ANGELO STATE UNIVERSITY

18 February 2011

MEMORANDUM

TO: Dr. Grady Price Blount Dean, College of Sciences

FROM: Paul K. Swets, Head ~c..; Department of Mathematics

RE: Mathematics Program Prioritization Report

The Mathematics program at Angelo State University is a high priority program that should be considered a strong candidate for increased funding. As the attached report indicates in some detail, there is strong external and internal demand for the services and courses provided by the Department of Mathematics. The Department has a long history of positive and creative developments in its curriculum and courses, a strong and well-aligned program of assessment to determine internal priorities, and excellent program outcomes in a variety of programmatic operations. The program is large in terms of students served and semester credit hours generated, has prospects for nothing but continued growth, and is an excellent net revenue generator for the university. There are also a number of opportunities, both for external funding and innovative internal collaboration, which are presently not fully exploited due to insufficient capacity.

Short-term, immediate funding needs include: upgrading four faculty currently listed as "Lecturers" to the appropriate classification, "Instructor"; upgraded classroom technology; increased space and student tutor funds for the Mathematics Laboratory tutoring center; and a dedicated computer laboratory for our software-based developmental initiative (this last is also on the HSI Title V grant proposal).

Medium term funding needs include both personnel and space. Hiring one or two additional faculty members would give the Department the capacity to offer increased sections in our fledgling Computational and Applied Mathematics program; to allow the Department to participate in additional National Science Foundation and other externally funded grant opportunities; and to allow the current growth in the Department of Mathematics to lead to a

ASU Station #10900 I San Angelo, Texas 76909-0900

Ph~ne: (325) 942-2111 I Fax: (325) 942-2503 I E-mail: math@angeln.edu

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graduate program. Additional faculty, coupled with the added administrative burden of pursuing grant opportunities, would mean an increase in the office staff as well.

Hiring additional faculty would require additional office space, currently at a premium in the Mathematics Computer Science Building and, likely, additional classroom availability. However, even absent additional faculty hires, the lack of conference or meeting space in the MCS building is an ongoing problem. Student study space, too, needs to be increased.

I appreciate this opportunity to display what the Mathematics Department has done, is doing, and what it would be capable of.

2011

Angelo State University Department of Mathematics Paul K. Swets, Head

DEPARTMENT OF MATHEMATICS PROGRAM PRIORITIZATION REPORT

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Program Prioritization Report Department of Mathematics

Introduction The mathematics program is a standard part of most university academic structures. A mathematics major is designed to prepare students for graduate work in mathematics and other technical areas; to provide students with strong quantitative and problem-solving skill sets for technical jobs in business, industry, and government; and to prepare students for secondary teaching in mathematics. The mathematics program also provides significant support for other areas outside mathematics. Science and other technology majors require significant mathematical background and expertise. ASU’s core curriculum also requires each student to successfully complete a prescribed mathematics course. In addition, the Mathematics Department provides sequences of service courses in support of the College of Business and the College of Education. Finally, a significant developmental mathematics program supports students whose background or preparation has left them insufficiently prepared for college-level mathematics.

While the expectations for the major have remained fairly constant over the years, the technological components as well as shifting student preparation and expectations have changed the orientation of the major, if not its essential goals. Expectations for the core curriculum and service course components, however, have changed significantly. Requirements for algebraic dexterity for general students have declined, while a demand for “relevant” mathematics, including statistics, has increased. Changes in the K-12 classroom and in state certification requirements have greatly impacted the expectations for preservice teachers, whether mathematics majors or not. Changes in expectations for business majors, including accreditation requirements, have impacted the courses in the business mathematics sequence. Ongoing (and late-breaking: as this document is submitted we learn of proposed legislation which would force major restructuring or even elimination of the program) tinkering with state requirements continue to affect the developmental program and its expectations.

The baccalaureate program in mathematics has evolved substantially over the years, with many significant changes occurring over the last five or six years. The gateway to most baccalaureate programs in mathematics, including ASU’s, is the precalculus/calculus sequence. This sequence has undergone major change in recent history. The precalculus sequence has gone from three classes (College Algebra, Trigonometry, and Analytic Geometry), to two classes (Precalculus I and Precalculus II) to a single, five-hour Precalculus course. The calculus sequence has similarly contracted from three, 3-hour courses (Calculus I, Calculus II, and Calculus III) to two, 5-hour courses. Now, rather than three precalculus and three calculus courses, students can advance through the sequence and into advanced mathematics courses in only three (admittedly challenging) semesters. We have added a course to provide a transition to advance mathematics courses, and extended the number of options mathematics majors have in their upper division course selection, including new courses in partial differential

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equations, vector calculus, and discrete mathematics. Topics courses in both abstract and applied mathematics are now available. We have developed a freshman course in mathematical technology, to allow students to understand and utilize the significant technological changes that have impacted all of society, including mathematics teaching and learning.

Our teacher preparation track has also evolved with the times, both for preservice secondary mathematics teachers and also for elementary and middle school preservice teachers. In response to identified student deficiencies, the Mathematics Department has added a problem-solving course, a course in College Geometry, a discrete mathematics course, and, most visibly, a very successful “capstone” course, A Survey of Mathematics with Applications. Evolution in our service courses for elementary and middle school teachers include a dramatic change in our Mathematics for Elementary/Middle School Teachers I and II to the use of hands-on learning, discovery learning, and manipulatives; a middle school “capstone” course (since deleted as the College of Education eliminates the middle school certification program in mathematics); and revision of the Trigonometry course to include topics necessary for middle school teacher certification.

Our business mathematics sequence has remained relatively static until very recently. Based on consultation with the College of Business, we have proposed (and the proposal is as of this date not yet approved by the THECB) modifications to the business mathematics sequence, both to align our courses with the Texas Common Course Numbering System, and to better fit the accreditation requirements of the College of Business.

