Mathematics and Statistics
Campus Learning Outcomes Assessment Plan
1. Program Mission
The department of mathematics and statistics has a many–sided mission. It offers bachelor's and
master's degrees in applied mathematics, a bachelor's degree emphasis area leading to teacher
certification in mathematics and a master of science for teachers degree, and the doctorate in
mathematics, with various emphases, including statistics. As a doctoral level department, it must
contribute to the growth and creation of knowledge in mathematics and statistics through
research conducted by faculty and graduate students. As an undergraduate and master's level
department, it must continue to train people for both the teaching profession and a wide variety
of business and industrial employers. As a provider of essential courses for science and
engineering programs, it has a responsibility to build a critical foundation for the education of
nearly every S&T student. The department of mathematics and statistics not only must
encourage and support research in all areas of the mathematical sciences, but also must be an
available and dependable resource for faculty and students in other disciplines. Finally, it must
provide public service as appropriate for a state land–grant institution.
2. Learning Outcomes for Applied Mathematics Majors
Learning Outcomes
The Department of Mathematics and Statistics expects its undergraduate majors to gain the
following skills and abilities during their undergraduate academic career, especially through the
coursework required for majoring in applied mathematics:
(1) an ability to communicate effectively both orally and in writing.
(2) an ability to think critically and analyze effectively.
(3) an ability to apply disciplinary knowledge and skills in solving critical problems.
(4) an ability to function in diverse learning and working environments.
(5) an understanding of professional and ethical responsibility.
(6) an awareness of national and global contemporary issues.
(7) a recognition of the need for, and an ability to engage in, life-long learning.
1
Performance Criteria for Assessing Learning Outcomes
Learning Outcome (1): Communications
The Department of Mathematics & Statistics will demonstrate that its graduates have the ability
to communicate effectively both orally and in writing by using the following performance
criteria:
1.1 Communicates effectively in individual oral presentations.
1.2 Communicates effectively in group oral presentations.
1.3 Communicates effectively in written technical reports.
1.4 Communicates effectively during oral presentations of logical/mathematical arguments
required for proving or disproving conjectures.
1.5 Communicates effectively in writing when presenting logical/mathematical arguments and
required for proving or disproving conjectures.
Rubric Categories for Performance Criterion 1.1




Organization: Presents material in a logical sequence and makes points clearly.
Visual Presentation: Makes effective use of graphs, figures, tables, and presentation
aides.
Vocal Delivery: Maintains clear voice, good pace and expression.
Relating to Audience: Engages audience; uses appropriate eye contact and adjusts
presentation to audience.
Rubric Categories for Performance Criterion 1.2






Organization: Presents material in a logical sequence and makes points clearly.
Visual Presentation: Makes effective use of graphs, figures, tables, and presentation
aides.
Vocal Delivery: Maintains clear voice, good pace and expression.
Relating to Audience: Engages audience; uses appropriate eye contact and adjusts
presentation to audience.
Teamwork: Material is logically divided among group members and all share in
presentation appropriately.
Transitions: Transitions between speakers are smooth.
Rubric Categories for Performance Criterion 1.3


Organization: Presents material in a logical sequence and makes points clearly.
Mechanics: Articulates ideas well using proper spelling and grammar. Uses
professional style of writing.
2

Visual presentations: Uses tables, graphs and figures to enhance understanding and
support arguments.
Rubric Categories for Performance Criterion 1.4




Organization: Makes arguments or proofs with well reasoned steps that form a
cohesive and mathematically consistent sequence of statements.
Visual presentations: Makes use of graphs, tables, and figures that synthesizes and
highlights the essence of the arguments made and/or supports such arguments.
Mechanics: maintains clear voice, good pace and expression.
Relating to Audience: Engages audience; uses appropriate eye contact and adjusts
presentation to audience. Clarifies and explains salient points through good
examples.
Rubric Categories for Performance Criterion 1.5




