Review Assessment Report

Part 1: Contact & Program Identification

Report Year and Contact Information
Academic Year	Modified By	Date Modified
2022-2023	pfannensti@cnm.edu	2023-10-19T19:37:32.501Z

School	Name of Program	Courses
MSE	MATH Mathematics Gen Ed	MATH 1130,MATH 1140,MATH 1220,MATH 1220P,MATH 1350,MATH 1350P,MATH 2110,Math 1230,Math 1240,Math 1250,Math 1430,Math 1440,Math 1510,Math 1520,Math 2410,Math 2420,Math 2530

Part 2: Program Summary

Provide a high level review of the program to include highlights, successes, challenges, significant changes, and significant resources needed to support the program
CNM Moved a considerable number of general ed mathematics courses to the online format due to enrollment reasons. Many of the classes in this program use Resondus monitoring software to proctor student test taking. This year, the assessment was collected via an in-person final exam in a proctored environment.

Part 3: Data Review

	2020-2021	2021-2022	2022-2023
Annual number of graduate awards is greater than 10	n/a	n/a	n/a
Number of declared majors	n/a	n/a	n/a
Average Class Size	22.4	20.4	20.5
Annual Average Class withdrawal rate is 30% or below (SAGE 35%)	20%	20%	20%
Annual C-Pass rate for coursework is 60% or above	58%	56%	55%
Average class fill rate at 60% or above capacity within a term or over a year	77%	68%	70%
Graduate Transfer to 4-year Schools	n/a	n/a	n/a
Full-time Faculty Coverage by Section	42%	35%	22%

Summarize how your program met or did not meet the target measures based on the data above
The C pass rate has fallen under the 60% threshold (55%) and has been a trend since 2020-2021 school year. There may be a variety of causes for this trend including the aftermath of the covid-19 shutdown which includes both the student's homework practices and a reliance on watching videos to gain familiarity with the material without practicing it in a test-like environment. The mathematics department is aware of this decline and plan on addressing some remedy to this decline in the Spring semester of 2024.

Summarize how your program met or did not meet the target measures based on the data above

The C pass rate has fallen under the 60% threshold (55%) and has been a trend since 2020-2021 school year. There may be a variety of causes for this trend including the aftermath of the covid-19 shutdown which includes both the student's homework practices and a reliance on watching videos to gain familiarity with the material without practicing it in a test-like environment. The mathematics department is aware of this decline and plan on addressing some remedy to this decline in the Spring semester of 2024.

Part 4: Program Learning Outcome Analysis

Learning Outcome	Population or Course(s) Assessed	Description	Summary of Assessment Results
1c. Communication: Evaluation and Production of Arguments	Math 1140 Geometry for Design

Interpretation of Assessment findings
Math 1140 – Geometry for Design AY2022/23 through the use of two assessment questions embedded in the final exam. The questions were scored on the scale {0, 1, 2, 3} with rubric 0 = “Not answered or nonsense response”; 1 = “An attempt was made, but had a significant error”; 2 = “An attempt was made, but had minor a error”; 3 = “correctly answered”. . The MATH 1140 course-level student learning outcomes: Use construction tools of descriptive geometry: explain how to bisect a line segment with a compass and straight edge (mean = 1.83), and Identify linear and planar symmetries: describe the symmetry (reflection, rotation, or no symmetry) (mean = 2.05) of the sigils: A, D, Z, H, and R suggests may have difficulty writing out consecutive steps of a process.

Interpretation of Assessment findings

Math 1140 – Geometry for Design AY2022/23 through the use of two assessment questions embedded in the final exam. The questions were scored on the scale {0, 1, 2, 3} with rubric 0 = “Not answered or nonsense response”; 1 = “An attempt was made, but had a significant error”; 2 = “An attempt was made, but had minor a error”; 3 = “correctly answered”. . The MATH 1140 course-level student learning outcomes: Use construction tools of descriptive geometry: explain how to bisect a line segment with a compass and straight edge (mean = 1.83), and Identify linear and planar symmetries: describe the symmetry (reflection, rotation, or no symmetry) (mean = 2.05) of the sigils: A, D, Z, H, and R suggests may have difficulty writing out consecutive steps of a process.

Part 5: Additional Action Plan in Support of Student Learning (If Appropriate)

Upcoming Year	Changes Planned for the upcoming year	Data Motivating this change
2022-2023
2022-2023
2022-2023

Please select all of the following that characterize the types of changes described in the above action plan

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