To address our basic core curriculum responsibilities, we have developed and deployed Introduction to Contemporary Mathematics, a mathematics course designed to give students a tour of the lively, useful, and rich ideas of modern mathematics, as a substitute for the usual college algebra route of satisfying the core curriculum. We have also attempted to have college algebra removed from the core curriculum, a move that was rebuffed by the University Core Curriculum Committee.

In conjunction with the Hispanic Serving Institutions Title V grant, our developmental program is piloting a software-based individualized instruction plan, with the goal of moving relatively well-prepared students though the developmental program more quickly, while allowing those with a lower level of preparation the ability to address their mathematical needs at their own level.

Finally, to respond to increasing demands for computational and applied mathematics skills without necessarily requiring the calculus, we have introduced the Computational and Applied Mathematics minor.

In response to our changing student demographics, we have increased the technological aspects of our courses and curriculum; significantly increased and expanded the mathematics laboratory tutoring center; and cautiously begun to develop courses deliverable online.

The mathematics program is a high-quality undergraduate program, integrating teaching and research, which prepares students to be knowledgeable citizens and have productive careers. It provides support

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to other high-quality programs across the university, including core curriculum courses and specific sequences for the College of Business and the College of Education.

Criterion One: External Demand Numerous state and national studies bemoan the shortage of mathematics and other science and technology graduates. The number of qualified secondary mathematics teachers also significantly fails to meet the demand. Ongoing deficiencies in quantitative reasoning are regularly noted by employers. External demand for mathematics majors, minors, teachers, and others with basic quantitative literacy is strong.

Additionally, as the university grows to 10,000 students, enrollment in mathematics classes will undoubtedly increase. With our current mix of majors, we can expect between 40% and 60% growth in demand for mathematics semester credit hours, with the higher figure being more likely in terms of current programs experiencing the most growth. We are currently ill-equipped to respond to such growth – ill-equipped in facilities, in faculty and availability of new faculty, and in course offerings.

The Mathematics Department is responding to this demand in a number of ways. First, for mathematics and science majors, we have significantly shortened the calculus sequence, from what was six, 3-hour courses a few years ago to only three, 5-hour courses today, allowing students to get through to advanced mathematics courses much more quickly. This is a significant advantage to transfer students from community colleges and other students who have completed a substantial part of their core and general educational requirements before embarking on the mathematics sequence. We are continuing to develop and revise our curriculum, adding and modifying courses in response to deficiencies or needs identified through our assessment process. In the past two years we have added courses in partial differential equations, vector calculus, an honors precalculus course, and a sequence of discrete mathematics courses, for example. We have also bolstered our offerings of “Topics in” courses, scheduling one each of the last two academic years. We have loosened the number of required courses, allowing students significantly more choice and room for specialization in earning a mathematics degree or minor. We have added a Computational and Applied Mathematics minor, which allows students to access advanced mathematical topics without going through the calculus sequence. (We have plans to expand this into a major once a critical mass has been achieved.)

Our teacher certification track has also benefitted from the assessment cycle. We have added courses in discrete mathematics, problem-solving, college geometry, and a capstone course for our secondary teachers in the last several years. For the now moribund middle school certification in mathematics, we have significantly modified our trigonometry course to include topics on the preservice middle school teachers’ certification exam (TExES). We also established, and have since deleted, a capstone course for this group as well. We have changed the nature and focus of the mathematics courses for middle school and elementary teachers, reflecting the growing K-12 consensus for hands-on and participatory learning opportunities for students. These courses are now significantly manipulative-based, relying on discovery techniques, reflections, and hands-on work for much of the learning. In this way, students are not only exposed to these learning styles, they are exposed to teachers modeling these techniques in

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the classroom. We have also instituted a series of mandatory subject material reviews for students getting ready for their TExES state certification examination.

Online competition affects our programs in a relatively minor but growing way. For example, every ECH-6 Generalist teacher is required to take our intensive, hands-on MATH 1341 and MATH 1342. However, these courses are available to students online, and, as the numbers indicate, many students must be availing themselves of this online option. At present, however, online competition is not a significant threat to general participation in our program.

Criterion Two: Internal Demand Angelo State University’s mathematics core curriculum requirements may currently be satisfied through any of the following courses: CAM 2305 Discrete Mathematics I, MATH 1302 College Algebra, MATH 1303 Plane Trigonometry, MATH 1311 Mathematics for Business I, MATH 1312 Mathematics for Business II, MATH 1332 Introduction to Contemporary Mathematics, MATH 1561 Precalculus, MATH 2305 Discrete Mathematics I, MATH 2331 Calculus I (no longer offered), MATH 2332 Calculus II (no longer offered), and MATH 2513 Calculus I. All of these courses are offered only through the Department of Mathematics.

Most students taking a general education mathematics course to satisfy their core curriculum requirements take MATH 1302 College Algebra, MATH 1332 Introduction to Contemporary Mathematics, or, in somewhat smaller numbers, MATH 1311 Business Mathematics I. Mathematics and science majors primarily take either MATH 1561 Precalculus or MATH 2513 Calculus I, but these courses are frequently taken as either a degree requirement or as a prerequisite to further coursework. While Business Mathematics I is designed as a service course for the College of Business, a number of students take it as a general education mathematics course. Because enrollment in MATH 1312 Business Mathematics II (required in the degree programs in the College of Business) has averaged about 21% less than the enrollment in MATH 1311 Business Mathematics I over the last four academic years, we use this percentage of the enrollment in Business Mathematics I as a rough estimate of the number of students taking this class to satisfy a core curriculum requirement.

