a sample size of approximately 300 students. We hoped to ensure at least a 5% margin error (278 out of 1000 corresponds to a 5% margin error) (Suskie). We attempted to sample a variety of sections. However, based on the response we received from professors willing to participate, the breakdown was as follows: Professor Sections Campus Daytime/ Full-time/ Evening Adjunct 006 and Main Eman Aboelnaga Daytime Full-time 028 Campus 009 and Main Barbara Satterwhite Daytime Full-time 012 Campus 011 and Main Susan Gaulden Daytime Full-time 019 Campus 003 and Main Nasser Daytime Full-time 014 Campus Shohreh Andresky CW2 West Essex Daytime Full-time Gordon Nanton 3WC West Essex Evening Adjunct As is evident from the table, 80% of the sections were day time courses taught at the Main Campus by full-time professors. 2.2 ADMINISTRATION As co-course coordinators of MTH 092, we chose to assess the following student learning outcomes (SLOs): SLO #1: Course Goal 1: Demonstrate knowledge of the fundamental concepts and theories from algebra and geometry. SLO #2: Course Goal 2: Utilize various problem-solving and critical-thinking techniques to set up and solve real-world applications. These correspond to the following measurable course performance objectives (MPOs): Demonstrate knowledge of the fundamental concepts and theories from algebra and geometry. simplify and evaluate variable expressions; translate verbal expressions into variable expressions; perform basic operations on polynomial, rational, and exponential expressions; factor polynomial expressions; linear, literal, and factorable quadratic equations; graph a line in the Rectangular Coordinate System; identify and find the slope and intercepts of a line; and find the equation of a line on given geometric properties
a sample size of approximately 300 students. We hoped to ensure at least a 5% margin error (278 out of 1000 corresponds to a 5% margin error) (Suskie). We attempted to sample a variety of sections. However, based on the response we received from professors willing to participate, the breakdown was as follows: Professor Sections Campus Daytime/ Evening Full-time/ Adjunct Eman Aboelnaga 006 and 028 Main Campus Daytime Full-time Barbara Satterwhite 009 and 012 Main Campus Daytime Full-time Susan Gaulden 011 and 019 Main Campus Daytime Full-time Nasser 003 and 014 Main Campus Daytime Full-time Shohreh Andresky CW2 West Essex Daytime Full-time Gordon Nanton 3WC West Essex Evening Adjunct As is evident from the table, 80% of the sections were day time courses taught at the Main Campus by full-time professors. 2.2 ADMINISTRATION As co-course coordinators of MTH 092, we chose to assess the following student learning outcomes (SLOs): SLO #1: Course Goal 1: Demonstrate knowledge of the fundamental concepts and theories from algebra and geometry. SLO #2: Course Goal 2: Utilize various problem-solving and critical-thinking techniques to set up and solve real-world applications. These correspond to the following measurable course performance objectives (MPOs): Demonstrate knowledge of the fundamental concepts and theories from algebra and geometry. simplify and evaluate variable expressions; translate verbal expressions into variable expressions; perform basic operations on polynomial, rational, and exponential expressions; factor polynomial expressions; linear, literal, and factorable quadratic equations; graph a line in the Rectangular Coordinate System; identify and find the slope and intercepts of a line; and find the equation of a line on given geometric properties