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Assessing the Undergraduate Program in Mathematics

Assessing the Undergraduate Program in Mathematics

Bill Haver, Bernie Madison, Jimmy Solomon, Laurie Hopkins
March 5-8, 2004
High Point University
High Point, NC

January 8-10, 2005
Atlanta, GA

January 10-11, 2006
San Antonio, TX

With additional support from NSF Grant DUE-0127694 (SAUM)


Registration: $750 per team (covers all three sessions).

Application deadline February 2, 2004.

2/13/04 REGISTRATION IS NOW CLOSED.

In his recent article ’The Four A's: Accountability, Accreditation, Assessment, and Articulation,â? Lynn Steen pointed out that ’as higher education has become more important, more prevalent, and more costly, those who pay the bills - administrators, trustees, legislators, parents - are beginning to ask for evidence of value.â?

With support from the National Science Foundation, the MAA Supporting Assessment in Undergraduate Mathematics (SAUM) project aims to assist faculty develop effective methods of assessing courses, blocks of courses, or entire programs within the mathematics department, not only to answer the external calls for accountability, but even more important, to assist faculty as they make critical decisions about course and curricular revision. (For more information about SAUM, including the full text of Steen’s article, visit /saum.)

This three-session workshop will focus on assessment of entire degree programs for undergraduate mathematics majors. The SAUM leadership will provide resources and an opportunity for mutual support for teams consisting of faculty from mathematical sciences departments and (if appropriate) administrators who are engaged in developing, refining, and/or implementing plans for their departments. Participating teams (typically consisting of 3 members) will make extensive use of the materials developed by SAUM and the recommendations of MAA’s Committee on the Undergraduate Program in Mathematics (CUPM) as described in the CUPM Curriculum Guide: 2004 (see /cupm/).

During the first session participants will learn of possible components of an assessment program and some of the obstacles/benefits to utilizing these components. The participating teams will develop the outline for creating/revising their assessment program with an emphasis on how they will use the ’assessment cycleâ? to improve their undergraduate major.

Prior to the second session the teams will have developed their assessment cycle and be prepared to present it to the workshop participants and leaders for critique and refinement. At the third session, the teams will describe their work to date and the impact that it has had on their degree programs and student learning. The work of the participants will be included in the CUPM Curriculum Guide: 2004 Illustrative Resources. Teams will be expected to describe their work in presentations at professional meetings and submit case studies to be considered for publication on the SAUM website and in professional journals.

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