Academic Years

2007 2008 2009 2010

Enrollment

MATH 1302 960 1139 1114 1193 MATH 1311 530 489 451 450 MATH 1311 for core 138 125 97 103 MATH 1332 198 231 231 223

The College of Education and the College of Business have additional mathematics requirements for students in many of their degree programs. MATH 1341 Mathematics for Elementary and Middle School Teachers I, MATH 1342 Mathematics for Elementary and Middle School Teachers II, MATH 3311 Elementary Number Theory, and MATH 3323 Exploring Middle School Mathematics (deleted effective Fall 2011) are required courses in several of the interdisciplinary degrees in the College of Education. MATH 3321 Statistics is also required in some of the degree programs in the College of Education, and is

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also heavily populated with students studying a social science. MATH 1311 Mathematics for Business I and MATH 1312 Mathematics for Business II are required courses in a number of the degree programs in the College of Business. None of these courses is included in a mathematics major or minor.

Academic Years

2007 2008 2009 2010

College of Education

MATH 1341 86 98 115 109 MATH 1342 71 56 84 94 MATH 3311 14 23 11 11 MATH 3323 2 10 7 4

MATH 3321 106 119 135 138

College of MATH 1311 530 489 451 450 Business MATH 1312 392 364 354 347

Most of the degree programs in the College of Sciences have specific mathematics requirements beyond the core curriculum. Several of the degree programs in the College of Nursing and Allied Health have the same.

Developmental mathematics enrollment continues to comprise a significant part of the mathematics faculty’s workload.

Academic Years

2007 2008 2009 2010

Enrollment MATH 130A 715 677 638 584 MATH 130B 450 374 408 419

Growth in university enrollment will drive up demand for mathematics courses, if only to satisfy developmental requirements and the core curriculum. Growth in the programs in the College of Sciences, the College of Education, or the College of Business will intensify this demand, as degree programs in these areas require multiple mathematics courses. The university needs to grow by more than 40% overall in order to reach 10,000 students. A 40% increase in the enrollment in the College of Business, for example, would mean more than 300 additional business mathematics students. A 40% increase in the College of Education would mean more than 100 additional students in those mathematics service courses offered for those majors in the chart above. With introductory classes especially already filled to room capacity, increased enrollment will necessitate additional faculty hires, along with classrooms in which they will be able to teach.

Criterion Three: Inputs and Processes The Mathematics Department currently has 18 FTE faculty positions, with approval to hire an additional Lecturer for Fall 2011 to replace a sudden resignation in late December 2010. Of these, 8.5 are tenured or tenure-track (including the Department Head, counted as a half-time faculty FTE), 5.5 are Senior

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Instructors (including the Director of Developmental Education, counted as a half-time faculty FTE), and 4 are Lecturers. Apart from the two half-time faculty/half-time administrator positions indicated above, the Department has neither part-time nor adjunct faculty. Two of the four Lecturers teach only Developmental Mathematics.

About 60% of the college-level sections offered each semester are taught by tenured or tenure-track faculty, with nearly all the rest taught by Senior Instructors. Lecturers and part-time faculty account for fewer than 8% of the college-level sections offered.

Percentage of College-Level Sections Taught By Faculty Rank

Spring 2007

Fall 2007

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Tenured/Tenure Track 59% 58% 57% 67% 62% 60% 63% Instructors 28% 26% 28% 33% 35% 33% 31% Professional Specialist 7% 8% 7% 0% 0% 0% 0% Lecturers 2% 4% 4% 0% 4% 7% 6% Part-time Faculty 4% 4% 4% 0% 0% 0% 0%

At least two-thirds, and most years close to nine of ten, of our developmental sections are taught by “Lecturers.” The position description for “Lecturer” in OP 06.25 is grossly out of touch for these faculty members. Teaching developmental students requires dedication and expertise of the highest level. It requires faculty that are invested in the program and the curriculum, not temporary fill-ins. We do a disservice to our students and our faculty by continuing to classify so many of these teachers as “Lecturers” when the need and, indeed, the expectation is for them to be ongoing and integral parts of our department. I have sought reclassification of these valued faculty (with appropriate remuneration) for several consecutive years, without success. Perhaps this document and its analysis will lead to the appropriate categorization of these fine teachers and colleagues.

Percentage of Developmental Sections Taught By Faculty Rank

Spring 2007

Fall 2007

Spring 2008

Fall 2008

Spring 2009

Fall 2009

Spring 2010

Tenured/Tenure Track 6% 4% 5% 4% 5% 4% 5% Instructors 11% 8% 5% 12% 5% 13% 26% Professional Specialist 0% 0% 0% 0% 0% 0% 0% Lecturers 83% 88% 90% 84% 90% 83% 69% Part-time Faculty 0% 0% 0% 0% 0% 0% 0%

Faculty retention has overall been very good, with just three faculty vacancies in the past five years (all non-tenure-eligible hires). While we have not attempted to hire tenure-track faculty for a number of years, and so speaking to that eventuality would be purely speculative, hiring non-tenure-eligible faculty is difficult at best. While we have been fortunate in hiring some very high quality Lecturers over the past several years, the applicant pools have invariably been extremely small. Good luck is certainly better than bad luck, but it would seem best not to rely upon either.

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The Mathematics Department has two full-time staff: an Office Coordinator and a Mathematics Laboratory Coordinator. Because of the extraordinary ability and work ethic of our Office Coordinator, the staff is adequate, although one would be hard-pressed indeed to find a single-person replacement for her were she to leave the Department.

