Liberal Arts Mathematics at Dutchess Community College ... · Liberal Arts and Sciences - Mathematics (LAM)) This program of study is recommended for transfer students planning to

LAM Program Review 1

Liberal Arts Mathematics at Dutchess Community College

Program Review

September 2016

Prepared by Maryanne Johnson and Diana Staats

Program Overview

Dutchess Community College offers a two year program in Liberal Arts- Mathematics (LAM)

which leads to an associate of arts degree. Students enrolled in this program complete a

mathematics core which includes three semesters of calculus as well as discrete

mathematics, linear algebra and differential equations. Ancillary courses include a Java

programming class, two courses in physics (calculus based) and seven general education

courses.

Enrollment in the LAM program is small. For the Fall 2015 semester there were only 23

students that identified as math majors at the college. However, several students who are

interested in pursuing a math degree at a four year school are custom tailoring their

degree by taking advantage of our upper level math offerings but doing this through our

General Studies Program (GSP) . Other students (primarily those that want to teach

mathematics) are enrolled as EDM majors.

The LAM Program has never had an official program coordinator so individual members of

the MPCS faculty have taken on various program chair responsibilities as needed. Wes

Ostertag and Barbara Dolansky conducted a program review in 2008 but there was little

follow up on the resulting program recommendations.

Program Learning Outcomes

In 2008, the LAM Program Learning Outcomes were listed as:

Students who complete the LAM program will:

1. successfully transfer to a four-year institution of higher learning to earn a baccalaureate degree in mathematics or mathematics education. 2. have a broad and enriched background in the liberal arts. 3. use contemporary technology to explore mathematical ideas and effectively communicate their observations. 4. use mathematics in a non-trivial way in physics.

As part of the 2015-2016 LAM Program Review we have updated the program learning outcomes so that they can be reasonably measured and assessed. We are also working on ways to incorporate and track all DCC Institutional Learning Outcomes (ISLOs) in the LAM curriculum. With this goal in mind, the LAM Program Learning Outcomes have been changed to:


LAM Program Outcomes (updated Spring 2016)

Students who successfully complete the Associate in Arts (A.A.) degree in Liberal Arts and Sciences – Mathematics (LAM) will be able to:

1. (PLO1) Demonstrate knowledge and skills in single and multivariable calculus; 2. (PLO2) Communicate mathematics with understanding and clarity; 3. (PLO3) Use technology to support problem solving and an understanding of

mathematical topics; 4. (PLO4) Read and understand formal mathematical proofs and construct a well

formed mathematical proof.

Program Design

Degree Requirements for LAM Students

An LAM graduate will have completed a 22 credit mathematics core:

MAT214 (3 credits) Discrete Mathematics Using Proofs; MAT215 (3 credits) Linear Algebra; MAT221, MAT222, MAT223 (4 credits each) Calculus I, II and III; MAT224 (4 credits) Differential Equations

and 12 credits of cognate core courses: CPS141 (4 credits) Introduction to Computer

Science and Programming; PHY 151, PHY152 (4 credits each) Engineering Physics I, II.

Additional general education requirements are ENG101, ENG 102, American History,

BHS103 (12 credits).

These required courses cover six of the ten SUNY General Education areas.

Additionally, students must select 11-13 additional credits (three to four courses). One of

these courses will cover a seventh General Education area so a student graduating with an

A.A. LAM Degree will minimally have taken courses from seven of the ten required SUNY

Gen Ed areas. If the remaining electives are chosen judiciously, a student could leave DCC

having nine or ten of the SUNY Gen Ed requirements satisfied.

The current LAM program requires two courses that may not easily transfer: WFE101 and

LAM100. We will be suggesting alternatives for these classes in our Program Modification

Action Plan.

The current catalog (2016) listing for the A.A. LAM degree follows.


Liberal Arts and Sciences - Mathematics (LAM))

This program of study is recommended for transfer students planning to earn a baccalaureate degree with a

major in mathematics. It is recommended that students entering the program have four units of high school

academic math.

The Associate in Arts (A.A.) degree is awarded upon completion of the requirements for this program.

Students who complete the LAM program will:

• successfully transfer to a four-year institution of higher learning to earn a baccalaureate degree in

mathematics or mathematics education;

• have a broad and enriched background in the liberal arts;

• use contemporary technology to explore mathematical ideas and effectively communicate their

observations.

• use mathematics in a non-trivial way in physics.

Courses should be selected in consultation with an advisor.

First Semester

Course No. Descriptive Title Credit

Hours

LAM 100 OR Mathematics Introductory Seminar OR

CPS 100 OR

LAH 100 (a) 1

CPS 141 Introduction to Computer Sciences (c) 4

ENG 101 Composition I 3

MAT 221 Analytic Geometry and Calculus I 4

WFE 101 Lifetime Wellness and Fitness 3

TOTAL 15

Second Semester


Hours

ENG 102 Composition II 3

American History (Appendix D) 3

MAT 222 Analytical Geometry and Calculus II 4

PHY 151 Engineering Physics I (b) 4

General Education Elective (d) 3

TOTAL 17

https://sunydutchess.edu/catalog/current/courses/liberal_arts_math/index.html#lam100

https://sunydutchess.edu/catalog/current/courses/computer_science/index.html#cps100

https://sunydutchess.edu/catalog/current/courses/liberal_arts_humanities/index.html#lah100


https://sunydutchess.edu/catalog/current/courses/english/index.html#eng101

https://sunydutchess.edu/catalog/current/courses/mathematics/index.html#mat221

https://sunydutchess.edu/catalog/current/courses/wellness_and_fitness_education/index.html#wfe101

https://sunydutchess.edu/catalog/current/courses/english/index.html#eng102

https://sunydutchess.edu/catalog/current/programs/catsunygeneraledreq.html


https://sunydutchess.edu/catalog/current/courses/physics/index.html#phy151


Third Semester


Hours

BHS 103 Social Problems in Today's World 3

MAT 223 Analytical Geometry and Calculus III 4

General Education Elective (d) 3

MAT 214 Discrete Mathematics Using Proofs 3

PHY 152 Engineering Physics II (b) 4

TOTAL 17

Fourth Semester


Hours

MAT 215 Introduction to Linear Algebra 3

MAT 224 Differential Equations 4

Electives (e) (4-6 credits)

Free Elective (f) (3-4 credits) 8-10

TOTAL 15-17

TOTAL CREDIT HOURS 64

a. LAM students enrolled in MAT 185, 215, 221, 223 or 224 take LAM 100. All others take LAH 100.

b. PHY 121/122 is an acceptable alternative to PHY 151/152 at some transfer colleges. Check with your

advisor concerning a waiver.

c. Two of the following courses CIS 112, 114, 214, may be substituted for CPS 141.

d. General Education Elective: Courses applicable to this program are listed in the General Education

Appendices D, E, F, G, H and I. Students may select a course from Appendix D only if HIS 104 has not

previously been taken. Students may select a course from Appendix F only if HIS 108 has not previously been

taken. See the list of the General Education Appendices.

e. Courses applicable to this program are: (a) specific courses listed above; (b) courses applicable in all

programs; CPS 142, CPS 231 with department approval. A minimum of 8 elective credits including the free

elective is required.

f. Read a full discussion of the free elective requirement. The subject area for Mathematics includes all

courses labeled MAT.

https://sunydutchess.edu/catalog/current/courses/behavioral_sciences/index.html#bhs103













https://sunydutchess.edu/catalog/current/courses/computer_information_systems/index.html#cis112




https://sunydutchess.edu/catalog/current/programs/catsunygeneraledreq.html

https://sunydutchess.edu/catalog/current/programs/catcoursesinallprograms.html

https://sunydutchess.edu/catalog/current/programs/catcoursesinallprograms.html



https://sunydutchess.edu/catalog/current/programs/catfreeelective.html


*Mathematics faculty are meeting to recommend a solution to

address the gap in ISLO - Oral Communication.

*


Listing of Current LAM Core Course Learning Outcomes

MAT214: Discrete Mathematics With Proofs

Students who successfully complete the course will be able to:

Recognize basic errors of reasoning, especially the problem of interchanging hypothesis and conclusion.

Work with mathematical predicates and quantified statements. Use the properties of formal logic to test the validity of an argument and be able to

recognize invalid arguments (converse error and inverse error).

Choose an appropriate proof method and develop a coherent, logical argument using strategies required for: a direct proof; contrapositive proof; proof by contradiction and proof by mathematical induction.

demonstrate competence in using standard mathematical notation, terminology and established properties from the area set theory to perform the operations associated with sets and to complete proofs on the equality of (or subset of) two sets .

demonstrate competence in using standard mathematical notation, terminology and established properties from the area of functions to perform the operations associated with functions and to complete proofs on important function properties (inverse, one to one, and onto) ..

Correctly apply combinatorial counting techniques and be able to articulate the problem solving process using the addition rule, the multiplication rule, permutations, combinations, and r combinations.

Prepare written and oral proof presentations.

The learning outcomes for this course map directly to PLO2 and PLO4.

MAT215: Linear Algebra

This course introduces the student to advanced techniques for understanding and solving

systems of equations. Students will learn to approach problems in multiple ways, assess

the correctness of solutions, pose questions and test conjectures. Student progress from a

procedural/computational understanding of mathematics to a broader understanding of

mathematics using logical reasoning, investigations facilitated by technology and

generalization of concepts, in order to prepare students for upper division work in

mathematics. Formal proofs will be done in class while simple proofs will be completed on

written assignments.

Students leaving this course must be comfortable with describing and working with

matrices, vector spaces, and eigenvalue problems. In addition students must be able to

use a graphing calculator and a computer algebra system to investigate and illustrate ideas

as well as to check their own work. An emphasis is placed on the students’ ability to

communicate their ideas using the correct mathematical language when working on

problems including applications in related areas.

Upon the completion of this course students will be able to


Apply Gauss-Jordan elimination to solve systems of linear equations.

