2014-2015 Annual Program Review and Improvement Report ...€¦ · 1 2014-2015 Annual Program...

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2014-2015 Annual Program Review and Improvement Report

Program: B.S. Mathematics- Secondary Education Track

Columbus State University’s mission is to “empower people to contribute to the advancement of our local and global communities through an emphasis on excellence in teaching and research, life-long learning, cultural enrichment, public-private partnerships, and service to others.” The Mathematics programs prepare students for promising careers and life-long learning. The programs promote academic excellence by instilling knowledge and understanding of the subject matter, reasoning and critical thinking, and oral and written communication.

The CSU catalog lists five different mathematics tracks: (1) BA Mathematics, (2) BS Mathematics, (3) BS Mathematics, Applied Math Concentration – Actuarial Track, (4) BS Mathematics, Applied Math Concentration – Applied Statistics Track, and (5) BS Mathematics and Secondary Education. Because the same set of student learning outcomes is identified for all mathematics programs and tracks, we report here on tracks 1-4, disaggregating data by track whenever possible. The BS Mathematics and Secondary Education Program is addressed in a separate report.

Program Outcomes Assessment Method Assessment Criteria Assessment Results/Analysis Use of Results / Evidence of Improvement

Increase the number of candidates enrolled in the program.

Annual review of number of candidates admitted to Teacher Education each year.

Increase number of candidates admitted to Teacher Education by 5% each year

During the period from Summer 2013-Summer 2014, 10 candidates were enrolled (i.e., admitted to Teacher Education and enrolled in classes) in the BS Mathematics-Secondary Education Track program. In 2014-2015, 8 candidates were enrolled in the BS Mathematics-Secondary Education Track and 2 candidates were enrolled in the BS Mathematics program and taking UTeach courses for teacher certification.

Continue to monitor enrollment numbers and recruitment strategies as the UTeach program is fully implemented. We are currently conducting a RPG study with students who have taken UTeach courses. As part of this study, we are asking students about their reasons for enrolling in one or more UTeach courses and continuing in continuing in the program. Results of the study will be available in 2016.

Retain and graduate candidates.

Annual review of continuing enrollment numbers, dropouts, and program completers

Retain at least 50% of those who declare a Mathematics-Secondary Education major or UTeach minor At least 80% of candidates complete program once admitted to Teacher Education

In spring 2014, there were there were 32 declared majors in the Mathematics-Secondary Education program and one mathematics major in the UTeach program. Nineteen of 33 (58%) were still majoring in Secondary Mathematics in spring 2015 or had graduated from the program. Retention rates improved from 55% in 2012-13 to 61.5% in 2013-14, and then dropped back slightly to 58% in 2014-15. Ten declared majors in Secondary Mathematics

Continue to monitor program completion numbers and work to improve retention. We are currently conducting a RPG study with students who have taken UTeach courses. Results will be available in 2016. Work with the Math Department to identify at-risk students who have potential in mathematics,

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Program Outcomes Assessment Method Assessment Criteria Assessment Results/Analysis Use of Results / Evidence of Improvement

were admitted to Teacher Education and enrolled in required classes in 2014-2015. As of Summer 2015, two candidates (20%) had completed the B.S. program in Mathematics – Secondary Education Track, six continued to enroll in required classes in the program, and two graduated with a degree in mathematics or applied mathematics (80% retention rate in secondary education track after admission to Teacher Education). The previous retention was 100% (10 of 10) for 2013-14.

and provide additional support. In 2015-16, we are assigning faculty mentors to 2 at-risk students. The mentors will provide additional support and encouragement for these students. We are working with the Office of Institutional Research and Effectiveness and University Information Technology Systems to develop an electronic system for collecting retention data on UTeach students. The system should be ready to test in March 2016.

Student Learning Outcomes

Assessment Method Assessment Criteria Assessment Results/Analysis Use of Results / Evidence of Improvement

1. An understanding of calculus and an ability to use calculus in applications

Compare the calculus sub-score (institutional mean) on the Major Field Test with national benchmarks.

Calculus sub-score at the 50th percentile or better.

