Review Assessment Report
Part 1: Contact & Program Identification
Report Year and Contact Information | ||
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Academic Year | Modified By | Date Modified |
2022-2023 | [email protected] | 2023-10-19T19:37:32.501Z |
School | Name of Program | Courses |
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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 |
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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 | |
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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 |
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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 |
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1c. Communication: Evaluation and Production of Arguments | Math 1140 Geometry for Design |
Interpretation of Assessment findings |
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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 |
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2022-2023 | ||
2022-2023 | ||
2022-2023 |