Deliver A Lower-Level Curriculum With Appropriate Discipline Specific Skill Sets
The curriculum will provide freshman and sophomore students with opportunities to develop the skills typically required of professionals in the area of study.
Objective
Foundation Areas - Calculus I
Mth142 (Calculus I): Students will demonstrate the following knowledge and skills: differentiation of standard mathematical functions, apply the Fundamental Theorem of Calculus to evaluate integrals, and use calculus techniques to solve optimization problems.
Indicator
Course Assessment - Mth142
All students enrolled in the program are required to complete Mth 142. Students will be administered a final exam developed and approved by the department faculty. The exam will require them to demonstrate the knowledge and skills mentioned in the objective.
Criterion
Optimization Using Calculus Techniques
On the final exam, 70% of the students will use appropriate calculus techniques to solve an optimization problem.
Finding
Optimization
The following optimization problem was included in all calculus exams: An open box is to be made from a 3 ft. by 8 ft. piece of cardboard by cutting out squares of equal size from the four corners and then bending up the sides. Find the maximum volume of the box.
On the final exam 30 of 109 students (28%) answered the problem correctly.
Criterion
Differentiation Of Mathematical Functions
On the final exam, 70% of the students will provide the correct derivative for a given mathematical function.
Finding
Derivative Results
The following problem was included on all calculus finals:
Find the derivative of f(x) = (sin(e^2x))/x^3
Of the 109 students who took the exam, 78 - 72% provided the correct derivative.
Criterion
Fundamental Theorem Of Calculus
On the final exam, 70% of the students will correctly use the Fundamental Theorem of Calculus to evaluate a given integral.
Finding
Integration Results
The following integration problem was included on all calculus finals:
Find the definite integral of the function x^2 + x^(-1/3) between 1 and 4.
Of the 109 students who took the exam, 67 - 61% were able to evaluate the integral correctly.
Action
Actions For 2012-2013
The totals for all three assessments are similar to those done in the two previous assessments, with the exception of the optimization problem. The 28% passing rate is much lower (compared to 45% and 46% in the previous two years).
One new approach was tried this year: two sections in the spring were taught as both writing-enhanced courses and as guided discovery courses. It was our hope that this non-traditional approach, which required much more student interaction, might lead to better results. The two sections were taught by instructors who are very experienced in this technique. Unfortunately, there does not appear to be any significant benefits. Of the 54 students from those two sections, the corresponding percentages are: 72% found the correct derivative, 51% found the correct integral, and 27% did the optimization correctly.
The lack of improvement in the optimization problem is most disappointing.
Faculty attended two on-line homework demonstrations (given by publishing representatives in the spring). We hope to have a couple sections of calculus pilot this idea next year to see if that helps with students' achievement in calculus.
Goal
Deliver An Upper-Level Curriculum With Appropriate Discipline Specific Knowledge
The curriculum will address the discipline specific knowledge dictated by professional societies and/or professionals in the workforce for upper-level instruction in mathematics.
Objective
Advanced Areas For Majors
Students preparing to graduate will demonstrate advanced mathematics knowledge and skills.
Indicator
Euclidean Geometry Project - Math3363
Students will complete a project on the role of proof and technology in communicating mathematics.
Criterion
Project Assessment
At the end of the semester, 70% of the students submitting their project will receive a rating of 8 out of 10 or better according to the attached rubric.
Finding
Project Assessment
20 projects were submitted, 19 of them received an 8 or better based on the given rubric. None, however, received a perfect grade of 10.
Action
Implications For 2012-2013
In the past, we have used two upper-level classes in our assessment. This was not possible this year. We had hoped to create a joint project with the geometry class and the history of mathematics class, but logistical problems prevented this.
The results from the Geometry class are good, but there is still some concern about whether or not students are grasping the ideas behind proofs. It may be that next year we will use a different class (or classes) to see if we are meeting our objective.