Fall 2014 students averaged 27% correct in the calculus subarea (28th percentile) as compared to 21% correct (9th percentile) in 2013.

We will collaborate with the director of the Academic Center for Tutoring to recruit more tutors for calculus and/or peer leader support for calculus students. Calculus instructors will be encouraged to adopt active learning strategies to deepen student learning.

2. Knowledge of algebraic structures.

Linear algebra is required for all students in all tracks of the mathematics major. Abstract algebra is required in every track excluding the applied math tracks.

100% of students will meet expectations.

In spring 2015, 3 Math and Secondary Education students completed the linear algebra course. They were rated according to their mastery of vector space and linear transformation concepts.

We will work on a student/peer mentoring system and review/adjust our pedagogy in the MATH 3155 Foundations, the pre-requisite for Abstract Algebra.

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Linear algebra instructors assess students’ knowledge of vector spaces and linear transformations using a rubric developed in the department. Abstract algebra instructors assesses students’ knowledge about normal subgroups using a rubric developed in the department.

Vec

t Sp

Lin

Tra

nsf

Exceeds 1 1

Meets 2 1

Does not meet 0 1

In Spring 2015, 7 Math and Secondary Education students took the Abstract Algebra course. Three of them met program expectations for working with normal subgroups, while four did not meet expectations. This includes a group of students that have struggled in multiple courses in our program.

3. Knowledge of real numbers, functions, the topological properties of R, differentiation and integration.

Real analysis instructor will assess students’ knowledge using a rubric developed in the department.


Four Math & Secondary Education students took the Real Analysis course in fall 2014. Their outcomes are summarized below.

Rea

l nu

m.

Fun

ctio

ns

Top

. Pro

p.

Dif

f. &

Int.

Exceeds 4 3 0 1

Meets 0 1 4 3

Does not meet 0 0 0 0

With the successes we see in this area, we will consider extending our goals related to differentiation and integration. Instructor changed the homework format by assigning fewer chapter exercises and more completion of proofs. Provided sample problem sets for both quizzes and tests.

4. Knowledge of and the ability to apply probability density functions

The instructor of the Probability course will evaluate students’ capability to work with probability density

100% of more of Probability students will meet expectations.

Eight Math & Secondary Education students took the probability course in spring 2015 – 1 exceeded expectations, 2 met expectations, and 5 did not meet expectations.

We will re-examine our expectations in this course since so many student are not meeting them.

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functions each spring using a rubric developed in the department.

5. Knowledge of appropriate mathematical models.

Compare the applied math sub-score (institutional mean) on the Major Field Test with national benchmarks.

Applied math sub-score at the 50th percentile or better.

Fall 2014 students (all tracks) had 31% correct in the applied math subarea (26th percentile). This is an improvement from the 2013 results (23% correct, 6th percentile).

Current practice raises the question whether this is a genuine priority of the program. We will discuss this further during our 2015-2016 Comprehensive Program Review and consider whether it needs to continue being listed as a separate outcome.

6. Ability to think critically

Senior seminar instructor will assess students’ critical thinking capabilities using a rubric developed in the department.


Four Math & Secondary Education students were rated in fall 2014 in Senior Seminar – 1 exceeded expectations and 3 met expectations.

A faculty learning community will be formed to encourage instructors to adopt flipped course instruction. Instructors will be encouraged to consider this, or other activities that actively engage our students in critical thinking.

7. Ability to understand mathematical arguments and to construct mathematical proofs

Senior seminar instructor will assess students’ capabilities in this area using a rubric developed in the department.



This outcome is addressed most directly in MATH 3155, MATH 5111, and MATH 5151. Instructors will discuss new supports to reinforce

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this outcome in those courses.

8. the ability to use computational devices and software in problem solving situations

We were using tasks assigned in MATH 1165 Computer Assisted Problem Solving to assess this outcome. The department decided to no longer require this course and to eliminate this outcome, but it was not deleted in time for the change to be reflected in the catalog.

N/A

Nothing available to report.

The faculty has decided that this should no longer be listed as a program student learning outcome.

