Detailed Assessment Report for
2005 - 2006 Mathematics (Licensure) (BS)* Rev. 1

MISSION
 
The primary mission of the undergraduate mathematics licensure program is to • Develop mathematical thinking and communication skills • Communicate the breadth and interconnections of the mathematical sciences • Require study in depth • Use technology for problem solving and to promote understanding • Impart an appreciation of the history of mathematics and its applications, including recent work. • Prepare students to be effective secondary school teachers.
STUDENT LEARNING OUTCOMES
 Outcome/Objective 1:
Understand and apply calculus
 Full Description:
Students should understand theory and applications of calculus.
 A Student Learning Outcome? Yes
 Related Measures:
  • M. 1: Portfolio
  • M. 2: Portfolio-Calculus
  • M. 7: MAT 305
    •  Related Actions:
  • A. 1: Decide on the assessment of calculus knowledge.
  • A. 2: Restructure MAT 305 or leave it as it is.
    •  Outcome/Objective 2:
    Understand and construct proofs
     Full Description:
    Students will learn the fundamental logic needed for deductive reasoning and will construct proofs of some elementary theorems using quantifiers, indirect and direct proofs, and mathematical induction.
     A Student Learning Outcome? Yes
     Related Measures:
  • M. 1: Portfolio
  • M. 4: Portfolio-Logic
    •  Outcome/Objective 3:
    Be aware of breadth and interconnections
     Full Description:
    Students should possess an understanding of the breadth of the mathematical sciences and their deep interconnecting principles; an awareness of the abstract nature of theoretical mathematics and the ability to write proofs; and an in depth understanding of at least one subject in mathematics.
     A Student Learning Outcome? Yes
     Related Measures:
  • M. 1: Portfolio
  • M. 5: Capstone Course
  • M. 6: Courses
    •  Outcome/Objective 4:
    Be mathematically conversant
     Full Description:
    Students should be mathematically conversant.
     A Student Learning Outcome? Yes
     Related Measures:
  • M. 1: Portfolio
  • M. 5: Capstone Course
  • M. 6: Courses
    •  Outcome/Objective 5:
    Write computer programs
     Full Description:
    Students should be able to write computer programs in a high level language using appropriate data structure to solve mathematical problems. Students should be able to create and document algorithms. Students should be able to use the computer for simulation and visualization of mathematical ideas and processes.
     A Student Learning Outcome? Yes
     Related Measures:
  • M. 1: Portfolio
  • M. 6: Courses
  • M. 7: MAT 305
  • M. 9: Annual Survey-Job Preparation
    •  Related Actions:
  • A. 2: Restructure MAT 305 or leave it as it is.
    •  Outcome/Objective 6:
    Prepare for employment or graduate study
     Full Description:
    The program should prepare students to be effective teachers secondary school, for graduate school, and to have meaningful and enjoyable lives.
     A Student Learning Outcome? Yes
     Related Measures:
  • M. 5: Capstone Course
  • M. 6: Courses
  • M. 8: Alumni Survey-General Satisfaction
  • M. 9: Exit Survey/Interview
  • M. 11: Program Completion Rates
    • MEASURES
     Measure 1:
    Portfolio
     Measure Full Description:
    A graduate`s Mathematics Student Portfolio will be deemed satisfactory or better as judged by the departmentally developed rubric for evaluating the Mathematics Student Portfolio.
     Related Outcome(s)/Objective(s):
  • Obj. 1: Understand and apply calculus
  • Obj. 2: Understand and construct proofs
  • Obj. 3: Be aware of breadth and interconnections
  • Obj. 4: Be mathematically conversant
  • Obj. 5: Write computer programs
    •  Target Level:
    80% of graduates will have satisfactory or better portfolios.
     Findings:
    Hattiesburg: 5 out of 7 (71%) had satisfactory portfolios. Coast: 0 out of 3 (0%) had satisfactory portfolios.
     Target Level Achievement: Partially Met
     Further Action Planned? Yes
     Measure 2:
    Portfolio-Calculus
     Measure Full Description:
    The calculus part of the Mathematics Student Portfolio of a graduate will be deemed satisfactory or better as judged by the departmentally developed rubric for evaluating the Mathematics Student Portfolio.
     Related Outcome(s)/Objective(s):
  • Obj. 1: Understand and apply calculus
    •  Target Level:
    80% of graduates will score satisfactory or better on the calculus part of the Mathematics Student Portfolio.
     Findings:
    Hattiesburg: 1 out of 7 (14%) scored satisfactory. Coast: 0 out of 3 (0%) scored satisfactory.
