A Means for Updating A Means for Updating and Validating and Validating Mathematics Mathematics

ProgramsPrograms

Laurie DunlapLaurie DunlapUniversity of AkronUniversity of AkronLaurie.Dunlap@uakron.eduLaurie.Dunlap@uakron.eduhttp://www.math.uakron.edu/~dunlapl/ http://www.math.uakron.edu/~dunlapl/

Presentation OutlinePresentation Outline

Reasons for Updating and Reasons for Updating and ValidatingValidating

Forming and Categorizing Forming and Categorizing QuestionsQuestions

Using the Questions Using the Questions Comparing to CUPM QuestionsComparing to CUPM Questions

Reasons for Updating Reasons for Updating and Validatingand Validating Rapid evolution of technologyRapid evolution of technology

Changing student populationChanging student population

Increasing accountabilityIncreasing accountability

REASONS

Rapid Evolution of Rapid Evolution of TechnologyTechnology

Take advantage of itTake advantage of it

Changes what needs to be taughtChanges what needs to be taught

Citizens expected to be more Citizens expected to be more numeratenumerate– 60% in the 50’s to 15% in 200260% in the 50’s to 15% in 2002

REASONS

Changing Student Changing Student PopulationPopulation

Higher percentage of high school Higher percentage of high school graduates attend collegegraduates attend college

Increasing number of underprepared Increasing number of underprepared studentsstudents

Students less attracted to mathematicsStudents less attracted to mathematics– 4.6% in 1966 to 0.6% in 19884.6% in 1966 to 0.6% in 1988– 16,500 in 1986 to less than 12,000 in 200016,500 in 1986 to less than 12,000 in 2000

REASONS

Increasing Increasing AccountabilityAccountability Sources of FundingSources of Funding

– 7.7 billion between 1990 and 19997.7 billion between 1990 and 1999

StudentsStudents– 75% work 37 hours on average75% work 37 hours on average

REASONS

Reasons for Updating Reasons for Updating and Validatingand Validating changing student populationchanging student population

rapid evolution of technologyrapid evolution of technology

increasing accountabilityincreasing accountability

REASONS

Forming and Forming and Categorizing QuestionsCategorizing Questions Delphi MethodDelphi Method

Principle Components Analysis Principle Components Analysis with Varimax Rotationwith Varimax Rotation

FORMING

Delphi MethodDelphi Method

SampleSample

QuestionnairesQuestionnaires

FORMING

SampleSample

List of schools (Integrated List of schools (Integrated Postsecondary Education Data Postsecondary Education Data SystemSystem))

Phoned in random orderPhoned in random order CharacterCharacteristicsistics

FORMING

799 Possible Schools799 Possible Schools

OH, ND, SD, MI, KS, MO, IN, IA, OH, ND, SD, MI, KS, MO, IN, IA, WI, NE, IL, MNWI, NE, IL, MN

Title IV EligibleTitle IV Eligible Degree grantingDegree granting Not research Not research universitiesuniversities

FORMING

Characteristics of 80 Characteristics of 80 RespondentsRespondents 77 Faculty77 Faculty 19 Administration19 Administration 2 Education Researchers2 Education Researchers 3 Chair/Head3 Chair/Head 32 with at least 20 years32 with at least 20 years 42 Doctorate, 36 Masters, 1 42 Doctorate, 36 Masters, 1

Bachelors, 1 Bachelors, 1 AssociatesAssociates

FORMING

QuestionnairesQuestionnaires

Questionnaire OneQuestionnaire One

Questionnaires Two and ThreeQuestionnaires Two and Three

FORMING

Principal Components Principal Components Analysis with Varimax Analysis with Varimax RotationRotation Underlying categories/componentsUnderlying categories/components Group questions with highest Group questions with highest

correlationscorrelations Components are linearly Components are linearly

independentindependent Components are interpretedComponents are interpreted 12 Components12 Components

FORMING

Forming and Forming and Categorizing QuestionsCategorizing Questions Delphi MethodDelphi Method

Principle Components Analysis Principle Components Analysis with Varimax Rotationwith Varimax Rotation

FORMING

Using the QuestionsUsing the Questions

Getting the AnswersGetting the Answers Form Departmental GoalsForm Departmental Goals Act on GoalsAct on Goals RepeatRepeat College of Mount St. JosephCollege of Mount St. Joseph

USING

Getting the AnswersGetting the Answers

Faculty Surveys, Student SatisfactionFaculty Surveys, Student Satisfaction

Surveys, Faculty Course Evaluations,Surveys, Faculty Course Evaluations,

Alumni Surveys, Syllabi Reviews, Alumni Surveys, Syllabi Reviews, FacultyFaculty

Meetings, Exit Interviews, Focus Meetings, Exit Interviews, Focus Groups,Groups,

Test Results, etc. Test Results, etc.

USING

Comparing to CUPM Comparing to CUPM QuestionsQuestions 44 Questions for Self-Study44 Questions for Self-Study

Components encompass CUPM Components encompass CUPM questionsquestions

Connection validates both setsConnection validates both sets

COMPARING

Components with Components with Weak Connection to Weak Connection to CUPMCUPM

7. Are logistic essentials in order? 7. Are logistic essentials in order? (such as qualified instructors, adequate (such as qualified instructors, adequate scheduling, and general requirements) scheduling, and general requirements)

10. How do we compare with other 10. How do we compare with other programs? programs?

11. Do students perform well on the 11. Do students perform well on the mathematics sections of mathematics sections of comprehensive exams? comprehensive exams?

COMPARING

Questions?Questions?

THANK YOU!THANK YOU!