Apply the theorems of linear algebra to classify systems of equations according to whether they are inconsistent or have solutions, and if so, how many solutions.

Compute accurately in the algebra of matrix operations, including multiplication, transposition and analysis of determinants.

Compute and use matrix inverses to solve systems of linear equations.

Master the elementary properties of vector spaces.

Form an orthogonal basis for a vector space and perform a change of basis.

Find the eigenvalues and eigenvectors of matrices which possess them.

The learning outcomes for this course map directly to PLO2, PLO3 and PLO4.

MAT221: Calculus 1


Compute limits of the elementary functions, including limits involving infinity. Distinguish

between ordinary limits and limits of indeterminate forms. Choose an appropriate method

of either exact evaluation or numerical approximation.

Compute derivatives of elementary functions by applying, as appropriate, the formal definition of the derivative, numerical approximation or differentiation rules. Apply differentiation and limits to solving basic problems involving function estimation, function behavior, and optimization.

Evaluate simple definite integrals using, as appropriate, Riemann sums or the Fundamental Theorem of Calculus, and interpret the results.

Use the language of calculus to explain and interpret the mathematics used in the problem solving process. [ISLO 4]

Use a computer algebra system to investigate, illustrate and apply the concepts of calculus. The learning outcomes for this course map directly to PLO1, PLO2, and PLO3.

MAT222: Calculus II


Apply various techniques of integration including integration by substitution, integration by parts, and partial fraction decomposition.

Recognize and evaluate improper integrals.

Use approximating techniques to evaluate a definite integral.

Set up, and evaluate definite integrals for areas, lengths and volumes. Also use definite integrals to model (and solve) applied problems in physics.

Apply convergence tests to determine convergence or divergence of an infinite series.

Model a function with an approximating Taylor polynomial

Develop differential equation models for exponential growth and decay.

Use the language of calculus to explain and interpret the mathematics used in the problem

solving process.

Use a graphing calculator and computer algebra system to investigate, illustrate and apply

the concepts of calculus

The learning outcomes for this course map directly to PLO1, PLO2, and PLO3.


MAT223: Calculus III

Students will continue to develop and refine their ability to effectively communicate key problem solving processes as well as clearly articulate key mathematical concepts both verbally and in writing.

Students will continue to develop their ability to recognize essential information in a problem statement, and translate this information into a form which is able to be analyzed using the concepts and ideas developed in the course.

Students will demonstrate the ability to perform essential computations by hand, as well as use appropriate technology to automate routine calculations in order to investigate more involved problems.

Students will demonstrate the ability to meaningfully incorporate technology into their work by work on projects given throughout the semester.

The learning outcomes for this course map directly to PLO1, PLO2, and PLO3.

MAT224: Differential Equations


Choose and apply an appropriate technique for solving a first or second order differential equation, or system of equations.

Use appropriate software to illustrate the behavior of a solution, or family of solutions.

Articulate predictions about the qualitative behavior of a solution, or family of solutions.

Recognize when software is giving misleading results. The learning outcomes for this course map directly to PLO1, PLO2, and PLO3.


Math Course Assessments that Have Been Completed since 2008 Report

The following required LAM math courses have been assessed since the 2008 LAM Program

Review: MAT 214, MAT 221, MAT 222 and MAT 224. The assessment recommendations as well as

actions taken as a result of the assessments are summarized below. The Course Assessment

Summary Report (CASR) forms for these course assessments are in the appendix of this report.

MAT 214- Discrete Mathematics Using Proofs (2012):

PLO4 states that students will be able to:

Read and understand formal mathematical proofs and construct a well formed

mathematical proof

PLO4 maps to MAT214 SLO4 (2012): Students will be able to construct and follow simple proofs

using: direct proof, proof by counter example and proof by mathematical induction.

For the direct proof, students were asked to prove: ∀ 𝒏 ∈ ℤ, 𝒏𝟐 𝒎𝒐𝒅 𝟒 = 𝟎 ∨ 𝒏𝟐 𝒎𝒐𝒅 𝟒 = 𝟏.

For the mathematical induction proof, students were asked to prove:

𝟏𝟑 + 𝟐𝟑 + 𝟑𝟑 + ⋯ + 𝒏𝟑= (𝒏(𝒏+𝟏)

𝟐)𝟐 , for all n≥ 𝟏.

Results

Complete CASR form is included in the appendix.

Direct Proof: 13 students assessed. 61% successful.

Math Induction Proof: 10 students assessed. 100% successful.

Recommendations

Continue to work through proof examples throughout the course. Introduce more

activities to illustrate the different proof techniques.

Continue to present examples and assign homework exercises using set element

proofs and function proofs.

Actions: In 2012, MAT214 was titled: Discrete Mathematics. In Fall 2015 the name of this course was changed to Discrete Mathematics Using Proofs. Because of consistently low enrollment, our Proofs course (MAT217) was discontinued so MAT214 is now the capstone proofs course for our program. We have increased the emphasis on different proof techniques and writing proofs. We also changed the prerequisite level (from concurrent enrollment in MAT221) to MAT221. Because of this change, we are seeing a more mathematically mature group of students in MAT214.

This PLO will be re-assessed in the Fall 2016 semester.


MAT221- Calculus 1:

This course has been assessed twice since the 2008 LAM Program Review.

Recommendations (2015 ISLO 4 Results from MAT221)

The results from this assessment are included in the ISLO4 Summary Report which is

available through the Office of Academic Affairs and on the Institutional Effectiveness

tab on MyDCC.

Six sections of MAT221 were assessed. A common question was developed for the final

exam. The question involves finding critical numbers, intervals of increasing and

decreasing, inflection points, and intervals of concavity. This information was then used

to sketch a graph of the original function. Students were also required to interpret the

results of the problem. (See page 36 of the ISLO Summary Report for ISLO4).

The skills measured apply directly to PLO1, PLO2 and PLO3.

Summary of results for MAT221: 85.7% of MAT221 students achieved a 3 or higher

(using a 4-pt scaled rubric, 4 = most proficient) on the calculation component of the

assessment, and 77.3% of MAT221 students achieved a 3 or higher (using a 4-pt scaled

rubric) on the interpretation component of the assessment. The assessment results

from 221 were extremely good and show that the correct emphasis is being placed on

this material which is central to the course. As expected the interpretation portion of

the assessment results were slightly lower than the computation results. From the

interpretation questions that asked students to write, it is clear that some students are

still resisting the idea of writing explanations in a mathematics class.

Recommendations (Spring 2014 Course Assessment from MAT221)

The results from this assessment are included in the CSAR Report – MAT 221 (SP 2014)


Communicate mathematics with understanding and clarity.

PLO2 maps to MAT 221 SLO4: Students will be able to use the language of calculus to

explain and interpret the mathematics used in the problem solving process.

A common final project was used to assess four sections of MAT 221. A common rubric

was used to evaluate the language component of the project.

Results



An acceptable level for this course is a score of 2 or 3 (out of potential 4pts) in each

area, achieved by 50% or more of the students. Results show the strongest areas for

students were where they have had the most experience in dealing with concepts in

their preparatory curriculum if they took a previous course at DCC (intercepts, domain

and discontinuities of a function). Students had the most difficulty with discussing

increasing and decreasing behavior, clearly identifying extrema as local max or min,

and discussing whether a point of inflection actually existed.

Recommendations

Include a simple function as part 1 of the project (quartic with local max, min and global max/ min. and simpler points of inflection). Part 2 will be a function similar to the one for this project, which contains a point discontinuity, a vertical asymptote, a cusp, and a hidden inflection point.

Clarify the values on the rubric applied. Some of the lower scores for limit ideas and limit behavior may have been a result of our own interpretation as we applied the rubric.

Actions

Write an Improvement of Instruction Grant that allows us to develop a series of progressively more complex functions to ensure that all students are adequately exposed to all key ideas.

Collaborate on a rewrite of the rubric to the language of the project to gain consistency.

Closing the Loop

In the summer of 2014, Maryanne Johnson and Johanna Halsey developed materials to

address the shortcomings found in the spring 2014 MAT 221 assessment. A file of

potential functions and teaching instructions was formulated and distributed to

appropriate faculty. The rubric used for the language portion of the project was

rewritten to include instructions for faculty and consistency in the interpretation of

mathematical terminology.


Use technology to support problem solving and an understanding of mathematics

topics.

PLO3 maps to MAT 221 SLO5: Use a computer algebra system to investigate, illustrate and apply the concepts of calculus.

A common final project was used to assess four sections of MAT 221. A common rubric

was used to evaluate the language component of the project.


Results


Using the results for the use of Mathematica from the project: 15 areas assessed, 8

areas were rated as strong, 4 areas were rated as acceptable, and 3 areas were rated as

needing attention.

Recommendations

Areas that will receive further instructional emphasis are:

1. Creating a summary table for function behavior. Teacher notes will indicate that for appropriate work in chapter 4, all complete function analysis work should be summarized in table form, both for hand done problems and any Mathematica problems. 2. Emphasizing appropriate mathematical format, particularly in text regions. 3. Labeling final graphs with appropriate text and arrows.

Actions

Areas that need both further instructional emphasis and more clarity in the

Mathematica manual and in supporting class work include:

1. Creating key points on graphs, both with dots and open circles for discontinuities. 2. Spell check. 3. The Mathematica manual needs supplemental examples for students to work with that focus on the skills that we identified as being the weakest.

Closing the Loop

Johanna Halsey has updated and enhanced the Mathematica Manuals for MAT 221 in both the summer of 2015 and 2016. Sections we added for instructions on creating key points on Mathematica graphs, and supplemental examples for students were incorporated into the “action areas” of the manual.


MAT222- Calculus 2 (Assessed in 2009, 2012)

See Appendix for the Assessment CASR forms.

