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)
  

• 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
  

• SAUM Assessment Workshops

• SAUM Project Steering Committee
  

• CUPM Guidelines for Assessment of Student Learning