessment Data Collected:
Average point was 2.3 in 4-point scale.
_1c._ Use of Results to Improve Instructional Program:
To develop students’ problem solving ability, we recommend that each
mathematics instructor incorporates some problem solving projects in
the courses. We will create a database for such projects to facilitate
exchange of ideas and information among instructors. We also recommend
that some of the projects have an element of experiment and/or exploration.
ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 17, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome
listed. The intended outcome should be restated in the box immediately
below and the intended outcome number entered in the blank spaces.
__2__ Students will be able to communicate mathematics
in well-structured sentences.
First Means of Assessment for Outcome Identified Above:
_2a._ Means of Program Assessment & Criteria for Success:
Graduating students will be required to take part in a pilot study program
towards the end of their final semester of studies by taking the Major
Fields Test in mathematics by ETS; 50% of the students taking the standardized
examination will score at or above the National 50th percentile.
_2a._ Summary of Assessment Data Collected:
One student graduated, and took the Major Field Test with score 162.
_2a._ Use of Results to Improve Instructional
Program:
The current national distribution data has not been released. According
to the past practice, this is below the national 50th percentile.
To improve the result, we will offer a one-credit review section for
graduating students.
Second Means of Assessment for Outcome Identified Above:
_2b._ Means of Program Assessment & Criteria
for Success:
Exit survey will be conducted with graduating seniors. The survey will
include questions asking the students’ perception of their own achievement
pertaining to the intended outcomes; each response will be in a scale
of 0 to 4, and average of 3.0 points or better for the responses to
the relevant questions will be considered satisfactory.
_2b._ Summary of Assessment Data Collected:
Students are not quite comfortable writing a short essay on a mathematical
topic.
_2b._ Use of Results to Improve Instructional Program:
We will specify some courses as “Writing Intensive Courses” that specifically
address students’ writing, and we will reorganize the degree plans and
move some of the writing intensive courses to earlier years in the degree
plans so that students will have more time to develop their writing
skills. We also recommend that each mathematics instructor incorporates
some writing projects in the courses, and we will create a database
for such projects to facilitate exchange of ideas and information among
instructors.
Third Means of Assessment for Outcome Identified Above:
_2c._ Means of Program Assessment & Criteria
for Success:
Final exams of each of the 3000-4000 level courses will be reviewed
by the instructor with regard to the students’ writing skill, and each
exam paper will be given a point in a scale of 0 to 4. The class average
of 2.5 point is considered satisfactory. Instructor will look at students’
ability to present solutions or proofs in a coherent and readable manner.
_2c._ Summary of Assessment Data Collected:
The average was 2.2 in 4-point scale.
_2c._ Use of Results to Improve Instructional Program:
We will specify some courses as “Writing Intensive Courses” that specifically
address students’ writing, and we will reorganize the degree plans and
move some of the writing intensive courses to earlier years in the degree
plans so that students will have more time to develop their writing
skills. We also recommend that each mathematics instructor incorporates
some writing projects in the courses, and will create a database for
such projects to facilitate exchange of ideas and information among
instructors.
ASSESSMENT REPORT
FOR
Bachelor of Science with a major in Mathematics (BS)
Instructional Degree Program
Spring 2004
Assessment Period Covered
June 17, 2004
Date Submitted
Intended Educational (Student) Outcome:
NOTE: There should be one form for each intended outcome
listed. The intended outcome should be restated in the box immediately
below and the intended outcome number entered in the blank spaces.
__3__ Students will be able to undertake independent
work, explore ideas, discover mathematics and develop correct mathematical
arguments and proofs of their discoveries.
First Means of Assessment for Outcome Identified Above:
_3a._ Means of Program Assessment & Criteria for Success:
Graduating students will be required to take part in a pilot study program
towards the end of their final semester of studies by taking the Major
Fields Test in mathematics by ETS; 70% of the students taking the standardized
examination will score at or above the National 50th percentile.
_3a._ Summary of Assessment Data Collected:
One student graduated, and took the Major Field Test with score 162.
_3a._ Use of Results to Improve Instructional
Program:
The current national distribution data has not been released. According
to the past practice, this is below the national 50th percentile.
To improve the result, we will offer a one-credit review section for
graduating students.
Second Means of Assessment for Outcome Identified Above:
_3b._ Means of Program Assessment & Criteria
for Success:
Exit survey will be conducted with graduating seniors. The survey will
include questions asking the students’ perception of their own achievement
pertaining to the intended outcomes; each response will be in a scale
of 0 to 4, and average of 3.0 points or better for the responses to
the relevant questions will be considered satisfactory.
_3b._ Summary of Assessment Data Collected:
Students are generally not comfortable writing proofs, especially if
they have to be constructed from scratch.
_3b._ Use of Results to Improve Instructional Program:
We will reorganize the degree plans and move some of the proof intensive
courses to earlier years of the degree plans so that students will have
more time to develop their proof related skills. We also recommend that
each mathematics instructor incorporates some proof projects in the
courses, and that some of the projects have an element of experiment
and/or exploration. We will create a database for such projects to facilitate
exchange of ideas and information among instructors.
Third Means of Assessment for Outcome Identified Above:
_3c._ Means of Program Assessment & Criteria
for Success:
The Senior Project course will be required of students in this program.
The mathematics faculty will review jointly the evaluations of students’
performance received from the course instructor, to determine whether
the students have achieved the intended outcome. An average of 2.5 on
a 4-point scale will be considered satisfactory.
_3c._ Summary of Assessment Data Collected:
No student was eligible to pursue a senior project this semester.
_3c._ Use of Results to Improve Instructional Program:
The program faculty could not make recommendations at this time.
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