Assessment Report for MA-114
1. The student learning outcomes for this course are as follows:
(a) Students will be able to operate on polynomial, rational, and
trigonometric functions and apply the principles learned to
solving practical problems
(b) Students will be able to determine and apply appropriate
mathematical methods and skills to solve technical problems
that arise in the real world
(c) Students will be able to connect problems in their disciplines
(electrical and civil engineering technology, optics, architecture,
etc.) with their mathematical models
(d) Students will be able to use technology—graphing
calculators/computers for data representations and computations
(e) Students will be able to express a mathematical problem in a
visual format
(f) Students will demonstrate self-reliance by reading and
interpreting technical information that is expressed
mathematically
(g) Students will be able to apply to real world problem techniques
learned in solving contextual problems and generating project
results
2. General Education Objectives are as follow:
(a) Students meet basic calculus requirements for successful two year
graduation or transfer into a four year baccalaureate technology
program
(b) Students will demonstrate mastery of discipline-specific tools
required for entry into or advancement in the job market in their
field (career programs)
(c) Students will use analytical reasoning skills and apply logic to
solve problems
(d) Students write, read, listen, and speak clearly and effectively
3. Students completed daily classroom assignments that included quizzes, solving
problems at the board, and verbally answering questions posed by the instructor.
In addition, students were encouraged to participate in an online, grant-funded
Virtual Classroom component of the course. In this online program they were
offered additional tutoring and given an opportunity to have their questions
answered.
Additionally, regular homework assignments were also given by the instructor.
At the end of the course students were invited to participate in a survey that
required them to give their feedback on the course.
4. Student performance was evaluated by grading classroom and homework
assignments, class participation, quizzes and exams. These were the criteria
used to determine how well students were achieving the General Education and
Expected Student Learning Outcomes. QCC’s grading scale was used to stratify
student performance.
5. As part of a Perkins Grant entitled “The Virtual Classroom” (Perkins 2012 Major
Effort 7 NYS Education Department, 54860-06 16), Dr. Mona Fabricant, Principal
Investigator, uniform syllabi, review sheets, and uniform final exam were used in
MA 114.
The introduction of the Virtual Classroom began in Fall 2011. To assess the impact
of this pedagogical innovation, passing rates for students in MA-114 were compared
with historical passing rates. As this is an on-going funded project, interim results are
reported below.
MA-114: Fall 2011 and Spring 2012 (A grade of C- or better was used as the
passing grade.)
1) The passing rate for Fall 2011 and Spring 2012 combined was 56%. The
average passing rate for students in MA-114 for previous academic years (a
three year look-back was used) was 45%. The passing rate increased by
11%.
2) The retention rate for Fall 2011 and Spring 2012 combined was 84%. The
retention rate for MA-114 students for previous academic years (a three year
look-back was used) was 77%. The retention rate increased by 7%.
MA-114: Fall 2012 (Note that for Fall 2012, a grade of C or better was used as
the passing grade.)
1) The passing rate for Fall 2012 was approximately 51%. The pre-“Virtual
Classroom” average passing rate in MA-114 from Spring 2008 to Spring 2011
inclusive was approximately 40%. The passing rate increased by 11%.
2) The retention rate for Fall 2012 was 83%. The retention rate in MA-114 from
Spring 2008 to Spring 2011 inclusive was 77%. The retention rate increased
by 6%.
6. The assessment results obtained in (5) above demonstrate that the student
learning outcomes were generally achieved and consequently there was an
improvement in mathematical skill acquisition and retention.
Students were better able to solve course related math problems more
efficiently after the innovative techniques were implemented.
Plans are underway to continue the strategy of using a student tutorial-centered
approach along with the use of textbooks appropriate to the level and
background of the 2-year College student.
7. Student artifacts are attached (under separate cover).