(2009)

Course Learning Outcome 1 for MAT222 reads as follows:

Apply various techniques of integration including integration by substitution, integration by

parts, and partial fraction decomposition. This maps to our current PLO1.

Course Learning Outcome 2 for MAT222: Use the language of calculus to explain and interpret

the mathematics used in the problem solving process. This maps to our current PLO2.

Course Learning Outcome 5 for MAT222: Use a graphing calculator and computer algebra

system to investigate, illustrate and apply the concepts of calculus. This maps to our current

PLO3.

(2012)

Course Learning Outcome 1 assessed:

Apply various techniques of integration including integration by substitution, integration by

parts, and partial fraction decomposition.

Associated integration questions (from the final exam) included problems requiring integration

by parts, substitution and partial fraction decomposition.

Results from 2012

32 Students participated in the assessment.

Over 90% of the students were successful with substitution and partial fraction decomposition

techniques. 81% of the students were successful with applying integration by parts.

Course Learning Outcome 4 was also assessed.

Set up, and evaluate definite integrals for areas, lengths and volumes. Also use definite

integrals to model (and solve) applied problems in physics. This maps to our current PLO1.

This Outcome was assessed using two problems on the final exam.

(question 5)

A tank of water has the shape of a paraboloid of revolution as shown in the figure below.

(The shape can be obtained by rotating the region bounded by the parabola 𝑦 =1

4𝑥2 , the

line y=4, and the line x=0, around the y-axis).

The height of this tank is 4 feet, and the radius at the top of the tank is 4 feet:


5a) Set up, and evaluate an integral which will give us the volume of water in the tank, when

the tank is full.

5b) If the tank is initially filled to a depth of 3 feet, find the work required to pump the water

out of the tank from a pipe at the top of the tank. (The density of water is 62.4 lb/𝑓𝑡3.)

(question 6) a) Sketch the solid obtained by rotating the region in the first quadrant bounded by 𝑦 =

𝑥3, 𝑥 = 2, 𝑦 = 0 around the line 𝒚 = −𝟏.

b) Set up an integral that could be used to find the volume of the resulting solid and evaluate

your integral.

Results: 31 students participated.

84% of the students were able to set up a definite integral for the volume of water in the tank.

51% were successful setting up and evaluating the work application.

61% were successful in setting up and evaluating a definite integral for the solid described in

problem 6.

Recommendations (MAT222)

(2009) Create a collection of projects and sample student work for future calculus instructors.

(2009) Clarify technology expectations.

(2009) Clarify (for students) the meaning of “presentation quality “work.

(2012) Spend more instruction time on applications/mathematical modeling.

Actions 2008-2016

The MPCS Department has created “Group” folders (currently on MyDCC) for MAT 221

and MAT222 which have sample exams and suggested projects for these classes. All

instructors have access to these folders.

In 2012 the MPCS Department agreed to incorporate the use of Mathematica into the

calculus sequence. Mathematics professor Johanna Halsey has written three excellent

Mathematica manuals which are specifically geared to the students in our calculus

sequence. DCC purchased a site license for Mathematica so all DCC students have free

access to this software package.


Many calculus teachers regularly showcase exemplary work (done by students) when

homework/projects are returned to the class. Many calculus instructors also include a

rubric for the students (which clarifies expectations).

In 2015 five calculus/differential equations instructors (P. Darcy, S. DeGuzman, J. Halsey,

M. Johnson and D. Staats) were involved in a Writing in the STEM Disciplines Initiative. This

group worked with other STEM colleagues to examine ways to standardize expectations for

writing in the sciences.

Mathematical modeling continues to be emphasized.


MAT224- Differential Equations (2012)

Recommendations: Place more emphasis on contextual interpretation of mathematical results

of differential equations.

Action: Interpretation of mathematical results is required and emphasized throughout the

mathematics core.

The Course Assessment Summary Reports are included in the Appendix.


Required Courses from Outside the Program

The following cognate courses are required for an LAM A. A. Degree;

CPS141: (Introduction to Computer Science and Programming). This course teaches programming

with Java. The knowledge and skills acquired in this course enhance students’ ability to

use technology to support problem solving. PLO3

PHY151, PHY152: (Engineering Physics): Some transfer schools require engineering physics while

others accept a variety of two semester science classes. ISLO3, PLO5

General Education Courses

The SUNY General Education requirement is satisfied by 12 credits of required courses and 11-13

credits of elective courses. The required courses are included in the table below. The elective

courses should be chosen to meet additional General Education categories.

General Education Requirements

DCC LAM Requirements

Basic Communication (required) ENG101, ENG102

Mathematics (required) MAT214, MAT215,MAT221, MAT222, MAT223, MAT224

American History HIS104 (or other HIS/GOV) course

Other World Civilizations

Foreign Language

Social Sciences BHS103

Humanities ENG102

The Arts

Natural Sciences PHY151, PHY152

Western Civilization

The DCC LAM Program courses currently meet the required courses as set by the SUNY Seamless

Transfer initiative.

Program Modifications (since 2008)

Recommendations from 2008 LAM Program Review

Action Item Discussion of Action Item Timeline

We recommend that all students enrolled in LAM be assigned to a tenured member of the MPCS department who regularly teaches calculus.

Not done.

We recommend that articulation agreements be pursued with the colleges where recent LAM graduates have been accepted, especially SUNY Binghamton, SUNY Oneonta, Pace University, and Marist College.

D. Staats has been regularly involved in the SUNY New Paltz Community College Science Advisory Board.

D. Staats was involved in the SUNY Seamless Transfer discussions for math transfer students.

ongoing

We recommend that program requirements remain unchanged.

MAT217 (Seminar on Proofs) was dropped from the program because of consistently low enrollments.


In order to remain current and viable, the LAM Program has been updated and modified.

Specific changes (since the LAM 2008 Program Review) are:

1. MAT217 (Seminar on Proofs) has been deleted from the program. This was a worthwhile

course but our low enrollment numbers made it difficult to offer this course on a regular

basis.

2. MAT214 (Discrete Mathematics Using Proofs) is now required in the LAM program. This

course covers basic proof techniques although the depth of coverage is not as extensive as

what had been done in MAT217. The pre-requisite for this course was changed to MAT221

so that students have the mathematical maturity to understand and work with the course

material.

3. LAM100 has been (unofficially) merged with CPS100. Low enrollment figures in LAM made

it difficult to minimally fill a section of this course. The credit for the seminar is often not a

transferrable. The seminar requirement will be re-examined as we expect to modify the

program.

4. Mathematica was adopted as a technology resource. DCC has purchased a site license for

Mathematica which allows students to download Mathematica on their personal

computer. Several projects in each of our calculus courses require this software tool.

5. Most calculus classes are now using WebAssign for regular practice homework

assignments.

6. An on-line shared folder was created for access by all MAT221 instructors, including

adjunct faculty, which includes suggested projects, examples of “best student work”, and a

suggested timeline for the learning of Mathematica.

Curriculum Review for Currency, Consistency and Student Needs

The math faculty keep apprised of curricula developments at other colleges. A group of

mathematics faculty regularly attend the NYSMATYC Annual Conference. Professor Diana Staats

has been involved in the SUNY Seamless Transfer discussions and she also regularly attends the

SUNY New Paltz Community College Faculty Consortium.

All of the mathematics day core classes are taught by full time math department faculty. Most of

our evening core are also taught by full time faculty although adjunct faculty are often hired to

teach evening sections of MAT221, MAT222 and MAT224. MAT adjuncts are given access to the

online shared folder which contains teaching guidelines, sample exams and assignments for many

of our courses. The part time faculty have also been given some training with Mathematica and are

aware that technological skills are an important complement to the calculus sequence. As a result

of the MAT221 Course Assessment, sample projects and expectation guidelines have been made

available to our adjuncts. The MCS Department has established specific “course coordinators”, so

that a part time faculty member should know who to contact with course related questions. The

department also hosts an annual retreat which allows the adjunct instructors and the full time

faculty an opportunity to meet to discuss curricula issues and expectations.

Course Scheduling

Because of our low program enrollment, it is not feasible to offer the higher level math courses

every semester. This may present a hardship for the part-time students in LAM- especially if a


student requires evening classes. This will be something that we will try to address in our future

program modifications.

CPS141 is also currently offered once per year (Fall) as a day class. Since we run multiple day

sections of this course we could consider also adding this as an evening class.

Our physics required courses are offered in both day and evening (alternate semesters).

The table below summaries the normal course scheduling for the LAM core courses.

course Semester

MAT 221, Calculus 1 Fall , Spring day and evening sections

MAT222 Calculus 2 Fall , Spring day and evening sections

MAT223 Calculus 3 Fall, Spring day and evening sections

MAT214 Discrete Mathematics with Proofs

Fall, Spring One day section

MAT215 Linear Algebra Spring One day section

MAT224 Differential Equations Fall, Spring Evening in Fall, day in Spring

PHY 151, PHY152 Fall, Spring One section per semester(alternating day and evening)

CPS141 Fall Day sections

Course Pre-requisites

The prerequisite pattern for our math courses follow the standard guidelines. The math core

MAT221, MAT222, MAT223 and MAT224 must be taken in sequence. Students should complete

MAT222 before attempting MAT 215 (Linear Algebra). However, since MAT215 is offered only once

(Spring) per year, most students will have completed MAT223 when they take this course. There is

some flexibility for MAT214. This course is offered every semester but does have MAT221 as a pre-

requisite.

Internship opportunities: There are currently no internship opportunities for our LAM students.

Seamless Transfer

The DCC LAM Program courses meet the required courses as set by the SUNY Seamless Transfer

initiative.

The SUNY Seamless Transfer requirements match up with the DCC LAM requirements.

