Issue 2: Program Maintenance and Monitoring

Issue 2: Program Maintenance and Monitoring

Key Indicator 2.0: Departmental provision for review and revision of course goals and content

The intent of this key indicator is to note the departmental procedures for examining, evaluating, and revising goals and content of the courses offered by the mathematics department. Specifically, are there in place departmental mechanisms for curriculum review including the periodic review of existing programs, the proposal of new courses by departmental staff, and cooperating with partner disciplines such as science, engineering, and education.

(Click the indicator number for record detail.)

Indicator Number
Sub Indicator

Description

2.1

There is a written statement of department goals

An indicator of a healthy mathematics program is whether or not the department has a statement of its educational goals for its students.

2.2

A departmental syllabus exists for each course

This indicator specifies whether the goals, content, and expectations of each course offered in the mathematics program have been set forth in a departmental syllabus.

2.3

Provisions are made in the department for the revision of courses

The purpose of this indicator is to report whether a department regularly provides mechanisms for the revision of its courses.

2.4

Course goals and content have changed within the past five years

Although the existence of a course goals statement is important, the intent of this indicator is to document whether the content and goals are periodically revised. These data show when individual courses have been changed with respect to goals, content, text, and syllabus.

2.5

Changes in course goals and content reflect recommendations of national reports

This indicator documents whether the department has undergone changes in emphasis that reflect recommendations of numerous recently published national reports related to undergraduate mathematics education. Examples of these reports are Crossroads in Mathematics (AMATYC, 1995) and Shaping the Future (M. George, report to NSF, 1996).

2.6

The department keeps abreast of the changing course needs of its students

This indicator reports whether the department takes into account the changing needs of its students by adding or subtracting courses from its offerings. As time goes on, certain courses will become obsolete, and will be replaced by those involving new content, new methods and new technologies.

2.7

The concerns of the department in choosing a text

Identifies those aspects of a textbook considered by the department representative as most important when making decisions about textbook selection.

Indicator Number	Sub Indicator	Description
2.1	There is a written statement of department goals	An indicator of a healthy mathematics program is whether or not the department has a statement of its educational goals for its students.
2.2	A departmental syllabus exists for each course	This indicator specifies whether the goals, content, and expectations of each course offered in the mathematics program have been set forth in a departmental syllabus.
2.3	Provisions are made in the department for the revision of courses	The purpose of this indicator is to report whether a department regularly provides mechanisms for the revision of its courses.
2.4	Course goals and content have changed within the past five years	Although the existence of a course goals statement is important, the intent of this indicator is to document whether the content and goals are periodically revised. These data show when individual courses have been changed with respect to goals, content, text, and syllabus.
2.5	Changes in course goals and content reflect recommendations of national reports	This indicator documents whether the department has undergone changes in emphasis that reflect recommendations of numerous recently published national reports related to undergraduate mathematics education. Examples of these reports are Crossroads in Mathematics (AMATYC, 1995) and Shaping the Future (M. George, report to NSF, 1996).
2.6	The department keeps abreast of the changing course needs of its students	This indicator reports whether the department takes into account the changing needs of its students by adding or subtracting courses from its offerings. As time goes on, certain courses will become obsolete, and will be replaced by those involving new content, new methods and new technologies.
2.7	The concerns of the department in choosing a text	Identifies those aspects of a textbook considered by the department representative as most important when making decisions about textbook selection.