9. Communication skills to acquire, develop and convey mathematical knowledge

Senior seminar instructor will assess students’ communication skills using a rubric developed in the department.



Students will be required to give written and oral presentations in Senior Seminar. These presentations will be open to all students and faculty in the program.

10. Demonstrate knowledge of mathematics content for teachers

GACE Mathematics I and Mathematics II assessments

100% of candidates pass the GACE Mathematics Test 022 and Test 023 at the induction level ( >220 scaled score). Passing GACE scores are required for Georgia teacher certification. There are two passing scores for each test (induction, 220-249; and professional, 250 -300). Candidates passing at the induction level to be

Three year pass rates on the GACE Mathematics Tests I and II are:

2012-2013: 100% (10 out of 10)

2013-2014: 100% (1 out of 1) on Test 1 and 50% (1 out of 2) on Test 2

2014-2015: 88% (7 out of 8) Percentage of correct answers on GACE Mathematics I test (2014-15):

Subarea I Number & Quantity - 68% (CSU); 59% (state)

Subarea II Algebra – 72% (CSU); 57% (state)

Subarea III Discrete Math & Calculus – 67% (CSU); 55% (state)

We will continue to monitor candidates’ performance on the GACE Mathematics tests and examine our math courses to strengthen candidates’ understanding of geometry and probability. A new content course, Functions and Modeling, was added as part of the UTeach Columbus program and is one place where we can address GACE content, as needed.

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eligible for a 3-year induction certificate but must retake the GACE during the first three years of teaching and score at the professional level (250 and above) to be eligible for an upgrade to a Professional Certificate.

Percentage of correct answers on GACE Mathematics II test (2014-15):

Subarea I Functions - 69% (CSU); 53% (state)

Subarea II Geometry – 69% (CSU); 56% (state)

Subarea III Probability & Statistics – 70% (CSU); 61% (state)

In 2013-14 and 2014-15, the percentage of correct answers for CSU’s test takers exceeded the state percentage on all objectives for Mathematics Test 1 and Test II. In 2014-15, the GACE objectives with the lowest percentage of correct answers for CSU test takers were on Mathematics Test II, Subarea II Geometry - “understands circles, geometric measurement and dimension, and modeling with geometry” (58% correct) - and Subarea III Probability & Statistics - “understands conditional probability, the rules of probability, and using probability to make decisions” (54% correct).

In the Functions and Modeling course, students engage in explorations and lab activities designed to strengthen and expand their knowledge of the topics found in secondary mathematics. Activities are designed to have students take a second, deeper look at topics.

11. Demonstrate growing proficiency in planning instruction based on standards and knowledge of students

Model of Appropriate Practice (MAP) Domain 1: Planning and Preparation 1a. Demonstrates knowledge of content 1b. Demonstrates knowledge of pedagogy 1c. Demonstrates knowledge of students and their learning 1d. Selects appropriate learning goals 1e. Demonstrates knowledge of resources 1f. Designs coherent instruction

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on components 1a, b, c, d, e, and f of MAP.

Five math secondary education majors enrolled in student teaching in 2014-15. Four of the five (80%) satisfactorily completed student teaching and met or exceeded expectations on all components in Domain 1 of the MAP for their final evaluation. One student did not complete student teaching and switched to a BS Mathematics degree without certification. Ratings on MAP Domain 1 (n=4) Component 1a: (overall mean = 4)

Unsatisfactory – 0

Emerging – 0

Satisfactory – 0

Accomplished Novice - 4 (100%) Component 1b: (overall mean = 3.25)


Emerging – 0

Satisfactory – 3 (75%)

Accomplished Novice - 1 (25%) Component 1c: (overall mean = 3)

Data indicate that planning and preparation is a strong area for most candidates. In the revised UTeach Columbus program, candidates have more opportunities throughout the program to develop their planning and preparation skills. UTeach courses that require lesson plans include Step 1, Step 2, Perspectives on Math and Science, Classroom Interactions, Project-Based instruction, and Student Teaching. We will continue to monitor data for our UTeach students to ensure that they

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Emerging – 0


Accomplished Novice - 0 Component 1d: (overall mean = 4)