SUNY Seamless Transfer Path for Mathematics DCC Required course (LAM)

Lower Division Major Requirements

Calculus 1 MAT221

Calculus 2 MAT222

Calculus 3 MAT223

Linear Algebra MAT215

Differential Equations MAT224

(minimally 4 of the above courses required)

MAT214 (Discrete Math ) not required but should transfer


General Education Requirements (30 credits in seven of the ten areas)

DCC Requirements

Basic Communication (required ENG101, ENG102

Mathematics (required) All courses listed above for LAM major requirements

American History HIS104 (or other HIS/GOV) course

Other World Civilizations

Foreign Language

Social Sciences BHS103

Humanities ENG102

The Arts

Natural Sciences PHY151, PHY152

Western Civilization

The DCC core math requirements are, for the most, part in line with the requirements at

other 2 year and 4 year colleges.

DCC should consider modifying our current science requirement (PHS151, PHS152) and

possibly consider other alternatives more consistent with comparable programs. Several

of the colleges in our limited survey offer more flexibility in science course options.

Below are tables for comparison.


Comparison of DCC Liberal Arts/ Mathematics vs Programs at select SUNY Community Colleges

R: course is required, O: course is optional

school Degree Calc1 Calc2 Calc3 Linear Algebra

Discrete Math

Differential Equations

Statistics (calculus based)

Foundations Proofs course

Dutchess AS Mathematics R R R R R R

Hudson Valley

AS : Mathematics & Science

R R O O O

Nassau AS Mathematics R R R R R R R R

Orange AS Mathematics and Science

O O O O O O

Rockland AS Mathematics R R R O O

Suffolk AA Mathematics R R R R O R R

Ulster AA Liberals Arts Mathematics and Science

R R O O O O O

Westchester AS Liberal Arts Math Science

R R R R O R O


Comparison of DCC Liberal Arts/ Mathematics vs Programs at select SUNY Community Colleges


School Science Science Computer Science

Other

Dutchess Engineering Physics 1 Engineering Physics 2 R

Hudson Valley

12 science credits required from BIO, Physics, Chemistry (8 credits in science sequence)

R

Nassau R Physics 1 Calculus based

R Physics 2 Calculus based

R O: Algebraic Structures /Groups

Orange 2 science courses from list O

Rockland 2 science courses O

Suffolk 2 Science courses from Physics or Chemistry R

Ulster Bio, Chemistry, Geo or Physics Physics not calculus based

Bio, Chemistry, Geo or Physics Physics not calculus based

O Electives selected with the help of a faculty advisor.

Westchester R Physics 1 Calculus based

R Physics 2 Calculus based

R


Programs at Select Transfer Schools

Four Year College Requirements (for the 1st Two Years)


Other Cognate Required Courses

school Degree CALC I, II, III and Linear Algebra

Discrete Math/ Proofs course

Differential Equations

Statistics (calc based)

Foundations Proofs course

Dutchess AS Mathematics

R R R

SUNY Albany

BA,BS, BS Statistics, Actuarial Science , Applied Mathematics

R R MAT299 Intro to Proofs

O R R MAT299

SUNY Binghamton

BA/BS Also program in Statistics, Actuarial Science

R MAT330 (Number Systems) required covers many of the same topics as DCC’s MAT214

O O MAT330 (see note by Discrete Math)

SUNY New Paltz

BA/BS R MAT260, Intro to Proof O (applied math also an option)

R O

Marist College

BA R MAT310 (Intro to Math Reasoning)

O R O MAT452 Foundations of Mathematics


Programs at Select Transfer Schools

Four Year College Requirements (for the 1st Two Years)


Math Courses

school Science Science Computer Science

Other

Dutchess Engineering Physics 1 Engineering Physics 2 R

Albany minor in physics, atmospheric science, biology, business, chemistry, computer science, electronics, economics or informatics required

R 6 credits (two classes)

minor in physics, atmospheric science, biology, business, chemistry, computer science, electronics, economics or informatics required

Binghamton No specific requirement Other than SUNY Gen Ed

O

New Paltz 4 Science courses (2 sequences)

One sequence in Physics or Computer Science

Second sequence in Biology, Chemistry, Geology, Economics, Physics or Computer Science

O

Marist One science course required R


Student Advisement

One of the recommendations from the 2008 LAM Program Review was

We recommend that all students enrolled in LAM be assigned to a tenured member of the MPCS department who

regularly teaches calculus.

Unfortunately, with self-advising and our walk in Advisement Center, students very often register for classes without

speaking directly to their faculty advisor. All math faculty do informal advising but LAM students would certainly benefit

from getting individual advice from a math faculty member who regularly teaches in the calculus sequence. During the

Fall 2015 semester, there were 23 students identified as LAM majors enrolled at DCC. Of these 23 students, 6 have an

advisor from the math faculty but only one of these 23 had an advisor that teaches in our calculus sequence.

Last Spring, the Math Faculty organized an advisement lunch for LAM students. Only three students (not all from LAM)

attended.

Based on the small sample of responders to our LAM (current) Student Survey (Fall 2015):

Only 3 of 9 responders said that they had a member of the DCC Math Faculty as an advisor. Four of the responders

did not know who their advisor was.

For the query “I have gotten useful course and transfer information from my DCC Advisor”: Only 5 of the 9

respondents selected agree or strongly agree as a response.

This is a serious concern. LAM students need to be paired up with a math faculty advisor. We will continue outreach

efforts through informal advising. If LAM100 is removed from the LAM program, we will need to develop and regularly

offer workshops on advisement, college resources, math- related careers and transfer opportunities.

Transfer

According to data collected from the DCC Office of Institutional Research: There were 19 graduating LAM Students from

2011 to 2015.

year 2011 2012 2013 2014 2015

Number of LAM graduates

7 4 2 3 3


Data from the DCC Matriculated Students from Fall 2010 to Summer 2013 (with transfer follow up) reports transfer

information on 26 students. No transfer information was available for 42 students. From this group: 84% of LAM

students did not graduate and 10.3% graduated with an A.A. degree. The remaining 6% graduated with an AAS, AS or

Certificate so we assume they did not finish the LAM requirements. The most popular transfer schools were:

School Number of Transfers Reported

SUNY New Paltz 6

SUNY Binghamton 4

SUNY Albany 3

Nearby colleges Marist, Mount St. Mary and RPI each had one DCC transfer student during this time period.

The full report can be accessed through DCC Institutional Research. These results are distressing. Many of the enrolled

LAM students graduate without a degree or switch programs before graduating.

Student Profile Information

LAM Enrollment Counts 2010-2015

Fall 2010 Fall 2011

Fall 2012

Fall 2013

Fall 2014

Fall 2015

Full time 29 16 23 18 20 15

Part time 3 7 8 6 4 8

Total 32 23 31 24 24 23 Source: MR_PR_LAM_Enrollment-10year

Factbook ,p.E.6

Enrollment figures over the past three years seem to have stabilized. With total enrollment counts of 23 or 24, we will

be looking into possibly merging LAM with another academic program on the campus or identifying ways to increase

enrollment.

With these low enrollment figures it is often difficult to regularly offer the required courses for this program. The LAM

Seminar class is now unofficially merged with the CPS100 seminar.

Although MAT214, MAT221, MAT222, MAT223 and MAT224 are offered every semester, CPS141, and MAT215 are only

offered once a year as daytime classes. This makes it difficult (if not impossible) for our evening students to complete

the LAM degree requirements.


Graduation Figures for LAM

2010 2011 2012 2013 2014 2015

Total Fall Enrollment

32 23 31 24 24 23

Degrees Awarded

3 7 4 2 3 2

Source: DJ_ProgramReview_Degree-10year

Graduation Patterns

The DCC Office of Institutional Research provided an overview of student profile information and graduation

patterns.

The Report MP_PR_Enrollment_Retention LAM

Started in year Undergraduates First semester and Transfer

After 1 year 3rd semester

After 2 years 5th term

After 3 years 7th term

2009 22 11 (55%) 9 (45%) 3 (15%)

2010 12 4 (33%) 3 (25%) 0

2011 6 4 (67%) 2 (33%) 1 (17%)

2012 10 6 (60%) 2 (20%) 0

2013 8 6 (75%) 0 (0%) 0

The data from this report does not clarify whether or not the students that left the program switched majors,

dropped out of DCC without transferring, transferred, or graduated, so it is hard to glean anything useful from

these results.

Recruitment Strategies: Since the LAM Program has been without a program coordinator there have been no

formal efforts to recruit students for this program.

Efforts to Increase Students Success

DCC has a very active Math Center. This center is staffed by both professional and peer tutors and has

provided motivated students with help for all math courses in the LAM program. The Math Center also

employs tutors for physics and computer programming.

The calculus instructors have (almost universally) incorporated WebAssign as a resource for Calculus I, II and

III. This online supplement includes graded homework, tutorials, videos and Mathematica applets for the

topics presented in the course. Although we have only anecdotal evidence, it appears as though WebAssign

has improved students’ engagement with these courses.


Mathematica has been successfully integrated throughout the calculus sequence. Professor Johanna Halsey

has developed three Mathematica Manuals that provide hands on tutorial instructions on using various course

specific features of this program.

Placement of Students in LAM

A student enrolled as a math major should be starting off in Calculus 1. Some of the students that identify as

math majors start at courses below Mat221. There has been no tracking done on this group to see if there is a

noticeable correlation between placement in first math course and successful completion of the LAM A.A.

degree.

Students are primarily placed in MAT221 based on completed (high school) math coursework. Some MAT221

students come from a college pre-calculus course. Placement results with this system have been successful.

LAM Student Orientation/Job Placement Information

The Introductory Seminar (LAM 100) has not officially run for the past several years as a stand-alone course.

For the past five years, the few students that do enroll in this seminar are merged with the CPS100 seminar

group. Other LAM students choose to enroll in LAH100.

The LAM Program is designed as a transfer program so there has not been any attempt to place program

graduates who choose not to transfer in jobs with local employers.