Organization: Makes arguments or proofs with well reasoned out steps that form a
cohesive and mathematically consistent sequence of statements.
Visual presentations: Makes use of graphs, tables, and figures that synthesizes and
highlights the essence of the arguments made and/or supports such arguments.
Mechanics: Articulates ideas well using proper spelling and grammar. Uses
professional style of writing.
Relating to Readers: Clarifies and explains salient points through good examples.
Style of writing is appropriate for the targeted audience.
Performance Criteria for Learning Outcome (2): Critical Thinking
The Department of Mathematics & Statistics will demonstrate that its graduates have the ability
to think critically by using the following performance criteria:
Performance Criteria
2.1 Ability to follow and synthesize the main points of a logical sequence of oral or written
arguments used by someone else in analyzing/solving a problem.
2.2 Ability to decompose a complex problem into component parts to facilitate the use of
logical reasoning and subject matter knowledge to find a solution.
2.3 Ability to differentiate between mathematically and/or statistically correct arguments from
those that are fallacious .
2.4 Ability to critique writing or publications outside of discipline.
3
Rubric Categories for Performance Criterion 2.11






Identification: Identifies and summarizes the problem
Context: Identifies and considers the influence of context and assumptions
Reasoning: Follows the reasoning given by the presenter/author and identifies the
main arguments and the logical flow of such arguments.
Understanding and synthesis: Summarizes the arguments in own words and/or
adopts arguments for solving a related problem.
Data analysis: Understands the appropriateness of the data analysis methods used
and the underlying rationale behind these techniques.
Conclusions: Identifies and assesses conclusions, implications and consequences.
Rubric Categories for Performance Criterion 2.2






Identification: Identifies and summarizes the problem.
Context: Identifies and considers the influence of context and assumptions
Critical Analysis: Develops an innate understanding of the problem and decompose
the problem into interrelated components.
Planning: Lays out a logical plan for solving the problem.
Data analysis: Identifies appropriate statistical methodology for solving the
problem.
Conclusions: Identifies the implications and consequences of potential solutions.
Rubric Categories for Performance Criterion 2.3





Identification: Identifies and summarizes the main arguments.
Context: Identifies and considers the influence of context and assumptions
Critical Analysis: Identifies correct arguments from those that are false.
Data analysis: Identifies the appropriateness of statistical methods proposed for
analyzing the data.
Conclusions: Identifies and assesses conclusions, implications and consequences.
Rubric Categories for Performance Criterion 2.4




Identification: Identifies and summarizes the main arguments.
Context: Identifies and considers the influence of context and assumptions
Own Perspective: Develops and communicates own perspective, hypothesis or
position.
Data Analysis: Assesses the appropriateness of the data analytic techniques used and
how the results support the conclusions.
1
Adapted from Washington State University Guide to Rating Integrative and Critical Thinking,
www.wsuctproject.wsu.edu/ctr.htm
4

Conclusions: Identifies and assesses conclusions, implications, and consequences.
Performance Criteria for Learning Outcome (3): Problem Solving
The Department of Mathematics & Statistics will demonstrate that its graduates have the ability
to apply disciplinary knowledge and skills in solving critical problems by using the following
performance criteria.
Performance Criteria2
3.1 Solves problem within discipline using skills and knowledge gained through the program.
3.2 Solves problems that are related to the discipline but have multi-disciplinary implications.
3.3 Designs statistical experiments and conducts data analysis to answer a scientific question ot
test a hypothesis.
Rubric Categories for Performance Criterion 3.1





Identification: Identifies problem
Knowledge: Applies previous knowledge
Information: Identifies additional information to solve problem
Analysis: Analyzes various components of problem
Interpretation: Interprets results to draw conclusion
Rubric Categories for Performance Criterion 3.2





Identification: Identifies problem
Knowledge: Applies previous knowledge
Information: Identifies additional information to solve problem
Analysis: Analyzes various components of problem
Interpretation: Interprets results to draw conclusion
Rubric Categories for Performance Criterion 3.3




Identification: Identifies problem.
Knowledge: Applies previous knowledge.
Design: Designs a statistically valid experiment that will generate data appropriate
for answering the question or testing the hypothesis.
Application: Conducts experiment.
2
Adapted from Chemical Engineering CRCD Project, Iowa State University,
www3.cbe.iastate.edu/CRCD/rubric-problem-solving.doc
5


