Assessing the
Undergraduate Program in MathematicsBill Haver, Bernie Madison, Jimmy
Solomon, Laurie HopkinsMarch 5-8, 2004High Point UniversityHigh Point, NC January 8-10, 2005Atlanta, GAJanuary 10-11, 2006San 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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