Program Articulations with Transfer Institutions

Articulation and Transfer Agreements are in place for Liberal Art Mathematics transfer between Dutchess

Community College and the following four year institutions that conduct Bachelor of Arts in Mathematics

degree programs:

Hilbert College SUNY Albany

Ithaca College SUNY Binghamton

Manhattan College SUNY Brockport

Marist College SUNY Buffalo

Marymount College SUNY Buffalo State

Mount Saint Mary College SUNY Cortland

New York University SUNY Fredonia

Northeastern University SUNY Geneseo

Pace University SUNY New Paltz

Rensselaer Polytechnic Institute SUNY Oneonta

Rochester Institute of Technology SUNY Plattsburgh

Russell Sage College SUNY Purchase

Syracuse University SUNY Utica-Rome

Trinity College of Vermont

Widener University


The Articulation and Transfer Agreements are formally maintained by the Office of Academic Affairs and

reviewed by the Office of Counseling and Career Services incorporating the recommendations of the program

review. Information from our graduate surveys from the Office of Institutional Research have indicated that

recent DCC graduates have transferred to:

California State University – Long Beach

Rensselaer Polytechnic Institute

SUNY – New Paltz

SUNY – Binghamton

SUNY – Albany

Marist College

Diana Staats has maintained an on-going dialogue with SUNY New Paltz faculty regarding the preparedness

and readiness of DCC graduates in the university system. Most reports have indicated that DCC LAM students

are ready and able to meet the challenges of the B.A. Mathematics program offered at SUNY New Paltz. Other

instructors have also heard anecdotally from other local colleges, especially Mount Saint Mary College and

Marist College that DCC students preform very well at the next academic level.

Faculty and Support Staff

The LAM Program mathematics classes are predominately taught by full time faculty members, with the

exception of one night section of MAT 221 (Calculus 1), and MAT 224 (Differential Equations). All faculty

members have a minimum of a Master’s Degree in their field and are very experienced teaching at the college

level. Faculty members communicate regularly regarding academic expectations, share ideas and curriculum

content, and maintain course folders on the college’s website that can be accessed by both full time and part

time instructors. These folders also contain sample project ideas and examples of expert student work. Full

time faculty typically carry a course load of fifteen (15) credit hours per semester, or thirty credit hours per

academic year.

The DCC Mathematics Faculty has adopted the use of the CAS system Mathematica for use in the Calculus

sequence. Johnna Halsey, a senior faculty member, has written student instructional manuals for student use

in MAT 221, MAT 222, and MAT 223. Students use Mathematica to present projects that enhance the

curriculum and increase student’s ability to write effectively using technical terms and the language of

mathematics. Many of the Mathematics Faculty have also participated in an initiative to improve technical

writing across the STEM curriculum, and have formulated a STEM writing checklist, and a technical writing

explanation, to allow students to maintain consistency from class to class.

All full time faculty members teaching program classes use a Web-based assessment system for homework

which allows students access to an online textbook, tutorials, and video content to aide them in out of class

problem solving. Some instructors also utilize smart phone and computer applications that students use in

class giving instructors an easy way to incorporate formative assessments in the classroom. All students are

required to use a graphing calculator throughout the calculus sequence.


Many of the mathematics faculty regularly attend or present at NYSMATYC (New York State Mathematics

Association of Two-Year Colleges) and AMATYC (National Association) to maintain current in both content,

curriculum, and best practices in the field of Mathematics education. Faculty also remain educated in new

and varying educational technologies through a variety of professional development opportunities. Some

faculty members continue graduate level coursework, both online and at universities both local and across the

country.

The DCC Math Center is staffed by an experienced mathematics instructor and a professional who holds a

degree in mathematics. The Math Center is an on-site tutoring center where students can come for individual

help, use computers, and gather with peers to study and learn. Assistance is offered for all mathematics and

physical science classes by student tutors as well as professional tutors.

Recommendations

The Mathematics and Computer Science Department has incorporated a number of beneficial plans and

techniques into many courses for the LAM Program to help students be successful in an ever changing

academic climate. Many of the upper level mathematics courses have utilized online and web-based home

assessment tools that allow students to access both written and video problem solving aides. Instructors in

the program were involved in a STEM writing initiative that developed and encouraged a standard, for writing

in all of the STEM fields and produced improved student composed work across the program. The CAS system

Mathematica is used extensively across the Calculus sequence to help students demonstrate their knowledge

and understanding of the complex concepts in calculus, and to create documents that use mathematics to

illustrate analytical, numerical, graphical, and verbal understanding of the topics learned. The following are

recommendations to further enhance the LAM Program:

1. We recommend that all students enrolled in LAM be assigned an academic advisor who is a tenured math

faculty member who regularly teaches calculus.

2. Provide more opportunities for part time faculty and full time faculty to interact.

3. Although the LAM program meets the required needs for the mathematics path for SUNY Seamless Transfer

we are not currently meeting all of the institutional learning outcomes required by DCC. We recommend no

longer requiring WFI 101, which does not transfer well, and replace these credits with SPE 101 which will

satisfy oral communication skills needed in the LAM program.

4. Investigate alternatives for LAM. Since enrollment is stable but low, consider merging LAM with another

program. Reasonable programs to consider: EDM, LAX

5. After looking at other SUNY 2 year and 4 year math programs, we recommend modifyng the LAM Program

to allow for alternatives to the engineering physics requirement.

6. Investigate MATLAB, since this program seems to be used at many 4 year colleges.

7. Offer CPS141 in the evening at least once a year.

8. Update the LAM page in the DCC catalog to make it easier to follow.

9. Increase contact with the DCC Transfer Office and schedule minimally annual meetings to review

articulation efforts.

10. Investigate additional paths within LAM such as applied mathematics and data science.


Index of Appendix Materials

Page 32 – 33 CASR MAT 221

Page 34 – 35 CASR MAT 214

Page 36 CASR MAT 222

Page 37 CASR MAT 224

Page 38 – 42 Copy of LAM Undergraduate Student Survey

Page 43 – 49 Copy of LAM Graduate Student Survey

Page 50 – 55 Sample Mathematica Assignment MAT 223

Page 56 – 65 Sample Mathematica Assignment MAT 221

Page 66 – 70 Sample Mathematica Lab Assessment MAT 223

Page 71 – 72 STEM Writing Checklist and Writing Expectations


Appendix

Course Assessment Summary Report Form

Course # MAT 221 Course Title Calculus 1 Assessment Year 2014

Department MPCS Contact Person M. Johnson Phone Extension 8555

Expected Student Learning Outcome1

PSLO/ ISLO

Methods of Assessment2 Measurement Criteria3 Summary and Analysis of Data4

Use of Results and Modifications for

Improvement5

New Resources Needed to Implement Modifications6

At the end of this course, the student will be able to…..

Is this a PLSO or ISLO?

What will you use to assess the learning outcome?

What is your measurement of success?

Summary of results and possible explanation(s).

What is your action plan to improve student performance?

What new resources are needed to implement your action plan?

Use a computer algebra system to investigate, illustrate and apply the concepts of calculus.

PSLO Students completed a common technology/writing project

Common Rubric applied. Strong: > 90% Acceptable: 70% to 90% Needs Attention: < 70%

In 8 out of 10 assessment topics students scored >70%. The two topics of weakness were in spelling and noting key points.

Faculty instruction and emphasis on spell check and using Mathematica to note key points.

None

1 Enter the PSLO or ISLO being addressed by this course. 2 Ex. Select questions from final exam; Ex. Rubric for oral presentation; Ex. Rubric for capstone project, etc.

3 Ex. Students will score 80% or higher on the final exam; Ex. On a scale of 0 – 4, students will score at least a 2 in all areas of the rubric for the project, etc.

4 Ex. On final exam, students scored a mean of 74%; we switched from a True/False final exam to a written essay.

Ex. On the juried recital, students scored the lowest (67%) in stage presence; fewer than half the students had been given the opportunity to practice on a real stage.

Ex. 65% of students were unable to identify the location of Afghanistan on a world map; we don’t have any maps in the classroom. 5 Ex. We will increase the amount of time spent in the classroom examining current world maps; Ex. We will adopt the use of software that better engages the students in map

location skills

6 Ex. None; Ex.Current geography software; Ex. Class needs to be scheduled at a time when the stage is available for rehearsal.


Use the language of calculus to explain and interpret the mathematics used in the problem solving process.

PSLO Students completed a common technology/writing project

Common Rubric applied Strong: > 90% Acceptable: 70% to 90% Needs Attention: < 70%

An acceptable level score of 2 or 3 in each area, achieved by 50% or more of the students. Need to standardize expectations for application of the rubric.

Creation of a section of the Mathematica manual to create summary tables.

Time to upgrade Mathematica Manual.

Compute derivatives of elementary functions by applying as appropriate the formal definition of the derivative, numerical approximation and differentiation rules.

PSLO Students for all full time faculty were given common final exam questions

Common Rubric applied M=Meets Standard A=Approaching Standard N=Not Approaching Standard An acceptable standard was 70%of students approaching or meeting the Standard.

90+ % of students approached or meet the standard. Nested trigonometry functions lacking in text.

Create materials to supplement text.

Improvement of instruction grant

Evaluate simple definite integrals using, as appropriate, Riemann sums or the Fundamental Theorem of Calculus (FTC) and interpret the results.

PSLO Students of all full time faculty were given common final exam questions

Common Rubric applied M=Meets Standard A=Approaching Standard N=Not Approaching Standard An acceptable standard was 70%of students approaching or meeting the Standard.

<60% students approached or meet the standard. Text weak on interpretation of integrals.

Create materials to supplement text.

Improvement of instruction grant

Faculty Signature Maryanne Johnson Department Head Signature Click here to enter text. Date Submitted June 2016




Course Assessment Summary Report Form

Course # MAT222 Course Title Calculus II Date Submitted: 9/10/2014

Department: MPCS Contact Person: Diana Staats Extension: 8553

Expected Student Learning Outcome

Methods of Assessment

Measurement Criteria Summary and Analysis of Data

Use of Results and Modifications

Select two to four outcomes Identify the method

for each outcome

Identify the criterion for each

method.