Analysis: Analyzes data using appropriate methods.
Interpretation: Interprets results to draw conclusion.
Learning Outcome (4): Diverse Environments/Teamwork.
The Department of Mathematics & Statistics will demonstrate that its graduates have the ability
to function in diverse learning and working environments by using the following performance
criteria.
Performance Criteria (Choose at least one and preferably two or three, or add your own)
4.1 Functions as team player.
4.2 Conducts effective and efficient meetings.
Rubric Categories for Performance Criterion 4.1








Role: Demonstrates understanding of role on team by fulfilling appropriate duties.
Duty: Fulfills duty to team by sharing equally in workload.
Communication: Communicates well with teammates and resolves conflict.
Altruism: Takes initiation in areas as needed to promote team effectiveness.
Understanding: Understands advantage of a team approach to a problem.
Discernment: Distinguishes when a problem is better suited to solution by
individual or team.
Recognition: Recognizes the advantage of diversity in forming teams.
Utilization: Uses the diverse skills and experiences of team members in solving
problems.
Rubric Categories for Performance Criterion 4.2




Decision: Recognizes when to call a meeting and when to work one-on-one or in
small groups.
Agenda: Invites appropriate individuals, prepares effective agenda and provides
pre-work as necessary.
Logistics: Proceeds through agenda in a timely manner, allowing appropriate
amount of time for each agenda item.
Engaging team: Engages all attendees in meeting and utilizes the strengths of the
individuals to achieve optimal results.
Note that while it is not advisable to have all assessments of a learning outcome performed by
students, it may be appropriate at times to have students assess one another in situations
where the instructor does not participate in an activity.
6
Learning Outcome (5): Professional and Ethical Responsibility.
The Department of Mathematics & Statistics will demonstrate that its graduates have an
understanding of professional and ethical responsibility by using the following performance
criteria.
5.1 Demonstrates knowledge of code of ethics and applies code to case studies.
5.2 Understands ethical models and applies appropriate model to ethical dilemma.
5.3 Understands, purpose, privileges and responsibilities associated with being a
mathematician or statistician.
5.4 Assumes responsibility for actions.
Rubric Categories for Performance Criterion 5.1



Knowledge: Demonstrates knowledge of code of ethics related to profession.
Identification of Dilemma: Identifies situations in case study that are relevant to
code.
Application and Recommendation: Considers various aspects of case, makes
recommendations based on code, and defends recommendations.
Rubric Categories for Performance Criterion 5.2



Knowledge: Describes ethical models.
Identification of Dilemma: Identifies ethical dilemma and chooses appropriate
model for application.
Application and Recommendation: Considers various aspects of case, makes
recommendations based on model, and defends recommendations.
Rubric Categories for Performance Criterion 5.3


Purpose: Understands the role played by mathematicians and statisticians in
society.
Comprehension of responsibilities: Explains responsibilities and limitations
associated with position in profession.
Rubric Categories for Performance Criterion 5.4




Class attendance: Is attentive in class and arrives on time.
Performance: Turns in assignments on time. Takes pride in work.
Independence and collaboration: understands situations where independent work
is required and where collaboration is encouraged.
Responsibility for Actions: Recognizes weaknesses in performance and takes action
for improvement.
7
Learning Outcome (6): Contemporary Issues.
The Department of Mathematics & Statistics will demonstrate that its graduates awareness of
national and global contemporary issues.
Performance Criteria
6.1 Identifies national contemporary issues related to discipline.
6.2 Identifies global contemporary issues related to discipline.
6.3 Understands the role mathematicians and statisticians can play in contemporary issues.
Rubric Categories for Performance Criterion 6.1
Knowledge: Identifies national contemporary issues related to discipline and reads articles or
attends presentations that address issues.
Comprehension: Discusses or writes thoughtful essay about articles or presentations.
Rubric Categories for Performance Criterion 6.2
Knowledge: Identifies global contemporary issues related to discipline and reads articles or
attends presentations that address issues.
Comprehension: Discusses or writes thoughtful essay about articles or presentations.
Rubric Categories for Performance Criterion 6.3
Knowledge: Identifies the key roles mathematicians and statisticians can play in contemporary
issues.
Comprehension: Discusses or writes thoughtful essay about the role of mathematicians and
statisticians can play in contemporary issues to the betterment of society.
A suggestion for addressing this learning outcome is to convene a group of faculty at the
beginning of the fall semester to discuss and identify contemporary issues related to your
program. Identify three courses, preferably at the sophomore, junior and senior levels, in which
reading assignments can be given related to the identified issues. Have the students identify
and read articles (or the instructor can assign them) and write an essay on the topic.
This same assignment could be used to assess Learning Outcome (1) Communication. The essay
could be assessed for written communication skills. An additional assessment of oral
communication could be performed if the students were asked to make a presentation on their
essays.
8
Learning Outcome (7): Lifelong Learning.
The Department of Mathematics & Statistics will demonstrate that its graduates have a
recognition of the need for, and an ability to engage in, life-long learning.
Performance Criteria
7.1 Demonstrates competence in mathematics and statistics skills that are fundamental to the
ability to engage in life-long learning.
7.2 Participates in professional and service activities.
7.3 Reads professional publications and discipline related articles.
7.4 Attends seminars and presentations significant to the profession.
Rubric Categories for Performance Criterion 7.1