Emerging – 0

Satisfactory – 0

Accomplished Novice - 4 (100%) Component 1e: (overall mean = 3.5)


Emerging – 0


Accomplished Novice - 2 (50%) Component 1f: (overall mean = 4)


Emerging – 0

Satisfactory – 0

Accomplished Novice - 4 (100%) Component 1c: Demonstrates knowledge of students and their learning had the lowest average rating (3.0).

demonstrate proficiency in planning and preparation. A field assignment requiring candidates to survey and interview the students they were teaching, was added to UTCH 3205 Classroom Interactions in Fall 2014 to help candidates develop a better knowledge of their students. Two of these candidates will be student teaching in Fall 2015. We will examine MAP scores from their student teaching experience to see if there is improvement on component 1c.

edTPA Task 1: Planning Instruction Rubric 1: Planning for mathematical or scientific understandings Rubric 2: Planning to support varied student learning needs Rubric 3: Using Knowledge of Students to Inform Teaching and Learning

100% of candidates will achieve a score of 3 (“ready to teach”) on Rubrics 1-5.

Candidate Ratings (n=4): Rubric 1 (overall mean = 3.5)

Score of 2 – 0

Score of 3 – 2 (50%)

Score of 4 – 2 (50%) Rubric 2 (overall mean = 3)

Score of 2 - 2 (50%)

Score of 3 – 0


Score of 2 - 0

Score of 3 – 4 (100%)

Score of 4 – 0 Rubric 4 (overall mean = 2.75)

Score of 2 - 2 (50%)

Three of the four candidates who completed edTPA were enrolled in the old secondary math education program. In the new UTeach program, we have integrated academic language in a couple of courses prior to student teaching (UTCH 3205 and UTCH 4205), so candidates now have preparation in this area prior to student teaching. We will continue to

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Rubric 4: Identifying and supporting language demands

Rubric 5: Planning assessments to monitor and support student learning

Score of 3 – 1 (25%)

Score of 4 – 1 (25%) Rubric 5 (overall mean = 3.25)

Score of 2 -

Score of 3 – 3 (75%)

Score of 4 – 1 (25%) Rubric 4: Identifying and supporting language demands had the lowest overall average (2.75).

monitor edTPA results to see if there is improvement on this rubric. In the revised UTeach Columbus program, candidates have more opportunities throughout the program to develop their planning and preparation skills. UTeach courses that require lesson plans include Step 1, Step 2, Perspectives on Math and Science, Classroom Interactions, Project-Based instruction, and Student Teaching. We will continue to monitor data for our UTeach students to ensure that they demonstrate proficiency in planning and preparation.

12. Demonstrate growing proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn

Model of Appropriate Practice (MAP) Domain 3 Instruction

3a. Communicating clearly and accurately

3b. Using questioning and discussion techniques

3c. Engaging students in learning

3d. Providing feedback to

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on all components of MAP Domain 3 Instruction.

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on all components in Domain 3 of the MAP for their final evaluation. Ratings on MAP Domain 3 (n=4) Component 3a: (overall mean = 3.25)


Emerging – 0




Three of the four candidates who completed edTPA were enrolled in the old secondary math education program. In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the program, to develop their skills in using a

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students

3e. Demonstrating flexibility and responsiveness

Emerging – 0


Accomplished Novice - 1 (25%) Component 3c: (overall mean = 3.5)


Emerging – 0


Accomplished Novice - 2 (50%) Component 3d: (overall mean = 4)


Emerging – 0

Satisfactory – 0

Accomplished Novice - 4 (100%) Component 3e: (overall mean = 4)


Emerging – 0

Satisfactory – 0 Accomplished Novice - 4 (100%)

variety of instructional strategies and differentiating instruction. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus program.

13. Demonstrate growing proficiency in using a wide range of instructional strategies and differentiating instruction to help all students learn

Model of Appropriate Practice (MAP) Domain 3 Instruction

3a. Communicating clearly and accurately


3c. Engaging students in learning

3d. Providing feedback to students


At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on all components of MAP Domain 3 Instruction.

