This report provides, for each past academic year and the current one, information on the following topics:

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1 The University of Rhode Island Department of Mathematics Assessment - 10-Year Plan Programs: Bachelor of Arts Degree in Mathematics, Bachelor of Science Degree in Mathematics: General and Applied Tracks Department Chair: Nancy Eaton Date of Report: February 22, 2010 Introduction This report provides, for each past academic year and the current one, information on the following topics: Improvements made to the programs in that year Description of department studies made in the indicated year, if applicable, including 1. Objectives included in the study 2. Courses included in the study 3. Results of the study For future years, comparable reports and activities planned to implement the department s learning objectives are listed. Reports by year Year Outcome Statements for Mathematics Majors Report on Student Learning Outcomes, Performance Criteria, Evidence of Intentional Commitment to Address and Assess Outcomes across the Program, Program-Level Assessment Methods and Timing, and Expected Level of Achievement Undergraduate Degree Programs Curricular Mapping Improvements made to the programs this year Created learning outcomes and objectives for precalculus. Improved advising procedures for majors. Develop a standard outline for a syllabus that could be used for all courses and specific ones for individual courses to keep consistency from semester to semester. Develop advising sheets, with requirements, schedules, diagram of prerequisites, and plans for double majoring. Offer MTH Matrix Analysis as a valuable upper level course. Offer a capstone seminar for undergraduate majors.

2 Include more uses of technology in 200-level mathematics courses Year Student Learning Outcomes, Performance Criteria, Evidence of Intentional Commitment to Address and Assess Outcomes across the Program, Program-Level Assessment Methods and Timing, Expected Level of Achievement, Actual Level of Achievement, Analysis and Interpretation of Data, and Actions Taken. Created learning outcomes and goals for Calculus I. Description of studies in this year Objective 2 (Know fundamental concepts of calculus and linear algebra) was assessed. MTH 451, Probability and Statistics was included in the study. In this course, skills in Calculus I, II, and II are necessary understand and solve problems. Results: 55% of students met the mastery level by showing calculus proficiency in one of three senior level courses. Students seem to need more reinforcement of basic calculus for upper level courses in the program. The target expected level of achievement is 75%.. Will provide clear documentation of expectations of basic calculus and algebra competence on a course-by-course basis and provide systematic means to remedy student deficiencies. Examples include the use of online tutorials and practice worksheets. Year No report made this year Adopted online homework systems to accompany all precalculus and calculus courses. Developed a listserv to allow instructors to report problems with the system to each other and developers of the system Provided organized tutoring for upper level math courses Created a listserv for math majors to provide them with news and career opportunities Attempted to create a math club. Attempted to offer a capstone seminar Worked with the College of Business to create a program for pre-actuarial science that involves the selection of specific business courses while majoring in the Applied Mathematics Track of the Bachelor in Science Program. Performed an evaluation of the in-house placement exam Description of studies in this year With the URI Education Department evaluated results of the Assessment of the Secondary Education in Mathematics Program. Several outcomes that relate to mathematics courses were identified as not meeting the standards in math history, technology, and discrete mathematics and remedies suggested.

3 Year Work further with members of the Education Department to embed assessment of outcomes within mathematics courses. Evaluate effectiveness of online homework systems Improve the tutoring program Assessment - 10-year plan (this report) Inventory of educational effectiveness indicators Developed and implemented a gateway exam system for students in Calculus I and II to promote strengthening and retaining of basic skills in calculus. Embedded six project assignments into the History of Mathematics course to cover the six objectives in mathematics history that are required by the education assessment program Created new recruitment materials. Improved the tutoring center for tutoring in upper-level mathematics courses, by assigning the job to graduate students and running it in the student lounge. Offered a section of precalculus specifically for students who do not do well in their first few weeks of Calculus I. Used the Accordent classroom capture system for recording lectures and student presentations in Geometry, a course taken mainly by pre-service secondary education students. Met with providers of online homework systems to train instructors on best practices. Worked further with members of the education department to embed assessment of outcomes within mathematics courses Description of the studies made in this year Assessment of Learning Outcome 2 (Know fundamental concepts of calculus and linear algebra.) This was assessed again. Courses included in the assessment of this objective were: MTH 437, 441, 451, 462 and 471. These courses all require an understanding of calculus that should have been established in the calculus sequence. Results of study: 72% of students included correct computational approaches; 61% provided clear organized methods; 47% demonstrated thinking with a clear sequential explanation; 78% showed understanding of the problem; 19% presented clearly organized work. Assessment of Learning Outcome 3 (Apply mathematical reasoning based on definitions, axioms and theorems to read and write mathematical proofs). Courses included in the assessment: MTH 307, 316, 322, and 435. These are the courses in which students learn to prove theorems. For this objective: 42% exhibited a correct understanding of the statement of the problem with a correct outline to the proof; 31% gave a correct and complete proof. Assessment of learning outcome 4. (Improve deliverance of learning outcomes for Mathematics Education Majors that are required for certification.) Develop rubrics for outcomes to be assessed next year and provide these rubrics to students taking the courses that were evaluated for learning outcomes 2 and 3. Establish learning outcomes and objectives for Calculus II that specifically address the deficiencies indicated. Doing this, starting in Calculus II will help to establish the expectation that students and faculty pay special attention to this set of

4 criteria. Year Continue tutoring for upper level math courses. Provide instruction for students on how to work together productively. Develop new prerequisites for MTH 462 Complex Analysis Establish a minimum grade of C in Calculus I as a new prerequisite for Calculus II. Provide more careful oversight of freshmen advising. Continue to study the correlation between placement exam and performance in precalcus and calculus. Implement a course that prepares students for precalculus while also providing those students with a general education credit. Embed assignments that use technology that pre-service mathematics teachers can use in their performance portfolios. Create a new program objective: Use technology to solve problems at an advanced level. Set new requirements that pre-service mathematics teachers take MTH 447, Discrete Mathematical Structures and MTH 420, Re-examining Mathematical Foundations of Teachers. Objectives included in the study: 3, 4, 5 Year Objectives included in the study: 5, 6 Year Objectives included in the study: 6, 7 Year Objectives included in the study: 7, 8 Year Objectives included in the study: 8, 9 Year Objectives included in the study: 9, 10 Year Objectives included in the study: 10, 11 Year Objectives included in the study 11, 1 Objectives 1. Develop depth and breadth in mathematical knowledge essential to the degree/program

5 2. Know fundamental concepts of calculus and linear algebra 3. Improve deliverance of learning outcomes for Mathematics Education Majors 4. Apply mathematical reasoning based on definitions, axioms and theorems to read and write mathematical proofs 5. Read and understand mathematical language and symbols 6. Formulate and evaluate mathematical conjectures 7. Use technology to do calculations, visualizations, and test hypotheses 8. Communicate mathematical ideas in written, oral, and/or electronic form 9. Apply mathematical concepts and techniques to solving applied problems 10. Be able to treat a large, complex mathematical problem 11. Explore advanced perspectives of mathematics and appreciate the aesthetics of mathematics 12. Use technology to solve problems at an advanced level

Mathematics Program Assessment Plan

Mathematics Program Assessment Plan Introduction This assessment plan is tentative and will continue to be refined as needed to best fit the requirements of the Board of Regent s and UAS Program Review