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Supporting Assessment in Undergraduate Mathematics

Contents

• Tensions and Tethers: Assessing Learning in Undergraduate Mathematics
Bernard L. Madison, University of Arkansas, Fayetteville
• Asking the Right Questions
Lynn Arthur Steen, St. Olaf College
• Assessing Assessment: The SAUM Evaluator's Perspective Peter Ewell, National Center for Higher Education Management Systems (NCHEMS)

Case Studies

• Assessment of Developmental, Quantitative Literacy, and Precalculus Programs

  
  Bonnie Gold, Monmouth University
  • Allegheny College: Assessing Introductory Calculus and Precalculus Courses
    • Supplement A
    • Supplement B
  • Arapahoe Community College: Mathematics Assessment in the First Two Years
  • Arizona Western College: Using Assessment to Troubleshoot and Improve Developmental Mathematics
  • Cloud County Community College: Questions about College Algebra
    • Supplement A
  • Mount Mary College: Assessing the General Education Mathematics Courses at a Liberal Arts College for Women
    • Supplement A
    • Supplement B
    • Supplement C
    • Supplement D
    • Supplement E
  • Portland State University: Assessment of Quantitative Reasoning in Applied Psychology
    • Supplement A
    • Supplement B
    • Supplement C
  • Portland State University: Assessing Quantitative Literacy Needs across the University
    • Supplement A
    • Supplement B
  • San Jose State University: Precalculus in Transition: A Preliminary Report
  • Virginia Commonwealth University: An Assessment of General Education Mathematics Courses' Contribution to Quantitative Literacy

• Assessment of Mathematics-Intensive Programs

  
  Dick Jardine, Keene State College, Keene, NH
  • North Dakota State University: Developing a Departmental Assessment Program
    • Supplement A
    • Supplement B
    • Supplement C
  • United States Military Academy: Assessing the Use of Technology and Using Technology to Assess
    • Supplement A
  • Virginia Tech: A Comprehensive Assessment Program - Three Years Later
  • Weill Cornel Medical College: Assessment of a New American Program in the Middle East
    • Supplement A
    • Supplement B

• Assessment of Mathematics Programs to Prepare Future Teachers

  
  Laurie Hopkins, Columbia College
  • Monmouth University: Assessment in a Middle School Mathematics Teacher Preparation Program
  • University of Texas at Brownsville and Texas Southmost College: Using Practice Tests in Assessment of Teacher Preparation Programs
    • Supplement A

• Assessing the Undergraduate Major in Mathematics

  
  William A. Marion, Valparaiso University
  • American University: Learning Outcomes Assessment: Stimulating Faculty Involvement Rather Than Dismay
  • Colorado School of Mines: The Development, Implementation, and Revision of a Departmental Assessment Plan
  • Keene State College: Assessing Student Oral Presentation of Mathematics
  • Point Loma Nazerene University: Keeping Assessment Simple
  • Portland State University: Surveying Majors in Developing a Capstone Course
  • Saint Mary's University of Minnesota: Assessing Written and Oral Communication of Senior Projects
  • Saint Peter's College: A Multifaceted Approach
    • Supplement A
    • Supplement B
  • South Dakota State University: Assessing the Mathematics Major Through a Senior Seminar
    • Supplement A
    • Supplement B
  • University of Arkansas, Little Rock: Assessment of Bachelors’ Degree Programs
  • University of Nevada, Reno: Assessment of the Undergraduate Major without Faculty Buy-in
  • Washburn University: Assessing the Mathematics Major with a Bottom-Up Approach

Personnel

• SAUM Assessment Workshops
• SAUM Project Steering Committee

Appendix

• CUPM Guidelines for Assessment of Student Learning