Summary of Results

Possible Explanations

Action Plan

Apply various techniques of

integration including

integration by substitution,

integration by parts, and

partial fraction

decomposition.

Associated integration

questions (from the final

exam).

A rubric was created for each of these

integration techniques. Students were

evaluated as

M (mastered),

A (approaching mastery)

or N ( not met)

For the most part, students did well with

the techniques of integration.

81% were approaching or above with

integration by parts;

91% were approaching or above with

simple substitution;

87% were approaching with a more

involved substitution and

100% of the students were at the level of

approaching or above with the partial

fraction technique.

No changes needed.

Set up, and evaluate definite

integrals for areas, lengths

and volumes. Also use

definite integrals to model

(and solve) applied problems

in physics.

Associated volume/work

problems on the final exam.

A rubric was created for assessing

students on their ability to set up and

evaluate a definite integral for a volume

(for a solid figure and a solid determined

by revolution).

Students were required to set up, and

evaluate an integral for a physics

application: work needed to pump out a

tank.

Students were evaluated as M

(mastered),

A (approaching mastery) or N (not met).

Students did not do as well as expected on

setting up a definite integral for volume.

Some students had trouble sketching the

solid for the solid of revolution (from question 6).

Others were confused and tried to use a

combination of the shell and disk methods.

84% were in the approaching/mastery level

for finding the volume of a given solid.

(Question 5a)

61% were in the approaching/mastering

category for finding the volume of a solid of

revolution. (Question 6)

The physics application problem (5b) was

also a challenge for these students.

Unfortunately, if a student missed the first

part of question 5, they inevitably had

trouble with setting up the work integral.

49% of the students were in the not met

category on this problem.

Students had trouble with the physics

application. In the future, we will try to

allocate more class time to applications.

The time spent on finding volumes should

have been adequate. Students who could

not sketch the solid described in problem 6

were at a disadvantage.



LAM Undergraduate Survey PLEASE RESPOND BY February 15, 2016

Spring 2016

The Dutchess Community College LAM (liberal arts/ mathematics) program at DCC is

attempting to answer the question “How effectively does the LAM program serve the needs of

our enrolled students?” We are asking you to assist us by completing this short survey.

The LAM program at DCC is quite small (currently we have only 26 students declared as

LAM majors). With this in mind, you can see that your response is important and will have

significant weight in our final statistical summary. We appreciate your time and look forward

to reviewing your feedback.

Thank you.

Diana Staats and Maryanne Johnson (MPCS Department)

1. Please tell us your name. Responses to this survey will be sent to the DCC Office of Institutional

Research and kept confidential. Results are shared on campus only in the form of aggregate

numbers, and individual names are not attached to specific replies.

First Name: ________________________ Last Name:

___________________________________

2. How many semesters have been in the LAM program? ___ 1 ____2 ____3 ____4 Other __________ 3. Check all of the following items that describe you.

___ Full-time student (12 or more credits) ___ Part-time student (Less than 12 credits)

___ Female ___ Male

___ Employed 35 or more hours a week ___ Employed 20 to 35 hours a week

___ Employed less than 20 hours a week ___ Not employed

4. Please list the math course(s) in which you are enrolled during the Spring, 2016 semester. _________________________________________________________________________

5. Do you intend to complete (graduate from) this program?

___ Yes ___ No

If no, what is your intent?

___ Retrain for another career

___ Transfer to a four-year college without an Associate’s Degree in math

___ Taking courses for personal interest

___ Graduate from DCC but change major to another program

___ Other (please explain)

6. What are your career plans? _____________________________________________________________


7. Please check the extent to which you agree or disagree with the following statements. Strongly

Agree Agree Disagree

Don’t

Know

I am learning what I need to in order to meet my

personal goals.

I am a part of the total college.

The teachers in the LAM program are helpful and

knowledgeable.

In general the teachers at Dutchess Community

College are helpful and knowledgeable.

I can get extra help from my math instructors when I

need it.

In general I can get extra help from instructors at DCC

when I need it.

When I complete this program I will be well prepared

for transfer.

I would recommend this program to others.

I have gotten useful course and transfer information

from my DCC Advisor

8. My academic advisor is

_____a) a member of the DCC Math Faculty

_____b) a full time faculty member at DCC (but not specifically in the math department)

_____c) Don’t have a faculty advisor

_____d) Don’t know if I have a DCC advisor

9. Are there any additional freshman or sophomore level mathematics courses that you would like

DCC to offer? If so, please list the courses below.

_________________________________________________________________________________

_________________________________________________________________________________

10. I would rate the required seminar class (LAM 100, CPS 100, LAX 100, LAH 100)

___ a) useful ____ b) not useful ____ c) have not taken a seminar course

10. Please add any additional comments or suggestions for improving the LAM program.

Thank you for helping us to improve on the LAM program at DCC.


LAM Undergraduate Survey

Spring 2016

The Dutchess Community College LAM (liberal arts/ mathematics) program at DCC is

attempting to answer the question “How effectively does the LAM program serve the needs of

our enrolled students?” We are asking you to assist us by completing this short survey.

The LAM program at DCC is quite small (currently we have only 26 students declared as

LAM majors). With this in mind, you can see that your response is important and will have

significant weight in our final statistical summary. We appreciate your time and look forward

to reviewing your feedback.

Thank you.





First Name

Last Name

Nine students responded to this survey.

2. How many semesters have been in the LAM program?

Semesters at DCC responses

1 4

2 1

3 1

4 3

3. Check all of the following items that describe you. 9 Full-time student (12 or more credits) 0 Part-time student (Less than 12 credits)

1 Female 7 Male 1 no response

0 Employed 35 or more hours a week 4 Employed 20 to 35 hours a week

1 Employed less than 20 hours a week 2 Not employed 2 no response

4. Please list the math course(s) in which you are enrolled during the Spring, 2016 semester.

course responses

MAT221 Calculus 1 2

MAT222 Calculus 2 2

MAT223 Calculus 3 1

MAT224 Diff EQ 4

MAT214 Discrete Math 1

MAT215 Linear Algebra 4


5. Do you intend to complete (graduate from) this program? 8 Yes 1 No

If no, what is your intent?

___ Retrain for another career

___ Transfer to a four-year college without an Associate’s Degree in math

___ Taking courses for personal interest

___ Graduate from DCC but change major to another program

___ Other (please explain)

6. What are your career plans? 1 Teach chemistry or physics

5 Not sure 1 math teacher 1 research 1 statistics

7. Please check the extent to which you agree or disagree with the following statements.

Strongly

Agree Agree Disagree

Don’t

Know

I am learning what I need to in order to meet my

personal goals. 4 4 1

I am a part of the total college. 3 4 1 1

The teachers in the LAM program are helpful and

knowledgeable. 6 3

In general the teachers at Dutchess Community

College are helpful and knowledgeable. 4 5

I can get extra help from my math instructors when I

need it. 7 1 1

In general I can get extra help from instructors at DCC

when I need it. 6 2 1

When I complete this program I will be well prepared

for transfer. 5 2 2

I would recommend this program to others. 6 2 1

I have gotten useful course and transfer information

from my DCC Advisor 2 3 1 3


8. My academic advisor is

Advisor information responses

a member of the DCC Math Faculty 3

a full time faculty member at DCC (but not specifically in the math department)

1

Don’t have a faculty advisor or don’t know who my advisor is

4

9. Are there any additional freshman or sophomore level mathematics courses that you would like

DCC to offer? If so, please list the courses below.

Abstract Algebra, Calculus Based Probability and Statistics

10. I would rate the required seminar class (LAM 100, CPS100, LAX 100, LAH100)

a) 4 useful b) 2 not useful c) 3 have not taken a seminar course

10. Please add any additional comments or suggestions for improving the LAM program. The seminar class taught the students how to navigate through DCC website. I feel, that since it was

combined with the CPS100 seminar class, the seminar focused more on the technology associated

with CPS and less on the mathematics for those LAM majors

More exposure would do well to get people involved in DCC mathematics. Considering we

supposedly only have 17 members, we could certainly use some publicity. Having more people

involved would definitely help the program as a whole, in my opinion, though perhaps that's simply

me trying to spread my nerdyness. Regardless, if we don't already we should get our math majors to

go to nearby high schools and talk to seniors and sophomores interested in mathematics.

It would be nice if the Math Department was able to offer multiple sections of the same course. This

semester, there was only one section of Linear Algebra offered and one section of General Physics II

offered. I need both of these courses to graduate in the spring and the times the courses met

overlapped. After almost two months of contacting professors, Math Department administrators, and

other administrators, my adviser was able to get me into a similar physics class offered at Marist. It's

a total pain and I was fortunate my adviser worked as hard as she did to get me into this class.

Otherwise, it would not be possible for me to graduate, due to no fault of my own.

It would be nice to have more tutors especially for the math programs. It may also be helpful for

professors to make sure we understand the material rather than continuing on because of limited

time.


LAM Graduate Student Survey

Spring 2016

The Dutchess Community College LAM (liberal arts/ mathematics) program is attempting to

answer the question “How effectively does the LAM program serve the needs of our transfer

students?” We are asking you to assist us by completing this short survey.

During the period 2008-2015 we have had only 26 students graduate in the LAM program.

With this in mind, you can see that your response is important and will have significant weight

in our final statistical summary. We appreciate your time and value your feedback.

We hope you are doing well and we look forward to hearing from you.

Thank you.





First Name: _________________

Last Name: _________________

2. When did you graduate from Dutchess Community College? ________________

2. Are you employed in a field that requires a college degree in Mathematics (or a related

area)

yes (Job Title/ Employer) ___________________

no (Job Title/ Employer) _________________

3. ANSWER ONLY IF YOU ARE NOT EMPLOYED IN A MATH RELATED CAREER.

What is your reason for not being employed in a math-related field?

