Academic Program Review SUMMARY*
Department under review: Department of Math
Date self-study received in Dean’s office:
Date of external consultant’s review
Date APR received report
August 2013
November 2013
December 2013
APR’S summary of self-study (first two boxes must be completed)
The Mathematics Department serves three distinct but related roles at the University
of Wisconsin-La Crosse: 1) the primary education of mathematics majors and minors; 2) a
support unit to the College of Science and Health, offering essential mathematics and
statistics courses to other majors within the college; and 3) a department that serves
one of the largest populations of general education students at the university.
Consistent with the mission of the university and college, department members are actively
involved in scholarly activity and service.
The Mathematics Department offers programs with multiple options leading to a Bachelor of
Science degree in Mathematics (traditional) and with emphasis in Applied Mathematics,
Statistics, and Mathematics Education. In addition, the department offers a Dual Degree
program in Mathematics and Engineering in collaboration with University of WisconsinMadison. The department also provides courses that are crucial to several departments in the
College of SAH. Mathematics Education faculty members have taken up leadership roles in
Teacher Education and the department does an excellent job in preparing the elementary and
secondary education Mathematics teachers. Overall, the department offers solid curriculum
not only for its majors (150-160) and minors (130-140) but also for non-majors.
As of Fall 2013, the Mathematics Department employs 21 tenure-track faculty and 7
Instructional Academic Staff.
APR’s comments including:
Notable Strengths:
1. The Mathematics curriculum is strong, current, and relevant.
2. The wide variety of programs offer multiple options and flexibility for students.
3. A major strength of the department is the faculty who are well known for excellence in
teaching. Faculty members are also actively engaged in research and service, including
getting grant money from internal and external sources.
4. The department is committed to general education (as evidenced by the fact that MTH
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145 is the course taken by the most students at UW-L) and is committed to offering courses
for the disciplines for which mathematical courses are foundational.
5. The department is clearly committed to mathematics education, illustrated in part by the
hiring of multiple new faculty in mathematics education.
6. The department shows responsiveness in the Mathematics Education program to changes
in the Wisconsin DPI standards.
7. The department offers support for faculty development in teaching and scholarship by
departmental opportunities for course releases, professional development funds, and
mentoring.
8. Students are actively engaged in clubs, competitions, and extra-curricular activities,
including the Statistical Consulting Center.
Notable Weaknesses:
1. Assessment of the program and course for majors, minors, and general education.
2. Lack of five-year strategic plan.
Self-Study: Purposes
As one of the traditional academic disciplines, mathematics sees itself as an integral
part of a liberal arts education and as the foundation for many areas of study. In filling many
roles at UW-La Crosse, the Mathematics Department serves a diverse group of students,
giving students a solid foundation from which to study both the natural and social sciences,
providing the tools needed by students in professional programs, and cultivating
mathematics majors. They strive to prepare their majors and minors for careers in teaching,
business, industry, engineering, government, and graduate study.
Self-Study: Curriculum
The Department’s Majors include a Mathematics Major (traditional), a Mathematics Major
with Applied Emphasis, a Statistics Major, a Statistics Major with Concentration in
Actuarial Science, a Mathematics Major with Education Emphasis, and a Mathematics/
Engineering Dual Degree Program. Each of these majors requires a total of 120 credits.
Most students graduating with any Mathematics Major take more than this required total
because of the need for remediation, late entry into the major, double-majoring, or taking
additional electives.
The Department’s Minors include a Mathematics Minor (traditional), a Statistics Minor, a
Mathematics Minor for Elementary/Middle Education, and a Mathematics Minor for
Secondary Education.
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The Mathematics Department plays an integral role in General Education, with every student
completing at least one mathematics course toward meeting the Mathematics/Logical
Systems requirement of the General Education program. These courses include Elementary
Statistics, College Algebra, Pre-calculus, Applied Calculus, Calculus I and Calculus II.
These courses serve about 2100 students each semester and require approximately 60% of
the department’s resources.
The various Mathematics curricula emphasize conceptual understanding (rather than
mechanical skills), problem-solving skills, mathematical modeling, communication skills,
and the appropriate use of technology. In keeping with modern education practices, the
Mathematics Department has updated the mathematics education curriculum to reflect
changes in requirements established by the Wisconsin Department of Public Instruction;
these updates include changing the content of several courses and developing four new
courses (Mathematics for Elementary Teachers, I and II, Teaching Mathematics with
Technology, and Teaching and Learning Mathematics and Computer Science in the
Secondary School).
Self-Study: Assessment of Student Learning & Degree of Program Success
The Mathematics Department has not yet identified student learning outcomes for the entire
department but it does operate from a shared set of nine pedagogical and philosophical
goals. The department plans to use these goals to identify learning outcomes for the
program. Indirect assessment of the program was done in 2009 through a survey of alumni.
It was because of this survey that the department decided to create a Statistics Major (to
replace the Mathematics Major with Statistics Emphasis); the survey also led to the changes
in the Mathematics Education Major mentioned above.
Student learning outcomes for the General Education courses have been identified and
assessed biennially. All of the specific course learning outcomes stem from the “Critical and
Creative Thinking” heading in the General Education program, which emphasizes inquiry,
problem-solving, and higher-order qualitative and quantitative reasoning. These assessments
led to the creation of a new course, MTH 265: Mathematical Models in Biology.
