PROSPECTUS ON CASE STUDY

 

Jim Fulmer and Tom McMillan

University of Arkansas at Little Rock

 

Date:  15 August 2002

 

Title:   Assessing An Undergraduate Major in Mathematics

 

 

Possible outline for the case study:

 

            Abstract (50-75 words)

           

            Background and goals

 

            Developing the assessment program

 

            Details of the assessment program

 

            Revision based on initial experience

 

            Findings and success factors

           

            Use of the findings

 

            Next steps and recommendations

 

            Acknowledgements

 

 

Progress to date:

 

Our case study will consist of an assessment plan designed to assess the undergraduate major in mathematics.  One goal has been identified:  To prepare our students to enter graduate school, to teach at the secondary level, and to be employed and act in a consulting capacity on matters concerning mathematics.

 

Six student learning objectives have been identified.  These are:

 

Objective A: That mathematics majors develop an appreciation of the variety of mathematical areas and their interrelation.

 

Objective B: That mathematics majors acquire the mathematical knowledge and  skills necessary for success in their program or career.

 

            Objective C: That mathematics majors develop the ability to read, discuss, write, and speak about mathematics.

 

Objective D: That mathematics majors develop the ability to work both independently and collaboratively on mathematical problems.

 

Objective E: That mathematics majors develop an appreciation for the roles of intuition, formalization, and proof in mathematics.

 

Objective F: That mathematics majors develop problem-solving skills.

 

In our case study, we will identify the specific assessment criteria related to each student-learning objective.  We will describe the specific assessment method used to measure each assessment criterion.  Our case study will include descriptions of various assessment tools that provide evidence used in the assessment process.  These include the portfolio, senior seminar exit interview, scores on ETS major field test, alumni/student survey, senior seminar student presentation, employer survey, and senior seminar projects.

 

            Our experience with assessment has provided data that have motivated changes in both our assessment methods and curriculum.  Our case study will include a description of how feedback from the faculty has been used to change the curriculum and assessment.