Preparation: Takes core mathematics and statistics courses.
Competence: Performs satisfactorily in core mathematics and statistics courses.
Application: Takes courses outside the discipline that requires competence in core
mathematics/statistics topics.
Rubric Categories for Performance Criterion 7.2



Professional and Service Societies: Participates in student chapter of professional
society.
Citizenship: Participates in service activities of student or community organization.
Personal Development: Engages in activities to promote personal, physical and/or
spiritual growth.
Rubric Categories for Performance Criterion 7.3


Exposure: Reads articles related to profession or has a discipline specific
component.
Comprehension: Writes essay or engages in thoughtful discussion about article.
Rubric Categories for Performance Criterion 7.4


Exposure: Attends presentation.
Comprehension: Writes essay or engages in thoughtful discussion about
presentation.
9
2. Mapping of Courses Used For Assessment to Campus Learning
Outcomes
Table 1. Curriculum and Student Learning Outcome Map
Course
Outcome
I
Outcome
II
Outcome
III
Outcome
IV
Math 1
P
Math 8, 21, 22
P
P
P
Math 204
P
P
P
I
Math 208
P
P
I
Math 209
Stat 215, 217, 343
P
P
R
P
P
P
I
I
P
P
Math 309, 311
Math 361, 371,
381(4)
Math 305, 306, 307,
308 (2)
P
P
R
R
P
P
I
P
P
P
P
P
R
I
P
Math 315, 330, 351,
385 (2)
Math 302, 303, 322,
325, 351, 383 (2)
Stat 343, 344, 346,
353 (2)
CSc 228, 328, 329,
Math 303, Stat 346,
Econ 321 (2) (3)
P
P
R
I
P
P
P
R
I
P
P
P
R
P
I
P
P
P
R
P
I
P
P
P
Outcome
V
Outcome
VI
Outcome
VII
P
P
P
I
(1)
P
P
(1) One of these courses is required to fulfill the Statistics Requirement
(2) Mathematics Elective group requirement – students must choose two of the five groups and
then six hours from each chosen group
(3) Learning outcomes for courses not in the department are not considered
(4) Departmental capstone courses
10
Learning Outcome (1): Ability to communicate effectively
Performance
Criteria
Class
Achievement Activity
Assessment Method
1.1
Math 1
Class discussion of
discipline specific topics
Numerical score or qualitative
assessment
1.3
Math 1
Essays on discipline
specific topics
Numerical score
1.4
Math 1
Presenting Solutions to
problems
Numerical score or qualitative
assessment
1.5
Math 1
Written solutions to
problems
Numerical score
1.4
Math 8, 21, 22
Class discussion of
problems (recitations)
Qualitative assessment
1.5
Math 8, 21, 22
Written solutions to
problems
Numerical score
1.5
Math 204
Written solutions to
problems
Numerical score
1.3
Math 208
Short report on
applications
Numerical score
1.5
Math 208
Written solutions to
problems
Numerical score
Learning Outcome (1) Continued: Ability to communicate effectively
Performance
Criteria
Class
Achievement Activity
Assessment Method
1.1
Math 209
Class discussion of
problems and their
solution
Qualitative assessment
11
1.4
Math 209
Oral presentation of
proofs/counterexamples
Numerical score or qualitative
assessment
1.5
Math 209
Written solutions to
problems
Numerical score
1.3
Stat 215, 217, 343
Short report on an
application
Numerical score
1.5
Stat 215, 217, 343
Written solution to
problems
Numerical score
1.4
Math 309, 311
Oral presentation of
proofs/counterexamples
Numerical score
1.5
Math 309, 311
Written solution to
problems
Numerical score
1.3
Math 208
Written solutions to
problems
Numerical score
1.1
Math 361, 371,
381
Oral presentation on a
discipline specific topic
Numerical score or qualitative
assessment
1.3
Math 361, 371,
381
Short written report on a
selected topic
Numerical score
1.4
Math 361, 371,
381
Oral presentation of
solutions to a problem
Numerical score or qualitative