Self-Study: Previous Academic Program Review and New Program Initiatives
The department was reviewed by APR in February 2007 and listed the five following
recommendations:
1.
Increase instructional staffing within the department.
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2.
3.
4.
5.
Compare failure/withdraw rates with other institutions.
Develop consistent assessment procedures.
Encourage student research.
Continue to recruit and attract majors.
Most of these recommendations have been successfully addressed by the department.
In response to Recommendation #1, in recent years the department has grown considerably
due to the addition of Growth, Quality, and Access (GQ&A) positions. By Fall 2013 the
department had 27.5 tenure/tenure-track faculty and 7 FTE academic staff, and was able to
offer enough sections of mathematics courses in response to student demands.
In response to Recommendation #2, the department collected data for its main general
education courses and comparable courses at four UW comprehensive peer institutions (Eau
Claire, Oshkosh, Platteville, and Stout). The data showed the distribution of D or F and W
for the selected courses was comparable to that of peer institutions.
In response to Recommendations #4 and #5, the department has incorporated undergraduate
research into its curriculum and encourages faculty and student research at all levels. The
undergraduate research activity has doubled since the last APR report. The department has
successfully used undergraduate research as an excellent vehicle to recruit students and also
to retain them. Several faculty members in the math department are research active and use
these activities to enhance the teaching and learning of undergraduate math majors in
involving students in their research programs and projects. The department has also been
successful in attracting majors to the program by offering a wide array of programs that are
in demand and have a variety of options and flexibility.
Regarding Recommendation #3, the department has not yet developed consistent assessment
procedures, such as:
a)
b)
c)
learning outcome statements appropriate to the program.
direct measures of student learning relevant to the outcome listed in above.
faculty utilization for assessment results to improve the program.
The department is just beginning to develop and implement comprehensive assessment
plans.
Self-Study: Personnel
The department has been very active in recruiting faculty since the last APR review. The
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department has received an additional nine GQ&A positions and was successful in hiring
seven new tenure-track faculty members. The department has two positions that are open
due to administrative appointment and has already received authorization to search for these
positions. Once these two positions are filled, the department should be in a better position
to meet the student demand for general education courses and also courses for math majors
and minors.
Self-Study: Support for Achieving Academic Program Goals (Resources)
A. Physical Facilities
Most of the math courses are taught in Centennial Hall and the rest in Cowley Hall and
Wimberley Hall. The current facilities (other than faculty office spaces) are adequate for
offering math courses.
B. Supplies and Equipment (S&E)
With the infusion of GQ&A funds, the department budget for S&E has more than doubled in
recent years. The department has also received additional travel and equipment funds from
the college. With this additional funding the department has been able to achieve program
goals.
External Reviewer Recommendations
The department was reviewed by the external program reviewer in November 2013. The
reviewer noted several concerns with overall departmental culture and personnel. The
following is a list of major academic concerns/recommendations from the external
reviewer:
1. The department has a weak assessment plan.
2. The department should create a five-year plan that identifies strategic priorities for the
time period.
3. The department needs to devote more time and energy to connecting with students.
4. The department needs to provide tutor training.
5. The department needs to develop a business plan for statistical consulting center.
APR’s Comments on External Reviewer (if applicable)
The APR committee agrees with the external reviewer’s recommendations concerning
assessment and strategic planning. The committee believes that the concerns relating to
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personnel are most likely related to significant transitions in the department and will be
resolved as the department adjusts.
Department’s Response to the Reviewer Recommendations
The department response to the major concerns/recommendations by the external reviewer is
proactive, practical, and doable.
Regarding concern #1, the department is aware of this weakness and has plans to improve in
this area in the near future.
Regarding concern #2, the department is currently working on a five-year plan.
Regarding concern #3, the department currently has several activities (Undergraduate
Research, Math & Statistics Club, presence on web, Facebook, etc.) that connects students to
the faculty and to the program.
Regarding #4 and #5, the department has developed plans to provide tutor training, and the
statistics group in the department has recently received an award from UW-System to
accomplish this goal.
APR’s Comments on the Department’s Response (if applicable)
Most of the recommendations listed by the external reviewer have been addressed by the
department.
Dean’s Letter
The Dean’s letter was very positive and added little additional information beyond that
provided in the External Reviewer’s report.
APR’s Comments on Dean’s Letter (if applicable)
APR’s Recommendations (must be completed)
Recommendations:
Major:
1. Develop comprehensive assessment program (including general education and
major/minors). This should include program goals as well as learning outcomes and
assessment plans.
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2. Develop a five-year strategic plan.
Minor:
1. Create tutor training program.
2. Develop a business plan for the Statistical Consulting Center.
□ No serious areas to address – review in 7 years
□ Some areas to address – review in 7 years
X□ Some areas to address – The Math Department should submit a three-year progress
report detailing a strategic plan, program goals, learning outcomes, and an assessment plan.
If the Mathematics Department submits its next APR Self-study on time in the next review
cycle (2016-17), this progress report will be unnecessary.
* APR’s report to faculty senate will consist of this completed form in electronic form.
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