The Mathematics curriculum is continuously reviewed, both inside and outside our formal assessment process. Faculty note either deficiencies or opportunities, and collectively or individually propose solutions or new initiatives. Our curriculum has been extensively revised in the past few years. Effective Fall 2009 we offered a new Computational and Applied Mathematics minor, complete with thirteen new (all but one crosslisted) courses. We added new courses in Mathematical Technology (CAM 1351 and MATH 1351 crosslisted), Discrete Mathematics I (CAM 2305 and MATH 2305 crosslisted), Discrete Mathematics II (CAM 3305 and MATH 3305 crosslisted), Vector Calculus (CAM 33315 and MATH 3315 crosslisted), an Internship (MATH 4171, 4271, and 4371), a Mathematics Seminar (MATH 4181), Partial Differential Equations (CAM 4335 and MATH 4335 crosslisted), Topics in Applied Mathematics (CAM 4345), and Topics in Abstract Mathematics (MATH 4355). We replaced our two-semester Precalculus I (MATH 1361) and Precalculus II (MATH 1362) sequence with a single, 5-hour Precalculus course (MATH 1561). We replaced our three-semester Calculus I (MATH 2331), Calculus II (MATH 2332), and Calculus III (MATH 3333) sequence with two, 5-hour courses, Calculus I (MATH 2513) and Calculus II (MATH 3514). We changed prerequisites for eight of our classes, allowing students to proceed to advanced courses more quickly. We significantly modified the requirements for the baccalaureate degree, with fewer courses specified and more options for students.

We are currently awaiting final THECB approval for an Honors Precalculus course (HONR 1363) along with a revision of the business mathematics sequence to align with the Texas Common Course Numbering System at the request of the College of Business, deleting MATH 1311 (Business Mathematics I) and 1312 (Business Mathematics II) and replacing them with MATH 1324 (Finite Mathematics I) and MATH 1325 (Business Calculus and Finite Mathematics II). We are also awaiting final approval for a revision of MATH 1303 (Trigonometry), to include additional analytic geometry topics which were missing from our curriculum once our MATH 1321 (Analytic Geometry) course was deleted for low enrollment.

Currently in varying stages of development are proposals for a freshman statistics/quantitative literacy course, a mathematics for computer gaming course, and a signal-processing/Fourier analysis course.

We are currently piloting, with the support of the HSI Title V grant secured by the university, a technology-based, individually structured, software-driven developmental course. It is only a few weeks in, so success or failure at this point is difficult to ascertain, but all signs are positive.

The Mathematics Department offers twelve courses in the core curriculum: eleven to satisfy the mathematics portion of the core, and one to satisfy the computer literacy section. (HONR 1363, if approved, would be a twelfth course satisfying the mathematics portion of the core.) There are seven THECB Exemplary Educational Outcomes for the mathematics portion of the core:

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1. To apply arithmetic, algebraic, geometric, higher-order thinking, and statistical methods to modeling and solving real-world situations.

2. To represent and evaluate basic mathematical information verbally, numerically, graphically, and symbolically.

3. To expand mathematical reasoning skills and formal logic to develop convincing mathematical arguments.

4. To use appropriate technology to enhance mathematical thinking and understanding and to solve mathematical problems and judge the reasonableness of the results.

5. To interpret mathematical models such as formulas, graphs, tables and schematics, and draw inferences from them.

6. To recognize the limitations of mathematical and statistical models. 7. To develop the view that mathematics is an evolving discipline, interrelated with human culture,

and understand its connections to other disciplines.

We maintain documentation about how each course satisfies each of the exemplary outcomes. While none of our courses thoroughly satisfies all seven (which is a reason the Department is keen on developing a freshman statistics/quantitative literacy course), eleven of the twelve core mathematics courses (including HONR 1363) adequately address these exemplary outcomes. MATH 1302 College Algebra does not, and in its current position in our curriculum cannot, address these exemplary outcomes satisfactorily. For this reason we proposed deleting MATH 1302 from the core; this proposal was not approved by the University Core Curriculum Committee, and so MATH 1302 remains a core curriculum course regardless. MATH1351/CAM 1351 can be used to satisfy the core curriculum in computer literacy, for which exemplary educational objectives have not been specified by the THECB.

The program uses technology as appropriate. We have a site license for the software program MATLAB, which is used for problem solving, computation, and visualization in many of our advanced classes. We have instituted the new course CAM 1351/MATH 1351, a required course for mathematics majors, in which we teach students how to use MATLAB. The course also teaches students how to typeset mathematics using LaTeX.

A growing number of mathematics courses use Blackboard for at least some portion of the course delivery. A number of courses also use an online course management system (MyMathLab, WebAssign, or WileyPlus) for some course functions.

Our classroom facilities are barely adequate. Although we have a relatively new building, our classrooms lack modern display technology. We have managed to cobble together a poor substitute for a presentation system by using old laptops and television monitors, but we need modern, easy-to-use digital projection and document camera systems to meet the expectations of today’s students and faculty.

We currently have sufficient office space, but there is no available office space in the building, were our faculty to increase. We also lack sufficient student study space and a conference room in the building. In the short term these drawbacks can be managed, but in the medium term either computer science or

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mathematics will probably have to find new quarters, as the MCS building is not large enough to support both programs, given the expectations of growth for each.

Due in no small part to a significantly increased reliance on electronic journals and database access, our library resources serve the Department very well.

The operating budget is adequate to maintain current operations in all but two areas: “Lecturer” salaries and the Mathematics Laboratory. None of the faculty in the Mathematics Department currently classified as “Lecturers” is in fact a Lecturer as defined in OP 06.25. Each should be made an Instructor, with the concomitant salary increase the new title supplies. The Mathematics Laboratory needs both additional space and additional funding for student tutors. A new Laboratory Coordinator together with new and expanded Mathematics Laboratory hours have caused an enormous upsurge in student demand. Now the funding must be available to meet that demand with high-quality tutoring to help retain these students.

