Issue 9: The Mathematics Department as a Community of Learners

Issue 9: The Mathematics Department as a Community of Learners

Key Indicator 9.0: Student participation in the life of the department

A common theme in the educational research literature on developing effective instructional programs for undergraduates has to do with the importance of providing an environment in the mathematics department that is supportive and nurturing for students. This key indicator is intended to reflect such an environment.

(Click the indicator number for record detail.)

Indicator Number
Sub Indicator

Description

9.1

Students take part in supplementary (non-class) mathematical support services.

This indicator is intended as a measure of student involvement in various non-class support services such as tutoring or mathematics laboratories.

9.2

Students take part in supplementary (non-class) mathematical activities (e.g., lectures, colloquia, math clubs, etc.).

This indicator is intended as a measure of student involvement in various supplementary mathematics activities that are available in the department such as mathematics clubs or honors sections of courses.

9.3

Students feel that technology (calculators and/or computers) is helpful in learning mathematics.

This indicator is intended to assess the extent of support experienced by the mathematics students by reporting their attitudes toward the role of technology in promoting learning.

9.4

Students take part in social activities of the department.

This indicator is intended as a measure of student involvement in various social mathematics activities that are available in the department. Examples: utilization of a lounge or a similar gathering place; taking part in either formal or informal social gatherings.

Indicator Number	Sub Indicator	Description
9.1	Students take part in supplementary (non-class) mathematical support services.	This indicator is intended as a measure of student involvement in various non-class support services such as tutoring or mathematics laboratories.
9.2	Students take part in supplementary (non-class) mathematical activities (e.g., lectures, colloquia, math clubs, etc.).	This indicator is intended as a measure of student involvement in various supplementary mathematics activities that are available in the department such as mathematics clubs or honors sections of courses.
9.3	Students feel that technology (calculators and/or computers) is helpful in learning mathematics.	This indicator is intended to assess the extent of support experienced by the mathematics students by reporting their attitudes toward the role of technology in promoting learning.
9.4	Students take part in social activities of the department.	This indicator is intended as a measure of student involvement in various social mathematics activities that are available in the department. Examples: utilization of a lounge or a similar gathering place; taking part in either formal or informal social gatherings.