assessment
1.5
Math 361, 371,
381
Written solutions to
problems
Numerical score
Learning Outcome (1) Continued: Ability to communicate effectively
Performance
Criteria
Class
Achievement Activity
Assessment Method
1.1
Math 305, 306,
307, 308
Class discussion of
applications
Qualitative assessment
12
1.5
Math 305, 306,
307, 308
Written solutions to
problems
Numerical score
1.4
Math 315, 330,
351, 385
Oral presentation of
proofs/counterexamples
Numerical score or qualitative
assessment
1.5
Math 315, 330,
351, 385
Written solutions to
problems
Numerical score
1.5
Math 302, 303,
322, 325, 351, 383
Written solution to
problems
Numerical score
1.4
Math 309, 311
Oral presentation of
proofs/counterexamples
Numerical score
1.2
Stat 343, 344, 346,
353
Group presentation of
class project
Qualitative assessment
1.3
Stat 343, 344, 346,
353
Written project reports
Numerical score
1.5
Stat 343, 344, 346,
353
Written solution to
problems
Numerical score
1.2
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Group presentation of
class project
Numerical score
1.3
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Written project reports
Numerical score
1.5
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Written solution to
problems
Numerical score
Learning Outcome (2) Continued: Ability to think critically and analyze effectively
Performance
Criteria
Class
Achievement Activity
Assessment Method
2.1
Math 8, 21, 22
Class reading
assignments
Numerical score or qualitative
assessment
13
2.2
Math 8, 21, 22
Written solution to
problems
Numerical score
2.3
Math 8, 21, 22
Class assignments
Numerical score
2.1
Math 204
Class reading
assignments
Numerical score or qualitative
assessment
2.2
Math 204
Written solution to
problems
Numerical score
2.3
Math 204
Class assignments
Numerical score
2.1
Math 208
Class reading
assignments
Numerical score or qualitative
assessment
2.2
Math 208
Written solution to
problems
Numerical score
2.3
Math 208
Class assignments
Numerical score
2.1
Math 209
Class reading
assignments
Numerical score or qualitative
assessment
2.2
Math 209
Written solution to
problems
Numerical score
2.3
Math 209
Class assignments
Numerical score
2.1
Stat 215, 217, 343
Class reading
assignments
Numerical score
2.2
Stat 215, 217, 343
Written solution to
problems
Numerical score
2.3
Stat 215, 217, 343
Class assignments
Numerical score
Learning Outcome (2) Continued: Ability to think critically and analyze effectively
Performance
Criteria
Class
Achievement Activity
Assessment Method
2.1
Math 309, 311
Class reading
assignments
Numerical score
2.2
Math 309, 311
Written solution to
Numerical score
14
problems
2.3
Math 309, 311
Class assignments
Numerical score
2.1
Math 361, 371,
381
Class reading
assignments
Numerical score or qualitative
assessment
2.2
Math 361, 371,
381
Written solution to
problems
Numerical score
2.3
Math 361, 371,
381
Class assignments
Numerical score
2.4
Math 361, 371,
381
Class assignments
Numerical score
2.1
Math 305, 306,
307, 308
Class reading
assignment
Numerical score
2.2
Math 305, 306,
307, 308
Written solution to
problems
Numerical score
2.3
Math 305, 306,
307, 308
Class assignments
Numerical score
2.1
Math 315, 330,
351, 385
Class reading
assignment
Numerical score
2.2
Math 315, 330,
351, 385
Written solution to
problems
Numerical score
2.3
Math 315, 330,
351, 385
Class assignments
Numerical score
2.3
Math 309, 311
Class assignments
Numerical score
Learning Outcome (2) Continued: Ability to think critically and analyze effectively
Performance
Criteria
Class
Achievement Activity
Assessment Method
2.1
Math 302, 303,
322, 325, 351, 383
Class reading
assignments
Numerical score
2.2
Math 302, 303,