The operating budget is mostly adequate to maintain current operations, but is inadequate to enhance the Mathematics Program, or even maintain current levels in the face of the increased demand that growing enrollment will bring. Program enhancement will require additional faculty hires, dressed-up classrooms outfitted with usable technology, additional office and meeting space, and extra office staffing. With all faculty currently at teaching capacity, additional hires will be needed to expand very much in either a teaching or a research vein. To grow the Computational and Applied Mathematics program into a major, for example, will require one or two additional faculty positions, to allow enough space to schedule the sections the new major will require. To establish a graduate program will require additional faculty to teach those sections. To take greater advantage of external funding opportunities, sufficient faculty must be available for PIs and other senior personnel to be able to use release time for their grant activities. And, of course, any new faculty will require new faculty space, also already at a premium.

Criterion Four: Program Outcomes The Mathematics Department has a well-established set of measurable learning outcomes. Each year, the outcomes are assessed, the results analyzed, and the analysis used to take curricular and other actions. For example, in the past few years program assessment has led to the development of several new courses, a new minor, a large expansion of the Mathematics Laboratory tutoring center, and significant changes in the mathematics curriculum.

Below are the current assessment plans for the Mathematics Department divided among the baccalaureate program, the certification program, and the developmental program. Alignment of our learning outcomes with the institutional learning goals is indicated in the charts below.

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Baccalaureate Program GOAL #1 GOAL # GOAL #3

A. State your expected learning goal.

Students will demonstrate mastery of concepts in a variety of nationally accepted mathematics subject areas.

Students will solve applied problems using algebra, linear algebra, and calculus.

Students will acquire real-world data, present it in multiple forms (such as tables or graphs), use software to analyze the data and draw inferences from it, and produce a professionally typeset report that incorporates the data, the analysis, and the results.

B. Identify where expected outcomes are addressed.

The B.A. and B.S. programs

The B.A. and B.S. programs

CAM/MATH 1351 (Mathematical Technology)

C. Determine methods and criteria to assess outcomes.

Major Field Test Institutional Means Distribution

Major Field Test Assessment Indicators

End-of-course project

D. Establish your level of expected performance.

The three-year mean score for students taking the Mathematics Major Field Test will be at or above the 60th percentile of the national Institutional Mean Score Distribution.

The three-year average MFT Assessment Indicators for Algebra, Calculus, and Applied problems will each be at or above the 60th percentile of the national distribution.

80% of participating students will complete the project with a grade of C or higher.

E. Identify institutional learning goals supported by this dept. learning goal.

1d, 2a, 2c, 3a, 3c 1d, 2a, 2c, 3a, 3c 1b, 1d, 2b, 2e, 3a, 3c

F. Identify baseline information.

MFT scores and rolling three-year averages

MFT Assessment Indicators and rolling three-year averages

Scores on end-of-class project

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G. Determine whom you will assess.

Students completing the program during a given academic year

Students completing the program during a given academic year

All mathematics majors at the end of the semester in which they take CAM/MATH 1351

H. Establish a schedule for assessment.

Each fall and spring semester

Each fall and spring semester

Students will be assessed during the semester they are enrolled in CAM/MATH 1351.

I. Determine who will review and interpret results.

Director of Assessment for the Mathematics B.A./B.S. (non-certification) degree programs

Director of Assessment for the Mathematics B.A./B.S. (non-certification) degree programs

Instructor(s) of record and the Director of Assessment for the Mathematics B.A./B.S. (non-certification) degree programs

J. Describe how results will inform teaching, learning and decision making.

Curricula and syllabi will be reviewed annually with appropriate modifications as needed based on the assessment results.

Curricula and syllabi will be reviewed annually with appropriate modifications as needed based on the assessment results.

The course syllabus and project objectives will be adjusted as needed in order to ensure that the goal is met.

K. Determine how and with whom you will share results.

The department faculty will be informed directly and the results will be placed on SPOL for access by other interested parties.

The department faculty will be informed directly and the results will be placed on SPOL for access by other interested parties.

The department faculty will be informed directly and the results will be placed on SPOL for access by other interested parties.

L. Determine who will keep assessment records

Director of Assessment for the Mathematics B.A./B.S. (non-certification) degree programs. Summaries of assessment records will be entered into SPOL.

Director of Assessment for the Mathematics B.A./B.S. (non-certification) degree programs. Summaries of assessment records will be entered into SPOL.

Director of Assessment for the Mathematics B.A./B.S. (non-certification) degree programs. Summaries of assessment records will be entered into SPOL.

M. Determine who will make Executive Committee of Executive Committee of Executive Committee of

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decisions about courses, programs, etc. as a result of assessment

the Mathematics Department

the Mathematics Department

the Mathematics Department

Results will be compiled each fall and spring semester. Faculty will review the results at Departmental meetings and discuss appropriate actions. The Executive Committee will determine action items and follow up on previously determined action items. Summaries of assessment data, Executive Committee decisions, and follow-up items will be posted to SPOL.

Certification Program GOAL #1 GOAL #

N. State your expected learning goal.

Students will understand and use mathematical processes to solve algebraic, trigonometric, and geometric problems

Students will analyze given information and develop problem-solving strategies for a variety of real world problems.

O. Identify where expected outcomes are addressed.

Certification programs; specifically in the required courses MATH 3310, MATH 4321, and MATH 4322.

Certification programs; specifically in the required courses MATH 3310, MATH 4321, and MATH 4322.

P. Determine methods and criteria to assess outcomes.

TExES Scores TExES Scores

Q. Establish your level of expected performance.

Students will attain an average score on the TExES at or above the state average. They will also attain an initial pass rate of at least 70%.

Students will attain an average score on the TExES at or above the state average. They will also attain an initial pass rate of at least 70%.

