A Means for Updating and Validating Mathematics Programs Laurie Dunlap University of Akron

Presentation Outline Reasons for Updating and Validating Reasons for Updating and Validating Forming and Categorizing Questions Forming and Categorizing Questions Using the Questions Using the Questions Comparing to CUPM Questions Comparing to CUPM Questions

Reasons for Updating and Validating Rapid evolution of technology Rapid evolution of technology Changing student population Changing student population Increasing accountability Increasing accountability REASONSREASONS

Rapid Evolution of Technology Take advantage of it Take advantage of it Changes what needs to be taught Changes what needs to be taught Citizens expected to be more numerate Citizens expected to be more numerate –60% in the 50’s to 15% in 2002 REASONSREASONS

Changing Student Population Higher percentage of high school graduates attend college Higher percentage of high school graduates attend college Increasing number of underprepared students Increasing number of underprepared students Students less attracted to mathematics Students less attracted to mathematics –4.6% in 1966 to 0.6% in 1988 –16,500 in 1986 to less than 12,000 in 2000 REASONSREASONS

Increasing Accountability Sources of Funding Sources of Funding –7.7 billion between 1990 and 1999 Students Students –75% work 37 hours on average REASONSREASONS

Reasons for Updating and Validating changing student population changing student population rapid evolution of technology rapid evolution of technology increasing accountability increasing accountability REASONSREASONS

Forming and Categorizing Questions Delphi Method Delphi Method Principle Components Analysis with Varimax Rotation Principle Components Analysis with Varimax Rotation FORMINGFORMING

Delphi Method Sample Sample Questionnaires Questionnaires FORMINGFORMING

Sample List of schools (Integrated Postsecondary Education Data System) List of schools (Integrated Postsecondary Education Data System)System Phoned in random order Phoned in random order Characteristics Characteristics Charistics Charistics FORMINGFORMING

799 Possible Schools OH, ND, SD, MI, KS, MO, IN, IA, WI, NE, IL, MN OH, ND, SD, MI, KS, MO, IN, IA, WI, NE, IL, MN Title IV Eligible Title IV Eligible Degree granting Degree granting Not research universities Not research universitiesuniversities FORMINGFORMING

Characteristics of 80 Respondents 77 Faculty 77 Faculty 19 Administration 19 Administration 2 Education Researchers 2 Education Researchers 3 Chair/Head 3 Chair/Head 32 with at least 20 years 32 with at least 20 years 42 Doctorate, 36 Masters, 1 Bachelors, 1 Associates 42 Doctorate, 36 Masters, 1 Bachelors, 1 AssociatesAssociates FORMINGFORMING

Questionnaires Questionnaire One Questionnaire One Questionnaires Two and Three Questionnaires Two and Three Questionnaires FORMINGFORMING

Principal Components Analysis with Varimax Rotation Underlying categories/components Underlying categories/components Group questions with highest correlations Group questions with highest correlations Components are linearly independent Components are linearly independent Components are interpreted Components are interpreted 12 Components 12 ComponentsComponents FORMINGFORMING

Forming and Categorizing Questions Delphi Method Delphi Method Principle Components Analysis with Varimax Rotation Principle Components Analysis with Varimax Rotation FORMINGFORMING

Using the Questions Getting the Answers Getting the AnswersAnswers Form Departmental Goals Form Departmental Goals Act on Goals Act on Goals Repeat Repeat College of Mount St. Joseph College of Mount St. JosephJoseph USINGUSING

Getting the Answers Faculty Surveys, Student Satisfaction Surveys, Faculty Course Evaluations, Alumni Surveys, Syllabi Reviews, Faculty Meetings, Exit Interviews, Focus Groups, Test Results, etc. etc USINGUSING

Comparing to CUPM Questions 44 Questions for Self-Study 44 Questions for Self-Study Components encompass CUPM questions Components encompass CUPM questions questions Connection validates both sets Connection validates both setssets COMPARINGCOMPARING

Components with Weak Connection to CUPM 7. Are logistic essentials in order? (such as qualified instructors, adequate scheduling, and general requirements) 7. Are logistic essentials in order? (such as qualified instructors, adequate scheduling, and general requirements) 10. How do we compare with other programs? 10. How do we compare with other programs? 11. Do students perform well on the mathematics sections of comprehensive exams? 11. Do students perform well on the mathematics sections of comprehensive exams? exams COMPARINGCOMPARING

Questions?

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