Written solution to
Numerical score
15
322, 325, 351, 383
problems
2.3
Math 302, 303,
322, 325, 351, 383
Class assignments
Numerical score
2.1
Stat 343, 344, 346,
353
Class reading
assignments
Numerical score
2.2
Stat 343, 344, 346,
353
Written solution to
problems
Numerical score
2.3
Stat 343, 344, 346,
353
Class assignments
Numerical score
2.4
Stat 343, 344, 346,
353
Class assignments
Numerical score
2.1
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Class reading
assignment
Numerical score
2.2
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Written solution to
problems
Numerical score
2.3
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Class assignments
Numerical score
2.4
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Class reading
assignment
Numerical score
Learning Outcome (3): Problem Solving
Performance
Criteria
Class
Achievement Activity
Assessment Method
3.1
Math 1
Class assignments
Numerical score or qualitative
assessment
3.2
Math 1
Class assignments
Numerical score or qualitative
16
assessment
3,1
Math 8, 21, 22
Written solution to
problems
Numerical score
3.2
Math 8, 21, 22
Written solutions to
problems
Numerical score
3.1
Math 204
Written solution to
problems
Numerical score
3.2
Math 204
Written solutions to
problems
Numerical score
3.1
Math 208
Written solutions to
problems
Numerical score
3.2
Math 208
Short report on
applications
Numerical score
3.1
Math 209
Class assignments
Numerical score
3.2
Math 209
Class assignments
Numerical score
3.1
Stat 215, 217, 343
Written solution to
problems
Numerical score
3.2
Stat 215, 217, 343
Written solution to
problems
Numerical score
3.1
Math 309, 311
Written solution to
problems
Numerical score
3.2
Math 309, 311
Written solution to
problems
Numerical score
Learning Outcome (3) Continued: Problem Solving
Performance
Criteria
Class
Achievement Activity
Assessment Method
3.1
Math 361, 371, 381
Class assignments
Numerical score or qualitative
assessment
3.2
Math 361, 371, 381
Class assignments
Numerical score or qualitative
17
assessment
3.1
Math 305, 306,
307, 308
Written solution to
problems
Numerical score
3.2
Math 305, 306,
307, 308
Written solution to
problems
Numerical score
3.1
Math 315, 330,
351, 385
Written solution to
problems
Numerical score
3.2
Math 315, 330,
351, 385
Written solution to
problems
Numerical score
3.1
Math 302, 303,
322, 325, 351, 383
Written solutions to
problems
Numerical score
3.2
Math 302, 303,
322, 325, 351, 383
Written solutions to
problems
Numerical score
3.1
Stat 343, 344, 346,
353
Class assignments
Numerical score
3.2
Stat 343, 344, 346,
353
Class assignments
Numerical score
3.3
Stat 343, 344, 346,
353
Class assignments and
projects
Numerical score
3.1
CSc 228, 328, 329,
Math 303, Stat 346,
Econ 321
Written solution to
problems
Numerical score
3.2
CSc 228, 328, 329,
Math 303, Stat 346,
Econ 321
Written solution to
problems
Numerical score
Learning Outcome (4): Diverse Environments/Teamwork
Performance
Criteria
Class
Achievement Activity
Assessment Method
4.1
Math 8, 21, 22
LEAD sessions
Observation and level of participation
4.1
Math 361, 371,
Group work in problem
Observation/Numerical score
18
381
solving
4.1
Stat 343, 344, 346,
353
Group projects and
presentations
Numerical score and qualitative
assessment
4.1
Stat 343, 344, 346,
353
Group projects and
presentations
Numerical score and qualitative
assessment
Learning Outcome (5): Professional and Ethical Responsibility
Performance
Criteria
Class
Achievement Activity
Assessment Method
5.1
Math 1
Class discussions/case
studies
Qualitative assessment
5.3
Math 1
Class discussions
Qualitative assessment
5.4
Math 1
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.4