R. Identify institutional learning goals supported by this dept. learning goal.

1d, 2c, 3a, 3c 1d, 2c, 3a, 3c

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S. Identify baseline information.

TExES scores, including TExES scores from previous years.

TExES scores, including TExES scores from previous years.

T. Determine whom you will assess.

Students passing MATH 4322 with a grade of “C” or better.

Students passing MATH 4322 with a grade of “C” or better.

U. Establish a schedule for assessment.

Annually; early in the spring semester of each academic year, depending on the administration schedule for the TExES.

Annually; early in the spring semester of each academic year, depending on the administration schedule for the TExES.

V. Determine who will review and interpret results.

Coordinator of the Secondary Mathematics Certification Program

Coordinator of the Secondary Mathematics Certification Program

W. Describe how results will inform teaching, learning and decision making.

Curricula and syllabi will be reviewed annually with appropriate modifications as needed based on the assessment results.

Curricula and syllabi will be reviewed annually with appropriate modifications as needed based on the assessment results.

X. Determine how and with whom you will share results.

The department faculty will be informed directly and the results will be placed on SPOL for access by other interested parties.

The department faculty will be informed directly and the results will be placed on SPOL for access by other interested parties.

Y. Determine who will keep assessment records

Coordinator of the Secondary Mathematics Certification Program Summaries of assessment records will be entered into SPOL.

Coordinator of the Secondary Mathematics Certification Program Summaries of assessment records will be entered into SPOL.

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Z. Determine who will make decisions about courses, programs, etc. as a result of assessment

Executive Committee of the Mathematics Department

Executive Committee of the Mathematics Department

Results will be compiled upon release of TExES results each spring semester. Departmental faculty meetings review the results and discuss appropriate actions. The Executive Committee, with input from the Coordinator of the Secondary Mathematics Certification Program, will determine action items and follow up on previous action items. Summaries of assessment data, Executive Committee decisions, and follow-up items will be posted to SPOL.

Developmental Program GOAL # 1 GOAL # 2

AA. State your expected learning goal.

Students completing the developmental program will demonstrate proficiency in those basic mathematical concepts requisite to success in a university environment.

Students in the developmental program will recognize improvement in their mathematical competency.

BB. Identify where expected outcomes are addressed.

MATH 130A and MATH 130B

MATH 130A and MATH 130B

CC. Determine methods and criteria to assess outcomes.

Analysis of the success rates of students who have completed developmental mathematics during an academic year and enrolled in a college-level mathematics class in the subsequent fall semester.

Exit Questionnaire administered in MATH 130B :

1. "I believe I am better prepared for my next mathematics course as a result of what I learned in Math 130A and/or Math 130B."

2. "I feel more confident in my own mathematical

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ability as a result of the knowledge I gained in Math 130A and/or Math 130B."

DD. Establish your level of expected performance.

Students who have completed developmental mathematics in a given academic year will be at least as successful in a college-level mathematics class in the subsequent fall semester as students who did not participate in developmental mathematics.

At least 80% of students will “agree” or “strongly agree” with each of the two statements on the questionnaire.

EE. Identify institutional learning goals supported by this dept. learning goal.

2c 2c

FF. Identify baseline information.

Success rate data from previous semesters; comparison is made over the previous three years.

Exit Questionnaire data from previous semesters; comparison is made over the previous three years.

GG. Determine whom you will assess.

Students who complete their developmental mathematics program in a given academic year and enroll in a college-level mathematics class in the subsequent fall semester.

All students completing MATH 130B will be asked to complete the Exit Questionnaire.

HH. Establish a schedule for assessment.

Success rate analysis occurs each fall

Exit Questionnaires are distributed near the end

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semester. of each long semester.

II. Determine who will review and interpret results.

The Director of Developmental Mathematics

The Director of Developmental Mathematics

JJ. Describe how results will inform teaching, learning and decision making.

Pass rates in usual college-level classes (MATH 1302, MATH 1311, and MATH 1332) are analyzed separately. Deficiencies in any of these success rates will trigger a review of the developmental mathematics curriculum for possible revision or shifts in emphasis or pacing. Students may also receive counseling regarding placement into the appropriate college-level course, based on their aptitude, degree preferences, and overall academic interests.

Developmental Mathematics curriculum will be reviewed for possible revision; pacing and teaching methods will also be analyzed by developmental faculty

KK. Determine how and with whom you will share results.

Departmental faculty in departmental faculty meetings; developmental faculty in developmental faculty meetings; Dean of Sciences through SPOL.

Departmental faculty in departmental faculty meetings; developmental faculty in developmental faculty meetings; Dean of Sciences through SPOL.

LL. Determine who will keep assessment records

Director of Developmental Mathematics; summaries of assessment records will also be entered into SPOL.

Director of Developmental Mathematics; summaries of assessment records will also be entered into SPOL.

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MM. Determine who will make decisions about courses, programs, etc. as a result of assessment

Mathematics Department Executive Committee, in conjunction with the Director of Developmental Mathematics.

Mathematics Department Executive Committee, in conjunction with the Director of Developmental Mathematics.

Regular Departmental faculty meetings as well as meetings of the developmental faculty will review the results and discuss appropriate actions. Even more frequent Executive Committee meetings, with the input of the Director of Developmental Mathematics, will determine action items and follow up on previous action items. Summaries of assessment data, Executive Committee decisions, and follow-up items will be posted to SPOL.

We have significant indication of student success. Virtually every one of our graduates who wishes to apply for graduate school receives multiple acceptances. A number of our undergraduates are accepted into high-profile Research Experience for Undergraduates (REU) programs around the nation. For the last fourteen years 100% of our certification majors have successfully passed the TExES (previously ExCET) state certification examination on their first attempt . Our major field test (MFT) results consistently put our graduating seniors in the top half of seniors graduating nationwide. Essentially every one of our graduates seeking a job in fact finds satisfactory employment. These are all indications of “value added.” However, we do have very high expectations for our students, and they typically meet those expectations, so addressing whether students perform “better than expected” does not seem to be a meaningful metric.

