OATdb Archive

2014 - 2015

Mathematics MA

Goal
Deliver A Curriculum With Appropriate Discipline Specific Knowledge
The curriculum will address the discipline specific knowledge dictated by professional societies and/or professionals in the workforce.

Objective
Understanding Mathematical Structures
Students will prove theorems or solve problems or explain concepts in the following core areas
  • abstract algebra structures such as groups, rings, fields, functions, homomorphisms, and isomorphisms.
  • differential and integral calculus
  • probability and statistics, particularly inferential statistics, and
  • transformational geometry to include isometrics and non-isometric transformations such as circles of inversion.

Indicator
MA Comprehensive Oral Examination
Students in the MA program will take an oral examination over the four areas covered in the objective. The oral examination will be scored by a committee of faculty using a rubric developed and approved by department faculty.

Criterion
Successful Completion Of Comprehensive Exam.
100% of the MA students will receive a grade of  "Pass" or "High Pass" on each of the four areas according to the attached rubric.

Finding
Completion Rate
Two out of two MA candidates successfully completed their oral comprehensive examination.  However, one candidate did need to have a re-test on the analysis portion of the exam.  He received a passing grade on the re-test. 

Action
Continuing With Oral Examinations.
The faculty who teach MA courses feel confident that the oral exams are an appropriate method of assessing MA candidates understanding of our core courses.  We plan to continue this.

At the moment, MA candidates taking the oral exam do need to do this at the Huntsville campus.  It may be in the future that we will need to consder administering the exam via ITV should an unusual case warrant it. 

Goal
Develop Research Skills
Students will develop research skills commensurate with graduate student status.

Objective
Demonstrate Research Skills
Students completing the MA in Mathematics will demonstrate research skills.

Indicator
Research Project Assessment
MA students complete an independent research project.  The student works with a supervising professor who describes the oversees and evaluates the work required of the student.  A grade is assigned based on the individual requirements set forth by the supervising professor.

Criterion
80% Or Better On Project Assessment
Students will be rated at least 80% on the project rubric.

Finding
Project Assessment Grades
Two out of two MA candidates received an A on their master's project, thus meeting the stated goal.

Action
Scholarly Publications Or Conference Presentations As A Product Of The MA Project.
As stated, the MA project is an independent research project and, most times, when the project is completed, no further action is taken.

Just recently, we had one MA project that was particularly insightful, causing the student and her supervising professor to craft a paper to be submitted for publication.

A second MA candidate, who intends to graduate in December 2015 is working on a project with the same goal in mind.

This new direction with our MA projects is interesting as it may be laying the foundation for a new PhD program application.



Update to previous cycle's plan for continuous improvement We did not offer non-Euclidean Geometry this fall.  The decision was made to offer our core MA courses during the long semesters and offer elective courses in the summer sessions.

We had also hoped to gain approval for non-Euclidean geometry as a permanent course, rather than having to offer it as a special topics.  Class.  Unfortunately, the paperwork seems to have gotten lost in the curriculum approval cycle.  So we will try again this year.

The cohort from Aldine has moved along well through our program of classes and they are finishing up this fall.  No discussions have been forthcoming about forming additional cohorts at this time, though. 

Plan for continuous improvement We intend to continue to look into establishing MA cohorts with school districts and with ongoing programs in the College of Education.  

One trend that has started within this past year is getting applications from students who wish to pursue the MA degree full-time.  Most of our students are inservice secondary mathematics teachers who go to school full-time.  However, in the past year we have received three new applications for the MA program from students who want to get the MA degree and then move on to a PhD program in Mathematics Education.  These applications have come from international students.  Because of this, we hope to create a marketing plan to attract more of these students.

The biggest obstacle to this is the number of TA positions allocated to the department.  At the moment, we have 26 graduate TAs - most of them are in the MS programs in mathematics or statistics.  Part of the department's next strategic plan will have to address ways to increase the number of TAs.