     Target Level Achievement: Not Met
     Further Action Planned? Yes
     Measure 4:
    Portfolio-Logic
     Measure Full Description:
    The logic part of the Mathematics Student Portfolio of a graduate will be deemed satisfactory or better as judged by the departmentally developed rubric for evaluating the Mathematics Student Portfolio.
     Related Outcome(s)/Objective(s):
  • Obj. 2: Understand and construct proofs
    •  Target Level:
    80% of the graduates will score satisfactory or better on the logic part of the Mathematics Student Portfolio.
     Findings:
    Hattiesburg: 5 out of 7 (71%) scored satisfactory or better. Coast: 0 out of 3 (0%) scored satisfactory or better.
     Target Level Achievement: Partially Met
     Further Action Planned? Yes
     Measure 5:
    Capstone Course
     Measure Full Description:
    A graduate`s performance in the capstone course will be deemed satisfactory.
     Related Outcome(s)/Objective(s):
  • Obj. 3: Be aware of breadth and interconnections
  • Obj. 4: Be mathematically conversant
  • Obj. 6: Prepare for employment or graduate study
    •  Target Level:
    80% pass rate in the capstone course with a grade of C or better.
     Findings:
    Hattiesburg: 5 out of 7 (71%) passed the capstone with a grade of C or better. Coast: 1 out of 3 passed the capstone with a grade of C or better.
     Target Level Achievement: Partially Met
     Further Action Planned? No
     Measure 6:
    Courses
     Measure Full Description:
    Students will include in their program all the upper-level mathematics electives recommended by CUPM and NCTM.
     Related Outcome(s)/Objective(s):
  • Obj. 3: Be aware of breadth and interconnections
  • Obj. 4: Be mathematically conversant
  • Obj. 5: Write computer programs
  • Obj. 6: Prepare for employment or graduate study
    •  Target Level:
    80% of graduates will have included in their program all the upper-level mathematics electives recommended by CUPM and NCTM.
     Findings:
    100% of graduates met the recommendation.
     Target Level Achievement: Met
     Further Action Planned? No
     Measure 7:
    MAT 305
     Measure Full Description:
    A graduate`s performance in MAT 305 will be deemed satisfactory.
     Related Outcome(s)/Objective(s):
  • Obj. 1: Understand and apply calculus
  • Obj. 5: Write computer programs
    •  Target Level:
    80% of graduates will pass MAT 305 with a grade of C or better.
     Findings:
    Hattiesburg: 1 out of 6 (17%) took MAT 305 and passed with a grade of C or better. 5 students graduated under an earlier catalog in which MAT 305 was not required. Coast: 2 out of 3 (67%) took MAT 305 and passed with a grade of C or better. One student graduated under an earlier catalog which did not require MAT 305.
     Target Level Achievement: Partially Met
     Further Action Planned? Yes
     Measure 8:
    Alumni Survey-General Satisfaction
     Measure Full Description:
    Alumni will respond “strongly agree” or “agree” to those statements concerning intellectual/social development in the annual survey ( sent to graduates three-years, seven-years, fifteen-years, and twenty-one-years after graduation).
     Related Outcome(s)/Objective(s):
  • Obj. 6: Prepare for employment or graduate study
    •  Target Level:
    80% of alumni will respond “strongly agree” or “agree” to those statements concerning intellectual/social development in the annual survey.
     Findings:
    Hattiesburg: 2 out of 3 (67%) responded strongly agree or agree. Coast: 1 out of 1 (100%) strongly agreed.
     Target Level Achievement: Partially Met
     Further Action Planned? No
     Measure 9:
    Annual Survey-Job Preparation
     Measure Full Description:
    Alumni will respond “strongly agree” or “agree” to those statements in the annual department survey concerning job preparation.
     Related Outcome(s)/Objective(s):
  • Obj. 5: Write computer programs
    •  Target Level:
    80% will respond “strongly agree” or “agree” to those statements in the annual department survey concerning job preparation.
     Findings:
    Hattiesburg: 2 out of 3 (67%) agreed. Coast: 1 out of 1 (100%) strongly agreed.
     Target Level Achievement: Partially Met
     Further Action Planned? No
     Measure 9:
    Exit Survey/Interview
     Measure Full Description:
    Graduating students in exit interviews will respond “strongly agree” or “agree” to the statement that the MATHLBS program met their personal objectives.
     Related Outcome(s)/Objective(s):
  • Obj. 6: Prepare for employment or graduate study
    •  Target Level:
    80% of graduating students in exit interviews will respond “strongly agree” or “agree” to the statement that the MATHLBS program met their personal objectives.
     Findings:
    There was no data because the CoST Dean`s Office did not conduct exit interviews last year.
