Department of Mathematics Planning Website
Learning Outcomes and Assessment

Program:  B.S. Mathematics

Program Outcomes

1. Increase the number of undergraduate mathematics majors through recruitment, and marketing.
   
   
   • Action Plan: Recruiting students by visiting high schools and colleges around the state, distributing program brochures, establishing personal contact with potential majors, etc., contacting community colleges to recruit undergraduate transfers. Continue direct mailings to high school students interested in mathematics, e.g., recruit participants of the TMTA contest.
     
     
   • Assessment: Assessment includes monitoring the number of applicants and the number of students who actually enroll as mathematics majors.
     
   
   
2. Coordinate with local area schools to address the need for a smoother transition for students entering TTU.
   
   
   • Action Plan: Action plan involves mathematics faculty visiting local schools, coordinating events to bring local school teachers and students to campus, and organizing seminars and workshops for local school teachers.
     
     
   • Assessment: We study the impact of these activities and report the findings annually.
   
   
3. Investigate why so many students enrolled in advanced mathematics courses lack knowledge of basic facts and techniques, and find ways to address such deficiencies.
   
   
   • Action Plan: Giving a placement exam to all incoming students. Some entry-level mathematics courses have been redesigned to better prepare students for subsequent mathematics courses. College algebra and pre-calculus have coordinators whose role is to coordinate teaching in these multi-section courses.
     
     
   • Assessment: Assessment includes monitoring the number of under-prepared students in mathematics classes, determining the degree to which these numbers decrease, and monitoring the progress of students who complete the redesigned courses. Useful data has been collected and reviewed, and it is constantly being expanded by the Department.
   
   
4. Increase the retention rate for the mathematics majors.
   
   
   • Action Plan: Action plan provides for a variety of activities designed to improve the learning experience of our majors, such as speakers program, inviting alumni to speak to the Mathematics Club, alumni mentoring, encouraging and supporting student participation in mathematics competitions, appointing a Freshman Advisor and increasing the number of advisors to improve contacts between faculty and students.
   
   
   • Assessment: Assessment includes careful monitoring of the number of students dropping out of the mathematics program by either dropping out of school, transferring to another university, or changing major. Useful data is provided by various web pages at the Institutional Research at http://www.tntech.edu/ir/internal/irseries.html. In particular, "Fall-to-Fall Retention Rates for First Time Freshman by Department". Graduating student and alumni survey provide useful information.
     
   
   
5. Increase the use of technology in more courses and encourage faculty to design web-based and distance learning courses.
   
   
   • Action Plan: Action plan includes buying appropriate software and hardware to use in the classroom and encouraging faculty to participate in appropriate workshops.
     
     
   • Assessment:  Assessment includes evaluating faculty use of technology on the basis of their annual Effort Reports.The assessment is included in the annual chair's report to the dean and is made available to all mathematics faculty.
     

Analyzing and Using Assessment Results for Program Outcomes

Individual undergraduate committees, usually consisting of three or four faculty members from the department, are the primary units that ensure quality is maintained and that departmental goals are being met.  Some of the committees are: Curriculum Committee, Recruitment Committee, Goals and Assessment Committee, Committee on Liaison with Other Departments, PreCalculus and College Algebra Committee. These committees meet as needed and formulate suggestions based on the assessment results and on faculty input on all policies which are later discussed and voted on at faculty meetings. Proposals that receive favorable faculty vote are then implemented. Those requiring further approvals are forwarded to the College and the University Curriculum Committees. Recommendations for new goals and/or modifications to provide more meaningful results are discussed at departmental faculty meetings and voted upon before being implemented.  This entire process and any items of significance are shared with the Dean of the College of Arts and Sciences during the annual evaluation meeting.

Learning Outcomes

1. Each graduate shall demonstrate an understanding of the nature of mathematics.
   
   
   • Action Plan: Departmental Curriculum Committee makes sure that mathematics courses include material designed to enhance the students understanding of the nature of mathematics. Use of the library resources is encouraged. External grants are sought to support undergraduate and graduate research.
   
   
   • Assessment: The results of the Mathematics portion of the College Base Exam are used to assess this goal. The Composite score represents the overall performance in the subject areas of English, mathematics, science, and social studies. The only subject score considered is in mathematics. According to the College Base Student Score Report: Interpretive Guide, the Composite score, Subject score, and the Cluster scores in general mathematics, algebra, and geometry are reported on a scale of 40 to 560, and the average (the mean) score is set at 300. Furthermore, a difference of at least 23 points in any of these scores indicates a relative strength or weakness and a meaningful difference exists. Applications for external grants and their success rates are monitored.
     
     
2. Each graduate in mathematics will demonstrate knowledge of diverse areas in mathematics such as algebra, analysis, and applied mathematics.
   
   
   • Action Plan: Continue to review and improve the curriculum of the mathematics major to ensure that all students take a wide variety of courses in both pure and applied mathematics.
     
     
   • Assessment: Student scores on the ETS Major Field Test in Mathematics and on the mathematics portion of the College Base Exam are reviewed and long-term trends are studied.
     
     
3. Each graduate in mathematics will demonstrate the ability to use the methods of mathematics in problem solving.
   


• Action Plan: Mathematics courses emphasize, among other items, the following: (i) Practical skills necessary to obtain employment in the field, (ii) Understanding graphic information, (iii) Defining and solving problems, (iv) Ability to understand mathematical concepts, (v) Ability to use mathematics in everyday life, (vi) Encourage participation in various mathematics competitions.


• Assessment: This goal is assessed using student rankings in math competitions and relevant questions on the Alumni Survey. The relevant questions that pertain to the preparation of TTU mathematics majors are:
  
  
  • 33. Practical skills necessary to obtain employment in your field
  • 44. Understanding graphic information
  • 46. Defining and solving problems
  • 48. Ability to understand mathematical concepts
  • 53. Ability to use mathematics in everyday life
  • 61. Quality of courses in preparation of employment
  • 62. Quality of instruction in the major
    
    
4. All graduates of the University will be "mathematically literate" in, and able to apply their knowledge from, mathematics courses in their curricula.
   
   
   • Action Plan: Continue to offer a variety of courses which meet the needs of the various majors on campus. Consult with representatives of other departments on needed improvements in, or additions to, our courses which their majors take.
   
   
   • Assessment: This goal will be evaluated by considering:
     
     
     • All majors for the University: This will be assessed by considering (1) the TTU graduates' perception of themselves as "math literate" and (2) their ability to apply their knowledge of mathematics. Part (1) of the above is assessed by questions 44, 46, 48, and 53 on the Alumni Survey. Part (2) is assessed by the results of the College Base exam given to all majors.
       

Analyzing and Using Assessment Results for Learning Outcomes

Individual undergraduate committees, usually consisting of three or four faculty members from the department, are the primary units that ensure quality is maintained and that departmental goals are being met.  The departmental Curriculum Committee meets regularly and formulates suggestions based on the assessment results and on faculty input on all policies governing the B.S. program although recommendations can also come from individual faculty. Then, all proposals are discussed at faculty meetings and voted on. Proposals that receive favorable faculty vote are then forwarded to the College Curriculum and Committee and from there, when approved, to the University Curriculum Committee.   Recommendations for new goals and/or modifications to provide more meaningful results are discussed at departmental faculty meetings and voted upon before implemented.  This entire process and any items of significance is shared with the Dean of the College of Arts and Sciences during the annual evaluation meeting.

Cookeville, February 3, 2006/ra