Mathematics Results of Assessment

The Department of Mathematics has prepared the following survey form that is given to each graduating senior when they get signed off by the chair of the department. Each of the responses will be one of the two following:

Graduation Questionnaire, Department of Mathematics

1. I have a favorable impression of the mathematics department.
2. The mathematics faculty displayed a thorough knowledge of mathematics.
3. The mathematics faculty were well-prepared for their day-to-day teaching duties.
4. I was positively challenged by the mathematics curriculum.
5. The variety of mathematics course offerings was adequate to meet my immediate post-graduate (employment, graduate school, etc.) needs.
6. The frequency of mathematics course offerings was adequate for my progress toward graduation.
7. I received effective academic advising from the mathematics department.
8. I was given sufficient exposure to the uses and limitations of technology in mathematics.
9. In mathematics courses I was expected to engage in problem solving.
10. In mathematics courses I was expected to engage in independent learning.
11. In mathematics courses I was expected to appropriately communicate my results.
12a. The teaching in the mathematics courses below calculus was good.
12b. The teaching in the calculus sequence was good.
12c. The teaching in the upper division mathematics courses (not mathematics education) was good.
12d. The teaching in the lower division mathematics education courses was good.
12e. The teaching in the upper division mathematics education courses for secondary teachers was good.
12f. The teaching in the upper division mathematics education courses for elementary teachers was good.

Written Responses (confidential)

13. What are your immediate post-graduation plans (employment, graduate school, etc.)?
14. Did you apply to graduate school? If so, where did you apply and were you accepted?
15. Did you take any national exam (GRE, actuarial, etc.)? If so, please state the exam and your results.
16. Did you participate in any national competitions, or professional conferences, or receive any honors? If so, please supply the details.
17. Were there one or two courses that were particularly good? Please elaborate.
18. Were there one or two courses that could be improved? Please elaborate.
19. Were there one or more instructors that were particularly effective? Please elaborate.
20. Were there one or two instructors that were less effective? Please elaborate.

This was just put into place so there are insufficient data for any conclusions to be made. In addition to the above questions, we are asking for information on addresses and phone numbers so we can communicate with graduates in the future.

Even though we don’t have much data from the above questionnaire, we have been in contact with several of our graduates who have been in graduate school. Over the last several years, we have had two former students finish Ph.D.’s, two have advanced to candidacy for the Ph.D., one is studying statistics, and one has just started. The reports we get are that these students have been prepared well here at Weber State, at least as good if not better than most beginning graduate students.

All Mathematics Teaching majors are getting teaching jobs in high schools, some are getting offers before they graduate. The information that we are getting from school districts tell us that our former students are prepared very well mathematically, but they could be prepared better in teaching methods.

We know of no former Mathematics majors that are unemployed and most are employed in jobs that require their degree.

Quantitative Literacy Assessment

The Mathematics Department participated in a statewide assessment of the quantitative literacy requirement during Spring Semester 2001. A pre-test was given at the beginning of the semester in several Math 1050 (College Algebra) courses, and a post-test was part of the final exam. Similar things were done by every state institution. The increase in scores statewide was over 150%, and here at WSU we had a similar but even better result. This showed that students are learning in our college algebra classes. We will be doing this evaluation again next year (statewide).

Assessment has begun on developmental mathematics. The documentation has been started. Experiments are being tried to increase student success. Because of poor success in some courses, we have started a placement requirement that forces students who have low ACT scores to take a placement test to be placed beyond pre-algebra. Data is not available yet to make any conclusions. Two committees (one department and one university) have been set up to oversee potential solutions to these problems and assessment.

We are looking to improve our Mathematics Teaching majors and minors so they are better prepared to be in front of a class when they graduate. We have a committee looking into our teaching methods courses and suggesting new things to try. We are trying to find a way to get students in front of classes while they are here at WSU (e.g. as a supplemental instructor) before they get out into the schools. Preliminary work has begun.

We are looking at trying to recruit more majors and minors of all emphases. Preliminary discussions are taking place now.

Mathematics

Quantitative Literacy Assessment

Developmental Mathematics

Possible Changes due to Assessment