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on all components in Domain 3 of the MAP for their final evaluation. Ratings on MAP Domain 3 (n=4) Component 3a: (overall mean = 3.25)


Emerging – 0




Emerging – 0




Emerging – 0


Accomplished Novice - 2 (50%)

Three of the four candidates who completed edTPA were enrolled in the old secondary math education program. In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the program, to develop their skills in using a variety of instructional strategies and differentiating instruction. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue

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Component 3d: (overall mean = 4)


Emerging – 0

Satisfactory – 0



Emerging – 0

Satisfactory – 0 Accomplished Novice - 4 (100%)

to monitor the data to evaluate the effectiveness of the new UTeach Columbus program.

edTPA Task 2: Instruction

Rubric 6: Learning Environment

Rubric 7: Engaging Students in Learning

Rubric 8: Deepening Student Learning

Rubric 9: Subject-Specific Pedagogy

100% of candidates will achieve a score of 3 (“ready to teach”) on Rubrics 6-9

Candidate Ratings (n=4): Rubric 6 (overall mean = 3)

Score of 2 - 0

Score of 3 – 4 (100%)

Score of 4 – 0 Rubric 7 (overall mean = 3)

Score of 2 – 1 (25%)

Score of 3 – 2 (50%)


Score of 2 - 2 (50%)

Score of 3 – 1 (25%)


Score of 2 - 0

Score of 3 – 4 (100%)

Score of 4 – 0 Rubric 8: Deepening student learning had the lowest average rating.

Three of the four candidates who completed edTPA were enrolled in the old secondary math education program. In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the program, to develop their skills in using a variety of instructional strategies and differentiating instruction. Deepening student learning through productive classroom discourse is emphasized in UTCH 3205 Classroom Interactions. Thus far, we’ve had only one UTeach math education student to complete student teaching. We need to continue to monitor the data to evaluate the effectiveness of the new UTeach

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Columbus program.

14. Demonstrate the ability to create positive learning environments by successfully implementing classroom management plans and fostering effective communication

Model of Appropriate Practice (MAP) Domain 2 Classroom Environment

2a. Creating an environment of respect and rapport

2b. Establishing a culture for learning

2c. Managing the learning environment

2d. Managing student behaviors

2e. Utilizing classroom space

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on all components of MAP Domain 2 Classroom Environment

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on all components in Domain 2 of the MAP for their final evaluation. Ratings on MAP Domain 2 (n=4) Component 2a: (overall mean = 4)


Emerging – 0

Satisfactory – 0



Emerging – 0




Emerging – 0


Accomplished Novice – 3 (75%) Component 2d: (overall mean = 3.5)


Emerging – 0




Emerging – 0

Satisfactory – 0


In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the program, to develop their skills in creating a positive learning environment. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus program.

edTPA Task 2: Instruction

Rubric 6: Learning Environment

Rubric 7: Engaging


Candidate Ratings (n=4): Rubric 6 (overall mean = 3)

Score of 2 - 0

Score of 3 – 4 (100%)

Score of 4 – 0 Rubric 7 (overall mean = 3)

In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the

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Students in Learning

Rubric 8: Deepening Student Learning


Score of 2 – 1 (25%)

Score of 3 – 2 (50%)


Score of 2 - 2 (50%)

Score of 3 – 1 (25%)


Score of 2 - 0

Score of 3 – 4 (100%)

Score of 4 – 0 Rubric 8: Deepening student learning had the lowest average rating.

program, to develop their skills in creating a positive learning environment. Deepening student learning through productive classroom discourse is emphasized in UTCH 3205 Classroom Interactions. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus program.

15. Demonstrate proficiencies related to selecting and using materials, including technology, to enhance the teaching and learning of mathematics

Model of Appropriate Practice (MAP) 1b. Demonstrates knowledge of pedagogy 1e. Demonstrates knowledge of resources 3c. Engaging students in learning

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on components 1b, 1e, and 3c of MAP.