     Target Level Achievement: Not Met
     Further Action Planned? Yes
     Measure 11:
    Program Completion Rates
     Measure Full Description:
    The annual number of mathematics graduates from the undergraduate program will compare favorably with that of mathematics programs of similar institutions in Mississippi.
     Related Outcome(s)/Objective(s):
  • Obj. 6: Prepare for employment or graduate study
    •  Target Level:
    The annual number of mathematics graduates from the undergraduate program will meet or exceed that of MSU and UM.
     Findings:
    USM graduated 22 bachelors while MSU graduated 17. UM did not publish graduation data this year.
     Target Level Achievement: Met
     Further Action Planned? No
    ACTIONS
     Action 1:
    Decide on the assessment of calculus knowledge.
     Full Description
    Most students receive their calculus training before entering USM. The department needs to decide whether it is important to assess calculus knowledge or not.
     Related Objectives:
  • Obj. 1: Understand and apply calculus
    •  Related Measures:
  • M. 7: MAT 305
    •  Person/group responsible for the action Wallace Pye and the mathematics faculty.
     Target date to implement the action May 2007
     Priority Med
     Additional resources
    None.
     Action 2:
    Restructure MAT 305 or leave it as it is.
     Full Description
    MAT 305 presently reinforces calculus knowledge through MAPLE programming. Perhaps the course should us a variety of mathematics software packages. It may be better for our students to require another computer science language and not require MAT 305.
     Related Objectives:
  • Obj. 1: Understand and apply calculus
  • Obj. 5: Write computer programs
    •  Related Measures:
  • M. 7: MAT 305
  • M. 9: Annual Survey-Job Preparation
    •  Person/group responsible for the action Wallace Pye and the mathematics faculty.
     Target date to implement the action May 2007
     Priority Med
     Additional resources
    None
    ANALYSIS
     Strength
    The primary goal of the program is to produce graduates who are mathematically pedagogically competent. The assessment shows evidence that the program is effective in its goal.
     Attention Needed
    The major problems are these: calculus knowledge, lack of control of the Coast program, and reminding the faculty to submit assessment materials.
    ANNUAL REPORT
     Executive Summary
    Academic year 2005-2006 was a year of transition for the Department of Mathematics. It had a new Department Chair, Dr. C.S. Chen, and it managed to make successful offers to two new assistant professors. With just eight tenured, one tenure-track, and six non-tenure track faculty members, it was a challenge to fulfill our obligation to teach on the order of 5000 students, to conduct research, and to render service.
     Contributions to the Institution
    • Online college algebra has been implemented. • Dr. Jiu Ding has published a research monograph entitled “Statistical Properties of Deterministic Systems.” • Regular faculty and adjuncts taught 173 sections of math courses, serving more than 5000 students. • Graduate faculty members published one book chapter, one research monograph, 12 papers in refereed journals, and made numerous professional presentations. • There was one grant proposal that was funded in the amount $91,690. Ten other grant proposals have been submitted.
     Highlights
    • Dr. Sungwood Lee received the College of Science and Technology Teaching Award. • Dr. Myron Henry received the College of Science and Technology Service Award.
     Teaching Activities
    • Student evaluations provided evidence that faculty members are teaching well. • During summer there were 28 sections with an enrollment of 538. • During fall there were 71 sections with an enrollment of 2757. • During spring there were 74 sections with an enrollment of 2114. • With the support of Dr. Rex Gandy, Dean of College of Science and Technology, the department is in the process of initiating the emporium method of teaching entry level mathematics courses. In this approach, students learn mathematics in a computer teaching lab. If the implementation is successful, it is expected that all courses below calculus will be taught in this way.
     Research and Scholarly Activities
    Research productivity in the department is improving, notably in the area of computational mathematics. Collaboration among faculty members has increased and a research group in computational mathematics has been assembled. There was a significant increase in grant proposals submitted. As a result it is hoped that external funding awards will increase in the coming years. Dr. Sungwook Lee has initiated a research collaboration between mathematics and physics. A new policy has made it a priority to invest resources in junior faculty members.
     Public/Community Service
    • Committees: 19 university-wide, 12 college-wide, 58 departmental committees. • Service to Discipline: 7 journal editorial board members, 2 regional professional officers, 2 national committee members, 2 regional committee members, 18 article reviews, 47 referee reports, 2 prepublication reviews, 5 workshop chairs, 1 panelists, and 2 grant reviews.
     Challenges
    • Increase scholarship. • Hire more staff. • Build the graduate program. • Strive to increase external funding. • Implement emporium approach to teaching introductory mathematics. • Improve salaries.