A survey is administered to graduating seniors to both ascertain their plans after graduation and to gauge their satisfaction with the program. Based on these surveys and on anecdotal data from students, our program is highly regarded by our graduates, who feel themselves well-prepared for employment and graduate school.

We attempt to maintain contact with graduates, with limited success. Some, presumably those with “good news” to report, contact the Department or individual faculty members. Many we never hear from after graduation. We are attempting to improve our contact with graduates, through, for example, more regular email contact with the last known addresses, better coordination with the Alumni Association’s contact information, and setting up a departmental Facebook page. None of these efforts have brought great success.

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Criterion Five: Size, Scope, and Productivity The Mathematics Department is experiencing significant growth in its majors, with the number of majors overall increasing 44% in two years, and with the number of certification majors up over 63% in the same time frame.

Total Distinct Headcount

Major 2007-2008 2008-2009 2009-2010 2010-2011 Mathematics 55 47 52 56 Mathematics/Sec Cert 51 52 64 85 Math-Physics/Secondary Cert 0 1 2 3 Total 106 100 118 144

This growth is also reflected in the increase in full time equivalent students, with overall FTEs up over 38% since 2008-2009, and secondary certification FTEs increasing by 53%.

Full Time Equivalent (30 hours per year)

Major 2007-2008 2008-2009 2009-2010 2010-2011 Mathematics 39.8 36.1 42.9 42.5 Mathematics/Sec Cert 38.7 40.7 48.8 62.2 Math-Physics/Secondary Cert 0.0 0.5 2.0 2.3 Total 78.5 77.3 93.7 106.9

In Fall 2007, Fall 2008, and Fall 2009 there were fifteen faculty teaching college-level classes in this program, while in Fall 2010 there were seventeen. (Faculty who taught only developmental mathematics are not included.) The faculty FTEs increased from 13.5 in Fall 2007 to 14 in Fall 2008, 15 in Fall 2009, and 16 in Fall 2010.

Major to Faculty Ratio

2007-2008 2008-2009 2009-2010 2010-2011 Headcount 7.07 6.67 7.87 8.47

FTE 5.81 5.52 6.25 6.29

The student to faculty ratios appear to be low; however, the very large number of service, general education, and developmental courses offered by the Mathematics Department (74% of the sections we offered in Fall 2010, for example, are not in our degree programs) means that many of our faculty are heavily involved in those classes and activities as well. What may be an equally revealing chart compares the headcount in mathematics classes to the faculty. On average, each member of the mathematics faculty is accountable for well over 200 students.

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Student to Faculty Ratio

2007 2008 2009 2010 Headcount 231.89 226.37 231.68 235.05

FTE 214.50 215.05 220.10 223.30

Semester credit hour production in the department has risen steadily from 12,870 in 2007 to 14,156 in 2010, an increase of 10%. With the faculty headcount remaining constant at 20 over the last four years, the semester credit hour production per faculty member for the department has increased from 643.5 in 2007 to 707.8 in 2010.

The Mathematics program has seen a dramatic rise in the number of minors awarded, nearly doubling the four year average in 2010. The number of baccalaureate degrees awarded has remained highly variable, although the increase in majors over the last few years bodes well for the future.

2006 2007 2008 2009 2010 Mathematics Degrees 11 3 9 5 9 Mathematics Degrees with Certification 9 5 8 6 6 Mathematics Minors 15 12 16 15 26

For many years the Mathematics Department has sponsored the Slowpitch Seminar series of mathematical talks, together with occasional colloquia and other public events. With the introduction of MATH 4181 Seminar in Mathematics, these talks have been subsumed into the seminar series. Relatively few visitors from outside the university attend these events, although several from outside the department are regulars.

Several of the Mathematics faculty present professional development opportunities to area teachers. Some of these workshops take place on ASU’s campus, while others occur at various locations both in San Angelo and out of town. Over the past three years an average of nearly 2000 professional development hour credits per year has been awarded through mathematics faculty.

The curriculum for mathematics majors and certification majors adequately addresses those disciplines, although the Department is consistently reviewing its curriculum and proactively pursuing new course offerings. However, in the area of service courses and core curriculum courses, several areas of need arise. The Computational and Applied Mathematics minor is an attempt to address a need for a greater quantitative skill set for students who may not necessarily need nor want calculus. As this minor grows, we expect that it will become another degree program. There are significant areas of development in conjunction with other departments as well. We are in the process of developing a “mathematics of computer gaming” course or courses for the Computer Science department. We have submitted, and are awaiting approval for, a significant revision of the business mathematics sequence, based on the needs of the College of Business. We have submitted, and are awaiting approval for, a new Honors Precalculus course listing for science majors. We are actively pursuing a freshman statistics course to

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provide core quantitative literacy for all ASU students. We continue to revise our offerings designed for the College of Education, in order to better serve those students.

Perhaps the most exciting, if bearing the longest event horizon, curriculum expansion is in the area of multi- and inter-disciplinary studies. The Mathematics Department is active in, if not taking the lead on, the pursuit of interdisciplinary studies in the sciences and beyond. A host of promising degree opportunities, from GIS to environmental science to quantitative management science, is available. Mathematics would play an integral role in any of these degrees. The Mathematics Department and its faculty is proactively pursuing these ideas, albeit under highly limited resource and time constraints.

The College of Sciences is absolutely the appropriate administrative unit for the Department of Mathematics.