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on components 1b, 1e, and 3c of the MAP for their final evaluation. Ratings on MAP (n=4) Component 1b: (overall mean = 3.25)


Emerging – 0


Accomplished Novice - 1 (25%) Component 1e: (overall mean = 3.5)


Emerging – 0




Emerging – 0



In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the program, to develop proficiency in selecting and using materials. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus program.

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edTPA Task 1: Planning Instruction Rubric 1: Planning for mathematical or scientific understandings Rubric 2: Planning to support varied student learning needs edTPA Task 2: Instruction Rubric 7: Engaging Students in Learning


100% of candidates will achieve a score of 3 (“ready to teach”) on Rubrics 1, 2, 7 and 9


Score of 2 - 0

Score of 3 – 2 (50%)


Score of 2 - 2 (50%)

Score of 3 – 0


Score of 2 – 1 (25%)

Score of 3 – 2 (50%)


Score of 2 - 0

Score of 3 – 4 (100%) Score of 4 – 0

In the new UTeach Columbus program, candidates have more opportunities through 5 different field-based courses throughout the program, to develop proficiency in selecting and using materials. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus program.

16. Demonstrate proficiencies related to assessing learning and teaching and using assessment data to adapt instruction for improved student learning

Model of Appropriate Practice (MAP)

1g. Assesses student learning for planning


3d. Providing feedback to students


4a. Reflecting on teaching

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on components 1g, 3b, 3d, 3e and 4a of MAP.

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on components 1g, 3b, 3d, 3e, and 4a of the MAP for their final evaluation. Ratings on MAP (n=4) Component 1g: (overall mean = 3.75)


Emerging – 0




Emerging – 0


Accomplished Novice - 1 (25%) Component 3d: (overall mean = 4)


Emerging – 0

In the UTeach Columbus program, candidates analyze student learning in multiple field-based courses beginning with Step 2 and continuing through student teaching. They use evidence from videos, audio recordings, and student artifacts to suggest lesson revisions that could improve student learning. Thus far, we’ve had only one UTeach math education student to complete student teaching. We will continue to monitor the data for trends in this area.

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Satisfactory – 0



Emerging – 0

Satisfactory – 0

Accomplished Novice - 4 (100%) Component 4a: (overall mean = 3.5)


Emerging – 0



edTPA Task 3: Assessment

Rubric 11: Analysis of Student Learning

Rubric 12: Providing Feedback to Guide Learning

Rubric 13: Student Use of Feedback

Rubric 14: Analyzing Students’ Language Use and Mathematics or Science Learning

Rubric 15: Using Assessment to Inform Instruction



Score of 2 – 1 (25%)

Score of 3 – 3 (75%)


Score of 2 – 1 (25%)

Score of 3.5 – 1 (25%)


Score of 2 - 3 (75%)

Score of 3 – 1 (25%)


Score of 2 - 2 (50%)

Score of 3 – 2 (50%)


Score of 2 - 3 (75%)

Score of 3 – 1 (25%)

Score of 4 – 0

edTPA data indicate that analyzing and using assessment data is the weakest area for our teacher candidates. Thus far, we’ve had only one UTeach math education candidate to complete student teaching. Data from this one candidate indicate that assessment may be a weak area for our UTeach teacher candidates. This is a trend seen across programs in the college, state, and nationally. We are revising assignments in methods courses to give candidates more experience with analyzing and using assessment data. We will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus

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program and the increased emphasis on assessment.

17. Demonstrate and apply knowledge of findings of educational research related to the teaching and learning of mathematics

Model of Appropriate Practice (MAP)

4a: Reflecting on teaching

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on component 4a of MAP.

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on all components of the MAP for their final evaluation. Component 4a: (overall mean = 3.5)


Emerging – 0



Candidates are exposed to educational research throughout the UTeach Columbus program and apply that research as they plan, teach, and analyze lessons in grades 3-12. Since only one UTeach math candidate has completed student teaching thus far, we will continue to monitor the data to evaluate the effectiveness of the new UTeach Columbus program in this area.

