make conjectures and solve problems; and (c) model problem situations and solutions, and develop algorithms (including computer programming). Summary of findings Direct assessment of student learning in preparation for Program Review also focused on student learning in the Major Learning Outcomes and in Senior Capstone. In 2011-12, the faculty focused their annual assessment project on Major Learning Outcome 4: Mathematics as Communication, specifically students articulate “how mathematical ideas verbally and in writing.” Sparked by concern that students were not as prepared for Senior Capstone as expected, faculty assessed randomly selected student work from courses at the 100, 200, 300 and 400 levels. As a result, faculty were able to document how Math majors were producing more sophisticated writing as they progressed through the curriculum, a sign that the scaffolding of student work in this area in the major was actually working better than expected. However, planned improvements in response to this finding include the development of better rubrics to assess student work in the MLO courses so as to create clear expectations about what kind of communication skills are expected of Math majors. One additional lesson from the Math program review was actually seeing the effect of assessment work conducted in connection to the prior program review in 2007. As a result of that review, faculty focused close attention on developmental math classes; as a result of changes made in their approach to these classes, students made significant improvement their learning. These classes, offered in large-classroom format with technology-infused curriculum, group activities, and support from Instructional Student Assistants, enhanced with more rigorous curriculum led to an increase in the pass rate for these developmental classes to around 90%, a 25% increase since the last program review in 2007. Significantly, their program review suggests that increasing success in these developmental courses is a major factor in greater retention rates. Music Major Learning Outcomes MLO 1: Historical and Theoretical Analysis: Students identify genres from different periods and integrate historical and theoretical perspectives in analyzing contemporary styles. MLO 2: Community Issues Analysis: Students understand and analyze societal issues associated with the production, dissemination and consumption of MLO 3: Comparative Analysis: Students understand compositional processes, aesthetic properties of style and the ways these shape and are shaped by artistic and cultural forces MLO 4: Moral and Ethical Analysis: Students understand and address moral and ethical issues.
make conjectures and solve problems; and (c) model problem situations and solutions, and develop algorithms (including computer programming). Summary of findings Direct assessment of student learning in preparation for Program Review also focused on student learning in the Major Learning Outcomes and in Senior Capstone. In 2011-12, the faculty focused their annual assessment project on Major Learning Outcome 4: Mathematics as Communication, specifically “how students articulate mathematical ideas verbally and in writing.” Sparked by concern that students were not as prepared for Senior Capstone as expected, faculty assessed randomly selected student work from courses at the 100, 200, 300 and 400 levels. As a result, faculty were able to document how Math majors were producing more sophisticated writing as they progressed through the curriculum, a sign that the scaffolding of student work in this area in the major was actually working better than expected. However, planned improvements in response to this finding include the development of better rubrics to assess student work in the MLO courses so as to create clear expectations about what kind of communication skills are expected of Math majors. One additional lesson from the Math program review was actually seeing the effect of assessment work conducted in connection to the prior program review in 2007. As a result of that review, faculty focused close attention on developmental math classes; as a result of changes made in their approach to these classes, students made significant improvement their learning. These classes, offered in large-classroom format with technology-infused curriculum, group activities, and support from Instructional Student Assistants, enhanced with more rigorous curriculum led to an increase in the pass rate for these developmental classes to around 90%, a 25% increase since the last program review in 2007. Significantly, their program review suggests that increasing success in these developmental courses is a major factor in greater retention rates. Music Major Learning Outcomes MLO 1: Historical and Theoretical Analysis: Students identify genres from different periods and integrate historical and theoretical perspectives in analyzing contemporary styles. MLO 2: Community Issues Analysis: Students understand and analyze societal issues associated with the production, dissemination and consumption of MLO 3: Comparative Analysis: Students understand compositional processes, aesthetic properties of style and the ways these shape and are shaped by artistic and cultural forces MLO 4: Moral and Ethical Analysis: Students understand and address moral and ethical issues.
CampusAssessmentReports.docx