____ Haven’t looked for a job in a math related field.

____ I am still in school

____ Found better pay in another field

____ Prefer to work in another field

____ Not qualified for a math related field

____ Could not find a job in a math related field


If you did not transfer to another college or university after

DCC, please jump ahead to question 13.

4. What is the name of the school to which you transferred?

5. Did you (or will you) earn a Bachelor’s degree? _____________ Date?____________

6. Please indicate your current status:

Full-time undergraduate, major______________

Part-time undergraduate, major_____________

Graduate school , major_________________

Employed as _________________________

7. Please indicate if you took the following DCC courses and if they transferred:

Course Took course at

DCC?

Yes or No

This course

Transferred?

Yes, No or n/a

CPS141 Intro to Computer Science

PHY121/122 Physics (non-calculus based)

PHY151/152 Engineering Physics (calculus-based)

MAT214 Discrete Math

MAT215 Linear Algebra

MAT217 Introduction to Proofs

MAT221/222 Calculus I and II

MAT223 Calculus III

MAT224 Differential Equations


8. Please comment on the impact the use of computer software at DCC (Mathematica or

Mathcad) has had on your subsequent work in mathematics.

____ Beneficial

____ No impact

____ Negative impact

Other: __________________________________________________________________

a) Does your transfer school use computer software in any of their math courses? ____Yes,

required

____Yes, allowed but not required

_____No, forbidden

b) What mathematical software is used at your transfer school? Check all that apply.

____ Mathematica

____ Maple

____ None

Other: _________________________

9. Were you required to take any freshman or sophomore level math courses after you

transferred from DCC? If so, please list.

10. Were you well prepared for the jump from the mostly computational mathematics of the

freshman and sophomore years to the mostly theoretical mathematics of the junior and

senior years?

Yes

No

11. Please comment on the academic expectations at DCC versus the academic expectations at

your transfer school.

12. Please make any additional comments or suggestions about how we might improve the

LAM program at DCC.

Thank you for taking the time to help us with our study.


LAM Graduate Student Survey

Summary Results /Spring 2016

Number of responses: 4

Number of survey forms sent out: 19




First Name: _________________

Last Name: _________________

2. When did you graduate from Dutchess Community College?

2011 (2), 2014 (1), 2015 (1)

13. Are you employed in a field that requires a college degree in Mathematics (or a related

area)

yes (Job Title/ Employer) yes (3)

Job Titles: Marist College Math Tutor (still in school),

Student Researcher - Robotics Lab for Complex Underwater Environments (R CUE) (still in

school)

Manager of Product Standards/NFSA

no (Job Title/ Employer) no (1) Job Title: Construction

14. ANSWER ONLY IF YOU ARE NOT EMPLOYED IN A MATH RELATED CAREER.

What is your reason for not being employed in a math-related field?

____ Haven’t looked for a job in a math related field.

(2)__ I am still in school

(1)__ Found better pay in another field

(1)__ Prefer to work in another field

(1)_ Not qualified for a math related field

____ Could not find a job in a math related field

If you did not transfer to another college or university after DCC, please jump ahead to question 13.

15. What is the name of the school to which you transferred?

Marist College (1) , University of Rhode Island (1) , SUNY Binghamton (1)

16. Did you (or will you) earn a Bachelor’s degree? No (1) Yes (3)


Date?_ 2014(1), 2017)(2)

17. Please indicate your current status:

Full-time undergraduate, major: Applied Mathematics(1), Ocean Engineering (1)

Part-time undergraduate, major_____________

Graduate school , major_________________

Employed as _Construction work (1), Manager of Product Standards/NFSA (1)

18. Please indicate if you took the following DCC courses and if they transferred:

Course Took course at

DCC?

Yes or No

This course

Transferred?

Yes, No or n/a

CPS141 Intro to Computer Science Yes (4) 3 Yes, 1 NA

PHY121/122 Physics (non-calculus based) Yes (4) 3 Yes, 1 NA

PHY151/152 Engineering Physics (calculus-based) Yes (4) 3 Yes, 1 NA

MAT214 Discrete Math Yes (4) 3 Yes, 1 NA

MAT215 Linear Algebra Yes (4) 3 Yes, 1 NA

MAT217 Introduction to Proofs Yes (4) 3 Yes, 1 NA

MAT221/222 Calculus I and II Yes (4) 3 Yes, 1 NA

MAT223 Calculus III Yes (4) 3 Yes, 1 NA

MAT224 Differential Equations Yes (4) 3 Yes, 1 NA


19. Please comment on the impact the use of computer software at DCC (Mathematica or

Mathcad) has had on your subsequent work in mathematics.

(2) Beneficial

(2)_ No impact

____ Negative impact

Other: __________________________________________________________________

9. Does your transfer school use computer software in any of their math courses?

(3) Yes, required

____Yes, allowed but not required

_____No, forbidden

b) What mathematical software is used at your transfer school? Check all that apply.

(0)__ Mathematica

(1) Maple

(0) None

Other: MATLAB (3)

10. Were you required to take any freshman or sophomore level math courses after you

transferred from DCC? If so, please list. No (4)

11. Were you well prepared for the jump from the mostly computational mathematics of the

freshman and sophomore years to the mostly theoretical mathematics of the junior and

senior years?

Yes (2)

No (1)

Please comment on the academic expectations at DCC versus the academic expectations at your

transfer school.

I've exceeded expectations as a transfer student and have personally found that I am more prepared

for the junior level engineering courses here at URI than most students who have attended URI since

freshmen. I find that the academic expectations are similar, but that the small class sizes and

personal relationships with professors in freshman and sophomore level courses at DCC caused me

to excel in these courses and go above and beyond expectations. I received a 4.0 GPA during my

first semester after transferring to URI. I am currently in my second semester.


12. Please make any additional comments or suggestions about how we might improve the

LAM program at DCC.

Since graduating from DCC, I have found that most of my employment related to STEM fields,

has required at least a basic level of computer programming. The CPS 141 requirement for

LAM majors at DCC is excellent. The only additional course that I feel would have been

beneficial to me that I have not taken is an advanced statistics course, something that is more

in depth than MAT 118. I have been very pleased with my LAM degree from Dutchess!

I would definitely introduce Matlab and Latex to the program.

Proofs was a terrible course.


Sample of Student Work in Mathematica

MAT 223 Calc 3 -Mathematica Assessment #4 Introduction Mathematical functions in three dimensions are very similar to functions in two dimensions in that the three-dimensional functions still have a strict domain and range based solely on the nature of the function and can be formatted in a similar fashion, as z in terms of x and y rather than y in terms of x. One of the major differences, though, happens to be that the functions in three dimensions are in terms of two respective variables, x and y, rather than just one, x. An interesting phenomenon thus arises from the function in terms of two variables, whereas the domain of the function will be in terms of both x and y and, therefore, can be represented by a two dimensional function of the form y in terms of x. The range for a three-dimensional function works just like the range of a two-dimensional function and can even still be represented by an inequality, except the range is in terms of the variable z instead of y. The function in three dimensions can also be split up into cross sections in the x, y, and z directions, whereas one of the three variables is held constant, allowing for parallel lines that represent the graph in terms of the two variables that remain untouched to be formed. Each set of cross sections in the x, y, or z directions are also to parallel to the plane formed by two of the axes, such as the xy, xz, or yz planes. The cross sections parallel to the xy plane are called contour lines because they represent the height of the function at any given interval in terms of x and y on the graph of the function and can be represented by a contour graph. The function f(x,y) = ln(4x2+y2+2) can be analyzed and graphed based on its nature and known parameters.

Part A To find the domain of a function, the different components of the function must first be isolated and reviewed. In the case of the function f(x,y) = ln(4x2+y2+2), a natural logarithm is present, revealing that that the domain must at least be the set of all ordered that satisfy 4x2+y2+2


> 0 since all other variables and constants are within the natural logarithm, which is undefined at a value of zero. By examining the function even further, the variables of x and y within the natural logarithm can both be seen to be squared, meaning that any value, positive or negative, that is plugged into either x or y will always be positive as the square cancels out all negatives. Considering that the constant value within the natural logarithm is a positive 2, the domain would, therefore, be the set of all ordered pairs for the variables x and y such that x and y, respectively, are real numbers because the sum of the values inside the natural logarithm will never be lower than 2 for any two real values of x and y.

Part B The range of a function depends on the parameters of the function's domain as well the different components within the function itself. The function f(x,y) = ln(4x2+y2+2) would have a range of z ⩾ 0.693, r z ⩾ ln(2), because the ordered pair of x and y that would produce the lowest value of z happens to be {0,0} and there is no upper limit since the domain of the function is the set of all ordered pairs for the variables x and y such that x and y, respectively, are real numbers. Both parameters are a result of the two squared variables and positive constant within the natural logarithm of the function, as the two squared variables prevent any negative x or y values from affecting the positive nature of the inside of the natural logarithm.

Part C By using Mathematica, the graph of the function f(x,y) can be formed in accordance with the parameters of the function's domain and range. A range of 0.65 ⩽ z ⩽ 1 allows for a clean and easily viewed graph of the function to be formed.


Part D Two graphs of the cross sections which show the movement of the function f(x,y) in the y and x direction on the interval [-2,2], while holding x and y, respectively, constant from 0 to 3 with increments of 0.5 units, can be created using Mathematica.

Cross

Section - X Constant Cross Section - Y Constant

Part E If the x and y variables were to be held constant from 0 to -3 with increments of -0.5 units for the cross section graphs, the cross sections would not appear any differently because the respective x and y variables in the function are each squared, thus canceling out any negative value that is plugged into them and resulting in the same cross sections that were present for the positive increments.