18. Display values, commitments, dispositions, and habits associated with effective and professional teaching

Model of Appropriate Practice (MAP) Domain 4 Professional Responsibilities

4a: Reflecting on teaching 4c: Communicating with Families 4d: Contributing to the school 4e: Growing and developing professionally 4f: Showing professionalism

At exit from student teaching, 100% of candidates have ratings of satisfactory or above (i.e., 3 or higher on a 4 point scale) on all components of MAP Domain 4 Professional Responsibilities.

All candidates who completed student teaching in 2014-2015 met or exceeded expectations on all components in Domain 4 of the MAP. Component 4a: (overall mean = 3.5)


Emerging – 0




Emerging – 0


Accomplished Novice - 2 (50%) Component 4d: (overall mean = 3.5)


Emerging – 0



The new UTeach Columbus program engages candidates in early and intensive field experiences that continue through student teaching. These experiences enhance the opportunities for candidates to develop professional dispositions. We will continue to encourage this development through the WeTeach student organization, internships, and other professional development opportunities.

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Component 4e: (overall mean = 4)


Emerging – 0

Satisfactory – 0

Accomplished Novice - 4 (100%) Component 4f: (overall mean = 4)


Emerging – 0

Satisfactory – 0


Dispositions evaluation 1. Legal & ethical conduct 2. Interactions with

others 3. Reliability 4. Professional

appearance & demeanor

5. Commitment to student learning

6. Commitment to improvement

Commitment to the profession

100% of candidates meet (rating of 2) or exceed (rating of 3) expectations on all dispositions to exit from student teaching.

In 2014-15, several UTeach candidates, on occasion, demonstrated dispositions that were not appropriate for aspiring teachers (academic dishonesty, unwillingness to accept constructive criticism or seek feedback, inappropriate behavior in professional settings). All candidates who completed student teaching in 2014-2015 met or exceeded expectations all Dispositions for their final evaluation. Disposition 1

Exemplary - 4 (100%) Disposition 2


Proficient – 1 (25%)




Exemplary - 4 (100%) Disposition 7 Exemplary - 4 (100%)

The UTeach team is reviewing a “Fit to Teach” policy document from another UTeach institution to possibly adapt and use in the UTeach Columbus program. The document explains the dispositions expected of teacher candidates and outlines policies for dealing with dispositional issues.

Instructor rubrics follow on the remaining pages of this report.

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Mathematics Program Student Learning Outcomes Rubric

Outcomes assessed in MATH 2115 Introduction Linear Algebra

Knowledge of algebraic structure, Part 1 of 2

Knowledge of vector space

Exceeds Expectation 3 Meets Expectations 2 Does Not Meet Expectations 1

Students exceed expectations in knowledge of vector space when they can use echelon form of a matrix and system of linear equations to describe all of the following:

linear independence of vectors

linear combination of vectors

a basis of subspace in Rn

rank of a matrix

dimension of a subspace in Rn

Students meet expectations in knowledge of vector space when they can use echelon form of a matrix and system of linear equations to describe at least three of the following:




rank of a matrix


Students do not meet expectations in knowledge of vector space when they are unable to use echelon form of a matrix and system of linear equations to describe three or more of the following:




rank of a matrix


Knowledge of linear transformation


Students exceed expectations in Knowledge of linear transformation when they can determine the transformation matrix of a linear transformation from Rn to Rm and determine whether the transformation is one to one or onto as well as they can construct proofs related to linear transformations.

Students exceed expectations in Knowledge of linear transformation when they determine the transformation matrix of a linear transformation from Rn to Rm and determine whether the transformation is one to one or onto.

Students do not meet expectations in knowledge of vector space when they are unable to determine the transformation matrix of a linear transformation from Rn to Rm and determine whether the transformation is one to one or onto.

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Outcomes assessed in MATH 5111, Into to Abstract Algebra 1

Knowledge of Algebraic Structures, Part 2 of 2 (Normal Subgroups)


Students exceed expectations in knowledge of algebraic structures (normal subgroups) when they can prove that the distinct left cosets of a normal subgroup form a quotient group.

Students meet expectations in knowledge of algebraic structures (normal subgroups) when they can prove that the kernel of a group homomorphism is a normal subgroup.

