ࡱ> EGD5@ 0K4bjbj22 %6XXK D0LLLLLLLL$Rj9LLLL>.LLNEhL@ F F:;T04pP.p p L$|:LLL$ ~  UNDERGRADUATE ASSESSMENT PLAN FOR THE DEPARTMENT OF MATHEMATICS AND STATISTICS University Mission High quality teaching and learning are fundamental goals in all undergraduate, graduate programs (Taken from the universitys mission statement) Department Mission The mission of the undergraduate program in Mathematics and Statistics is to provide a broadly based program in undergraduate level mathematics and statistics which will prepare students either for graduate study in mathematics and statistics; or for mathematics-statistics related employment in academic, industrial or governmental positions. Goals Students majoring in mathematics should possess a common core of mathematical skills, leading to a better understanding of mathematical reasoning. Students who wish to do graduate work in mathematics should have an adequate understanding of Advanced Calculus and Ordinary Differential Equations. Students who wish to do graduate work in engineering or one of the mathematical sciences, should have an adequate understanding of Calculus, Ordinary Differential Equations, and Numerical Methods. Students who wish to teach mathematics should have an adequate understanding of Advanced Calculus, Ordinary Differential Equations, and Statistics. Students who wish to pursue a career in business or industry should possess knowledge of diverse statistical techniques. Learner Outcomes Students who complete our core courses will demonstrate competence in the computational skill taught in these courses as well as a familiarity with the underlying concepts of these courses. Assessment of the Program Goals A. The department has selected the following five representative core courses to assess the program goals: CourseGoal(s) AssessedMATH 415 Introduction to Advanced Mathematics1MATH 547 Advanced Calculus I1, 2, 3, and 4MATH 551 Numerical Methods3MATH 555 Differential Equations2, 3, and 4STAT 571 Statistical Methods I4 and 5 At the end of each semester, the department will collect from each instructor of one of the core courses listed above the following materials: % The syllabus. % Copies of the tests given. % Copies of representative graded examples of student work on each test. % The graded Final Comprehensive Examinations for all students. This material will constitute the basic file of information on the program offered to students. This file will be reviewed annually in a form which maintains student anonymity by an external consultant, who will visit the department for a period of two days to examine the file and form a complete and first-hand impression of the program being assessed. This consultant, who will be a mathematician from a university outside of Kansas or a professional mathematician from business, industry, or research, will evaluate the program and mail a brief written report to the department. B. At the end of each semester, graduating seniors will complete the Graduating Senior Exit Survey. Through this survey the Department of Mathematics and Statistics will assess the program goals. C. Every five years the department will survey past graduates in Mathematics and Statistics. This survey will also be used to measure and assess the program goals. Learner Outcomes Assessment Each representative core course will be evaluated by a comprehensive final exam. This final exam will include, for assessment purposes, 2 or 3 problems selected from a list of problems prepared in advance by the department. The list of problems will contain about 15-25 questions (or problems) emphasizing fundamental concepts of the course. The list will be provided to the students in advance, along with an explanation of its role in the final exam. An individual file will be created and maintained for each current math major. For each current major, this file will include (a) graded final exams in those representative core courses which he or she participated in, (b) his or her average score (percent) in those same representative core courses. These files will be kept for 5 years following graduation. The department will provide to the consultant, at his or her request, any available and appropriate statistical information about math majors. Results The following is a brief outline of the most recent report from Professor V. Wickerhauser of Washington University in St. Louis, our external consultant who reviewed the basic file for Math 551 in March 2004. The workload is substantial. To spread some of this workload, it may aid the class to have Math 551 students from previous semesters available in the computer lab as consultants. The choice of textbook is excellent. The course preparation is substantial. The midterm project is challenging and the final examination has a reasonable difficulty gradient: about half the students demonstrated competence on the two difficult questions in the final. The anonymous student evaluations are comparable to those for an upper division Mathematics course as at Washington University. Feedback Loop The faculty who do the most scientific computing (DeLillo and Elcrat) will continue to integrate MATLAB into the Math 551 curriculum and exploit the computer room for instructional purposes. 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