Part F By using Mathematica, a two way table can be created to show the appropriate numerical evidence as to what happens to the average rates of change of the function f(x,y) when moving in the positive x-direction from the origin and, then, in the positive y-direction from the origin. { 0., 1., 2., 3., 4., 5., 6., 7., 8., 9., 10.},

x 0

x 0.5

x 1

x 1.5

x 2

x 2.5

x 3

yz plane

2 1 0 1 2y

1

2

3

4

z

y 0

y 0.5

y 1

y 1.5

y 2

y 2.5

y 3

xz plane

2 1 0 1 2x

0.5

1.0

1.5

2.0

2.5

3.0

z


{0., 0.693147, 1.09861, 1.79176, 2.3979, 2.89037, 3.29584, 3.63759,

3.93183, 4.18965, 4.41884, 4.62497},

{1., 1.79176, 1.94591, 2.30259, 2.70805, 3.09104, 3.43399, 3.73767,

4.00733, 4.2485, 4.46591, 4.66344},

{2., 2.89037, 2.94444, 3.09104, 3.29584, 3.52636, 3.7612, 3.98898,

4.20469, 4.40672, 4.59512, 4.77068},

{3., 3.63759, 3.66356, 3.73767, 3.85015, 3.98898, 4.14313, 4.30407,

4.46591, 4.62497, 4.77912, 4.92725},

{4., 4.18965, 4.20469, 4.2485, 4.31749, 4.40672, 4.51086, 4.62497,

4.74493, 4.86753, 4.99043, 5.11199},

{5., 4.62497, 4.63473, 4.66344, 4.70953, 4.77068, 4.84419, 4.92725,

5.01728, 5.11199, 5.20949, 5.30827},

{6., 4.98361, 4.99043, 5.01064, 5.04343, 5.0876, 5.14166, 5.20401, 5.273,

5.34711, 5.42495, 5.50533},

{7., 5.28827, 5.2933, 5.30827, 5.33272, 5.36598, 5.40717, 5.45532,

5.50939, 5.56834, 5.63121, 5.69709},

{8., 5.55296, 5.55683, 5.56834, 5.58725, 5.61313, 5.64545, 5.68358,

5.72685, 5.77455, 5.826, 5.88053},

{9., 5.7869, 5.78996, 5.79909, 5.81413, 5.83481, 5.86079, 5.89164,

5.92693, 5.96615, 6.00881, 6.05444},

{10., 5.99645, 5.99894, 6.00635, 6.01859, 6.03548, 6.05678, 6.08222,

6.11147, 6.14419, 6.18002, 6.2186}

To find the average rate of change of the function in either the x or y direction, the other variable, respectively y or x in this case, must be kept constant while the x or y varibale is varied across the table. If the row or column at y = 0 or x = 0 is used, the difference in any two z values in the column or row divided by the increment in which the respective x or y values are increasing would represent the average rate of change between the two respective x or y values as the function moves in the positive x-direction from the origin or in the positive y-direction from the origin. One way to find if the surface is increasing or decreasing more rapidly in one direction is to take the average rate of change of a few points in the y = 0 column or the x = 0 row from the point of origin and compare the average rates of change in each direction. If the average rate of change for the x and y value in one direction is greater (or more negative) than the respective average rate of change for the x and y value in the other direction, the surface is either increasing or decreasing more rapidly in that direction. In the case of the function f(x,y) in the x-direction, the average rate of change from x = 0 to x = 5 on the y = 0 column would be 0.786365, whereas the average rate of change in the y-direction from y = 0 to y = 5 on the x = 0 row would be 0.520538. Since the average rate of change in the x-


direction, 0.786365, is greater than the average rate of change in the y-direction, 0.520538, the surface f(x,y) would be increasing more rapidly in the x-direction than in the y-direction. This trend can also be supported by the comparison of the average rate of change from x = 0 to x = 10 on the y = 0 column and the average rate of change in the y-direction from y = 0 to y = 10 on the x = 0 row since the respective values of each are 0.53033 and 0.393183, whereas the average rate of change in the x-direction is, again, larger than the average rate of change in the y-direction.

Part G A Contour Graph for the function f(x,y) can also be produced in Mathematica. The closer any two lines on the Contour Graph are to one another, the sharper and more rapidly increasing or decreasing the slope between them will be. The opposite goes for lines that are farther apart, whereas the slope between the lines will be more flat and increasing or decreasing slower than that of any two close lines.

Through analysis of the Contour Graph, the surface f(x,y) can be seen to be initially increasing slowly in the positive x-direction between the first two contour lines and then becoming much faster as the distance between the contour lines farther down the positive x-axis increases. In the positive y-direction, the surface f(x,y) can be seen to be increasing much slower

than in the positive x-direction as the contour lines are becoming closer together much more slowly and have a consistently large amount of distance between one another. Regardless of whether the positive x-direction or y-direction is being analyzed, the surface f(x,y) is increasing in the z-direction.

0.75

1

1.25

1.5

1.75

2

2

2.25

2.252.5

2.5

2.752.75

3

3

3

3

2 1 0 1 2

2

1

0

1

2

x

y


Conclusion

The overall purpose of this assessment was to experiment with

and analyze the different aspects of a three-dimensional surface that

was based on a function in terms of two variables. Initially, determining

the domain and range of the function f(x,y) = ln(4x2+y2+2) allowed for a

general idea of the nature and format of the surface created by the

function. Then, Mathematica made the formation of an actual graph of

the function, the graphs of the cross sections of the function in the x-

direction and y-direction, a two way table that displayed many of the

values of the function, and a Contour Graph of the function to be

created and analyzed. All the methods used open up many new ways

to visualize and understand different three-dimensional functions that

may be encountered in the real w












WS Double Integrals over a General Region

Problem #9 – In Mathematica Lab show the surface and find the volume.







Writing Expectations for Assignments Science, Technology, Engineering, and Mathematics (STEM)

All work must be your own work. Although you may discuss ideas with your peers, write on your own. Becoming a good writer takes practice and if you are not writing on your own, you are not practicing enough and you may find yourself accused of plagiarism. If you paraphrase or copy from ANY source, including your textbook or materials supplied by your instructor, you MUST provide a citation to the source. All written work must adhere to the following: Organization: A well-presented response should be composed so that a person with the appropriate background is able to follow your written explanations. Do not assume the reader already knows how to do the problem you are working on or that the reader is already familiar with the context. Organize your work into sections. Recognize that any conclusion must be supported by previous information within the work. Professional tone: To maintain a professional tone, refrain from using expressions that may be common in conversation (an informal discussion) but are inappropriate in professional writing. For example, do not write "outcome was way bigger than expected" when you can write "outcome was much larger than expected". Your response should be clear and to the point, without excessive or redundant information. Always use complete sentences! Even informal writing must follow basic grammatical rules. Sentences contain verbs, subjects, punctuation, capitalization, etc.

Instructional Writing is often similar to what is found in textbooks where the use of

personal pronouns, such as “we discovered” or “as we saw in lecture”, are

acceptable. The point of this writing is to explain or describe the concept. There is often no need to cite or reference other documents but you should check with your instructor. Technical Writing is consistent with the form commonly used for technical reports in industry and technical papers published in journals or presented at conferences. Personal pronouns detract from the objective tone expected and should not be used. Citing any material copied or derived from any other document is required.

Images: Sometimes images help in describing or demonstrating a concept. Do not just use an image or a graph in a document without discussing the relevance of that image (i.e. the figure above includes the circuit diagram used for Part 1 OR refer to the graph which demonstrates where the inflection point of the curve). Clarity: Avoid vague sentences. One of the most common errors while learning to write clearly is using "it" instead of specifying clearly what the writer is referring to. Inexperienced writers often assume that the reader can "read between the lines" or assume the reader would know the intention such as what "it" was referring to. However, oftentimes there are multiple "things" that "it" could be referring to and it is the writer's responsibility to be clear to the reader and not leave the reader guessing. For example, do not present a table or graph and then state "it shows that the results are as expected". State what the reader should look at in the table or graph, such as the slope or certain data points, to show that the results are as expected.


Action Plan LAM Review Action Item Person

Responsible ISLO and/or PSLO and/or College goal

Data to Support Action Item

Budget Item(s) to Support Action Item

Approx Cost Timeline for Implementation (5-year timeline)

LAM majors advised by LAM program chair (and work with EDM program chair regarding the numerous overlaps in requirements)

LAM Chair College goal and program review recommendation: decrease time to completion and increase retention through better advisement

See LAM program review.

N/A N/A Starting Spring 2017

Revise LAM Program LAM Chair From program review recommendations: increase enrollment in the LAM program by making some modifications to requirements.


N/A N/A Spring 2017

Recruitment Efforts LAM Chair and Dept. Chair

Increase enrollment at DCC by marketing LAM at DCC to specific High School populations.

*See LAM program review. *Large number of concurrent students taking math courses, but very small number of them come to DCC after high school. *Careers in math/stats are in high demand nationwide, and DCC would benefit from tapping into this largely untapped marked of students in our local high schools.

*Create flyers/mailings *Update MCS website *Visits to high schools *Specific outreach to concurrent math teachers and students

Minor costs for mailings, travel

Starting Spring 2017

Work with IR to track LAM graduates

LAM Chairperson College Goal: “Enhance institutional effectiveness through integration of assessment, planning and resource allocation: “Closing the loop” for LAM program assessment.


NA NA Start tracking Spring 2018

Mathematica training for concurrent and adjunct instructors

Dept. Chair / MCS faculty

LAM PLOs in calculus. College goal initiative 2: “Increase student success…invest in workforce as a critical factor in improving student outcomes.”

See LAM program review: much praise was given for the use of Mathematica in the calculus sequence. All adjuncts and concurrent faculty need training and support to maintain consistently high standards in all sections of calculus.

Will look for funds for May 2017 training

Spring 2017


Documents

Liberal Arts Mathematics at Dutchess Community College ... · Liberal Arts and Sciences - Mathematics (LAM)) This program of study is recommended for transfer students planning to