SACS Reaffirmation
| Objective | Increase Number | |
| Increase the number of students seeking a BA in mathematics. Associated Goals: Abstract Reasoning, Fundamental Knowledge |
| Indicator | BA Math Major Numbers The number of students with a declared BA major in mathematics. |
| Criteria | Mathematics Majors Increase The number of students seeking a BA degree in mathematics will increase by 5%. |
| Finding | Increased BA-math majors The number of students declaring a BA major in mathematics decreased from 4 to 3. |
| Action | Increase mathematics majors A small number of students seek a BA in mathematics. We will still present the option to our students through thoughtful advising. |
| Objective | Proofs | |
| Students will be able to construct mathematical proofs. Associated Goals: Abstract Reasoning |
| Indicator | Pass Rate In Higher Math A-B-C rate of math majors in higher algebra and analysis classes. |
| Criteria | Pass rate in calculus sequence The pass rate will exceed 75%. |
| Finding | Pass rate in calculus sequence The pass rate for all math majors was 74%. No specific data is available for BA majors. |
| Criteria | Pass rate in higher math The pass rate will exceed 75%. |
| Finding | Pass rate in higher math The data for all math majors was 74%. Specific data for BA majors is not available. |
| Action | Pass rate in higher math Continue to enforce Mth364 prerequisite and offer the class both long semesters. |
| Objective | Core Courses | |
| Students will master knowledge of fundamental concepts in core courses. Associated Goals: Fundamental Knowledge, Improved Preparation For Calculus |
| Indicator | Pass Rate In Calculus Sequence A-B-C rate of math majors in Calculus I, II, and III. |
| Action | Pass rate in calculus sequence The department will continue to monitor prerequisite courses. The TASP cut-off score to take any math class was raised from 250 to 270. This should help. |
| Objective | Increase Number | |
| Increase the number of students seeking a BA in mathematics. Associated Goals: Abstract Reasoning, Fundamental Knowledge |
| Indicator | BA Math Major Numbers The number of students with a declared BA major in mathematics. |
| Criteria | Mathematics Majors Increase The number of students seeking a BA degree in mathematics will increase by 5%. |
| Finding | Increased BA-math majors The number of students declaring a BA major in mathematics decreased from 4 to 3. |
| Action | Increase mathematics majors A small number of students seek a BA in mathematics. We will still present the option to our students through thoughtful advising. |
| Objective | Integration Of Technology | |
| Technology will be integrated into the BA curriculum, including proficiency with graphing calculators and at least one mathematics software package. Associated Goals: Fundamental Knowledge |
| Indicator | Technology And Syllabi Information on technology being used will be taken from course syllabi. |
| Criteria | 100% technology 100% of non proof-based courses use appropriate technology. |
| Finding | Technology & Syllabi Two thirds of the syllabi contained information about technology required. |
| Action | Technology & Syllabi Faculty will be reminded to include information about technology requirements in their syllabi. |
| Objective | Core Courses | |
| Students will master knowledge of fundamental concepts in core courses. Associated Goals: Fundamental Knowledge, Improved Preparation For Calculus |
| Indicator | Pass Rate In Calculus Sequence A-B-C rate of math majors in Calculus I, II, and III. |
| Action | Pass rate in calculus sequence The department will continue to monitor prerequisite courses. The TASP cut-off score to take any math class was raised from 250 to 270. This should help. |