Math 8, 21, 22
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.4
Math 204
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
Learning Outcome (5) Continued: Professional and Ethical Responsibility
Performance
Criteria
Class
Achievement Activity
Assessment Method
5.4
Math 208
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
19
5.4
Math 209
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.4
Stat 215, 217, 343
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.4
Math 309, 311
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.1
Math 361, 371,
381
Class discussions/case
studies
Numerical score or qualitative
assessment
5.2
Math 361, 371,
381
Class discussions/case
studies
Numerical score or qualitative
assessment
5.3
Math 361, 371,
381
Class discussions/case
studies
Numerical score or qualitative
assessment
5.4
Math 361, 371,
381
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.4
Math 305, 306,
307, 308
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
Learning Outcome (5) Continued: Professional and Ethical Responsibility
Performance
Criteria
Class
Achievement Activity
Assessment Method
5.4
Math 315, 330,
351, 385
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
20
5.4
Math 302, 303,
322, 325, 351, 383
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
5.1
Stat 343, 344, 346,
353
Case studies
Qualitative assessment
5.3
Stat 343, 344, 346,
353
Class discussion and
assignments
Numerical score or qualitative
assessment
5.4
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Timeliness with
attendance and
assignments, academic
honesty
Numerical score
Learning Outcome (6): Awareness of National and Global Contemporary Issues
Performance
Criteria
Class
Achievement Activity
Assessment Method
6.1
Math 1
Class discussions,
reading assignments
Numerical score or qualitative assessment
6.2
Math 1
Class discussions,
reading assignments
Numerical score or qualitative assessment
6.3
Math 1
Class discussions,
reading assignments
Numerical score or qualitative assessment
6.3
Math 361, 371, 381
Class discussions,
reading assignments
Numerical score or qualitative assessment
Learning Outcome (7): Lifelong Learning
Performance
Criteria
Class
Achievement Activity
Assessment Method
7.4
Math 1
Class reading
assignments
Numerical score or qualitative
assessment
7.1
Math 209
Solving problems
Numerical score
21
7.1
Stat 215, 217 343
Solving problems
Numerical score
7.1
Math 309, 311
Solving problems
Numerical score
7.2
Math 309, 311
Participation in
professional
organizations
Level of participation
7.3
Math 309, 311
Reading assignments
Qualitative assessment
7.4
Math 309, 311
Student seminars
Level of participation
7.1
Math 361, 371,
381
Solving problems
Numerical score
7.3
Math 361, 371,
381
Reading assignments
Numerical score or qualitative
assessment
7.4
Math 361, 371,
381
Student seminars
Level of participation
7.1
Math 305, 306,
307, 308
Solving problems
Numerical score
7.1
Math 315, 330,
351, 385
Solving problems
Numerical score
7.3
Math 315, 330,
351, 385
Reading assignments
Numerical score or qualitative
assessment
7.4
Math 315, 330,
351, 385
Student seminars
Level of participation
Learning Outcome (7) Continued: Lifelong Learning
Performance
Criteria
Class
Achievement Activity
Assessment Method
7.1
Math 302, 303,
322, 325, 351, 383
Solving problems
Numerical score
22
7.1
Stat 343, 344, 346,
353
Solving problems
Numerical score
7.3
Stat 343, 344, 346,
353
Reading assignments
Numerical score or qualitative
assessment
7.4
Stat 343, 344, 346,
353
Student seminars
Level of attendence
7.1
CSc 228, 328,
329, Math 303,
Stat 346, Econ
321
Solving problems
Numerical score
23