Students do not meet expectations in knowledge of algebraic structures (normal subgroups) when they cannot prove that the kernel of a group homomorphism is a normal subgroup.

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Outcomes assessed in MATH 5151 Introduction to Real Analysis 1

Knowledge of real numbers, functions, the topological properties of R, differentiation and integration

Knowledge of real numbers


Students exceed expectations in knowledge of real numbers when they can use the known properties of real numbers to write clean and concise proofs and explore new properties of real numbers.

Students meet expectations in knowledge of real numbers when they can describe the set of real number in terms of its properties as a complete, ordered field and use these properties appropriately in constructing proofs.

Students do not meet expectations in knowledge of real numbers when they cannot describe the set of real number in terms of its properties as a complete, ordered field and cannot use these properties appropriately in constructing proofs.

Knowledge of functions


Students exceed expectations in knowledge of functions when they can determine and prove the limits and continuity of elementary and challenging types of functions by using the definition.

Students meet expectations in knowledge of functions when they can determine and prove the limits and continuity of elementary types of functions by using the definition.

Students do not meet expectations in knowledge of functions when they cannot determine and prove the limits and continuity of elementary types of functions by using the definition.

Knowledge of the topological properties of R


Students exceed expectations in knowledge of the topological properties of R when they correctly interpret and apply the definitions of open, closed, and compact sets in constructing proofs of challenging problems.

Students meet expectations in knowledge of the topological properties of R when they correctly interpret and apply the definitions of open, closed, and compact sets in constructing proofs of routing and basic results.

Students meet expectations in knowledge of the topological properties of R when they cannot correctly interpret and apply the definitions of open, closed, and compact sets in constructing proofs of routing and basic results.

Knowledge of differentiation and integration


Students meet expectations in knowledge of differentiation and integration when they can use the definition to prove a function has a given derivative, and explain and use elementary theorems about the derivative of a function.

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Outcomes assessed in MATH 3175 Introduction Probability

Understanding of calculus and an ability to use calculus in applications

including probability density functions

Application of calculus to probability density functions


Students exceed expectations in calculus and applications including probability density functions when they can calculate probabilities, means, standard deviations, and moments for problems involving continuous distributions in straightforward and more complex situations.

Students meet expectations in calculus and applications including probability density functions when they can calculate probabilities, means, standard deviations, and moments for problems involving continuous distributions in straightforward situations.

Students do not meet expectations in calculus and applications including probability density functions when they cannot calculate probabilities, means, standard deviations, and moments for problems involving continuous distributions in straightforward situations.

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Outcomes assessed in MATH 4795 Senior Seminar

Communication skills to acquire, develop and convey mathematical knowledge


Students exceed expectations in communication when they demonstrate a thorough understanding of context, audience, and purpose that is responsive to the assigned task(s).

Students meet expectations in communication when they use one or more modes (oral or written) to meet the expectations of a particular audience when explaining a mathematical problem, solution, or concept.

Students do not meet expectations in communication when they do not use modes appropriate to the audience or expectations or purpose and do not present a clear central message.

Critical Thinking


Students exceed expectations in critical thinking when they can address mathematical problems creatively or beyond their level of preparation, making appropriate use of assumptions, and employing techniques with unusual levels of sophistication or complexity.

Students meet expectations in critical thinking when they examine mathematical problems and structures, recognize relevant explicit and implicit assumptions, and recognize whether a definition or technique applies in the given context.

Students do not meet expectations in critical thinking when they examine mathematical problems and structures at their level and do not recognize relevant assumptions or cannot recognize whether a definition or technique applies in the given context.

Ability to understand mathematical arguments and to construct mathematical proofs


Students exceed expectations in mathematical arguments and proofs when they can present valid proofs in straightforward and more complex situations situations using the methods of direct proof, induction, contraposition, and contradiction.

Students meet expectations in mathematical arguments and proofs when they can present valid proofs in straightforward situations using the methods of direct proof, induction, contraposition, and contradiction.

Students do not meet expectations in mathematical arguments and proofs when they cannot present valid proofs in straightforward situations using one of the methods of direct proof, induction, contraposition, and contradiction.

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