Criterion Six: Revenue and Other Resources Revenue generation for the Mathematics Department is relatively straightforward. In the most recent academic year, well over $3 million in revenue was generated by mathematics courses, up more than 8% from 2009.

2009 SCH Tuition A Tuition B Formula Total

Developmental Classes 3129 $156,450 $257,830 $194,593 $608,872

Lower Division Classes 8952 $447,600 $737,645 $952,000 $2,137,244

Upper Division Classes 1125 $56,250 $92,700 $207,792 $356,742

Total 13206 $660,300 $ 1,088,174 $ 1,354,384 $ 3,102,858

2010 SCH Tuition A Tuition B Formula Total

Developmental Classes 3009 $150,450 $247,942 $187,130 $585,522

Lower Division Classes 9800 $490,000 $807,520 $1,042,180 $2,339,700

Upper Division Classes 1347 $67,350 $110,993 $248,797 $427,139

Total 14156 $707,800 $1,166,454 $ 1,478,107 $ 3,352,361

Significant extramural funding has also been received. The Head of the Mathematics Department is a Principal Investigator in the West Texas Middle School Mathematics Partnership (WTMSMP), a National Science Foundation grant awarded over $5 million in funding over five years, of which nearly $1.2 million will come through Angelo State. The salaries of two faculty members for a one-course reduction in the Spring semesters has been paid by the grant, as well as salary support for four faculty members during the summer. The Department is also involved in the SPURRS grant, another NSF-funded project, the TxMath-1 Hill Country Initiative funded through the federal Department of Education, and a Teacher

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Quality Grant through the College of Education. The Title V grant through the university’s HSI application has benefitted the Mathematics Laboratory, providing more tutoring hours, and is also sponsoring a pilot program for our developmental students. The WTMSMP has generated a little over $61,000 in indirect cost recovery since 2009.

The Mathematics Department has fairly limited access to development dollars, although the recent campaign through Dr. Penry’s office has seemed to bear some fruit. Word of a more significant future bequest has recently been published, although the specifics are yet forthcoming.

Criterion Seven: Costs and Other Expenses Faculty salaries are, as in most academic programs, the most significant program cost. Faculty, staff, and student worker totals along with departmental expenditures are as follows.

2006 2007 2008 2009 Faculty $925,949 $977,533 $993,893 $1,014,173

Staff $32,015 $35,821 $36,058 $37,089 Students $32,526 $37,542 $49,157 $59,559

M&O $18,807 $18,807 $21,807 $21,807 Total $1,009,297 $1,069,703 $1,100,915 $1,132,628

Examining the cost versus the revenue, it is clear that the mathematics program is a revenue enhancer for the university, bringing in nearly $2 million over costs per academic year even before external funding is factored in.

The Mathematics Department is actively pursuing cost efficiencies. For example, we are rapidly transitioning to online course management systems, which reduce the need for student assistant graders. This transition frees up student assistant money for hiring tutors for the Mathematics Laboratory. We are also working diligently to better utilize our classroom space, having taken one classroom completely out of service to house our Mathematics Laboratory, and consequently running increasing numbers of sections in fewer classrooms. We are also experimenting with a pilot section of our freshman core course Introduction to Contemporary Mathematics with a significantly higher class size, replacing three sections with one large section. It is too early to determine if this experiment is successful and should be extended or even expanded.

Criterion Eight: Impact and Justification Mathematics and, more broadly, quantitative literacy are essential to any university. All the programs in the College of Sciences depend heavily on their students’ mathematical skill. The College of Business relies on the quantitative reasoning and computational ability provided through our business mathematics sequence. Many of the educator preparation examinations have a substantial mathematics component, preparation for which is provided in both specialty courses and the mathematics general education courses. The THECB core curriculum requirements include a

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mathematics specification. And both state and local regulations require a developmental program in mathematics.

The university mission statement reads: “Angelo State University, a member of the Texas Tech University System, delivers undergraduate and graduate programs in the liberal arts, sciences, and professional disciplines. In a learning-centered environment distinguished by its integration of teaching, research, creative endeavor, service, and co-curricular experiences, ASU prepares students to be responsible citizens and to have productive careers.” Most of the undergraduate and graduate programs could not be delivered without students receiving mathematical instruction. The Mathematics Department does an exemplary job of integrating teaching, research, and service, and prepares responsible citizens ready for productive careers. Virtually the entire university mission depends, to a greater or lesser degree, on delivering appropriate quantitative skills to our students.

I know of no other institution of any size that has matched Angelo State University’s record of fourteen consecutive years of students who have completed the mathematics teacher certification program passing the state certification examination on their first attempt. In that way, Mathematics at Angelo State truly does set the university apart from its peers and competitors. I know of no other institution that has done as much as ASU in recent years to streamline the Precalculus/calculus pipeline, to enable students to be ready to be successful in advanced mathematics classes more quickly.

Criterion Nine: Opportunity Analysis A number of opportunities exist for the Mathematics Department. Growth in the nascent Computational and Applied Mathematics program should lead to establishing it as a new degree program soon. The significant increase in the number of mathematics majors bodes well for a significant increase in students earning mathematics degrees if a few years. If we can increase the number of degrees awarded to between 30 and 40 each academic year, then a largely home-fueled graduate program, with the significant exposure and formula funding that goes with a graduate program in mathematics, becomes feasible. The HSI-funded experiment in developmental mathematics holds out hope that many more of our most at-risk students can get the help they need to succeed in mathematics and stay in school. Opportunities for interdisciplinary and cross-disciplinary collaboration have never been more plentiful, with initiatives in environmental science, GIS, and other areas beckoning. A newly vigorous Computer Science program will enable us to develop and offer courses designed to serve this critical audience. In short, with the proper support, many opportunities seem ripe for exploitation.