| Course # |
SLO |
Rating (of students achieving the SLO as reported by faculty) |
Action Type |
Action |
| STAT 300 |
use statistical software or graphing calculator to calculate single-variable and two-variable statistics and analyze the results. |
1 - All or most students |
Individual |
I plan to create and collect online calculators so that my students do not need to buy a TI-84. |
| MATH 372 |
solve systems of equations and inequalities. |
1 - All or most students |
|
|
| MATH 401 |
solve separable differential equations to determine growth and decay functions. |
1 - All or most students |
|
|
| MATH 333 |
analyze and investigate properties of functions. |
1 - All or most students |
Individual |
I plan to make my own homework solution videos to further improve student learning on this SLO> |
| STAT 300 |
use statistical software or graphing calculator to calculate single-variable and two-variable statistics and analyze the results. |
2 - More than half of students |
|
|
| MATH 400 |
compute derivatives using the definition of derivative. |
1 - All or most students |
Individual |
I do not see a need for any particular change because most students are demonstrating mastery. I use some non-traditional assessment strategies, such as projects, and am slowly sharing these alternative assessments with my department colleagues. |
| MATH 372 |
analyze and investigate properties of functions. |
1 - All or most students |
|
|
| MATH 375 |
solve equations and applications involving linear, absolute value, polynomial, rational, radical, exponential, and logarithmic equations. |
4 - Less than half of students |
Individual |
More detailed exam with pretest taken before the exam itself. |
| MATH 300 |
identify appropriate procedures and solve exercises from selected mathematical topics. |
2 - More than half of students |
|
|
| STAT 300 |
test the significance of correlation and make predictions based on linear trends using the least-squares regression model. |
1 - All or most students |
|
|
| MATH 300 |
explain the process and results of several mathematical procedures. |
1 - All or most students |
|
|
| MATH 401 |
rewrite, analyze and graph equations in three forms: rectangular, parametric, and polar; using appropriate calculus techniques. |
1 - All or most students |
Individual |
Week 15 will be assessment on Tuesday and in-class work on any Test Questions that would benefit student further mastering these topics. |
| MATH 333 |
apply transformations to the graphs of functions. |
4 - Less than half of students |
Individual |
Spending more time in class working examples and having the students work more problems independently. |
| STAT 300 |
create and interpret confidence interval estimates for population parameters based on appropriate probability models. |
1 - All or most students |
|
|
| STAT 300 |
create and interpret confidence interval estimates for population parameters based on appropriate probability models. |
2 - More than half of students |
Individual |
Provide a handout with the specific steps in Confidence Interval creation and interpretations. |
| MATH 401 |
determine the convergence or divergence of sequences and series, find power series representations for certain transcendental functions, and apply appropriate Calculus techniques to evaluate derivatives and integrals of power series. |
1 - All or most students |
Individual |
I plan to use graphs of transcendental functions that do not have an infinite radius of convergence, and pick x-values both inside and outside the radius of convergence. Then, we'll find the series for these x-values and show convergence or divergence. Student learning will be improved with this graphical (visual) representation, and they will see how convergent and divergent series tie back into the power series representation of a function. |
| MATH 400 |
evaluate limits graphically, analytically, and by using L'Hopital's Rule. |
1 - All or most students |
Individual |
Finding other methods of teaching the understanding of limits to infinity. |
| MATH 402 |
perform vector operations: addition, subtraction, scalar multiplication, dot products, and cross products. |
1 - All or most students |
Individual |
Try to arrange more group discussion sessions. |
| STAT 300 |
select the appropriate hypothesis test, perform the necessary computations and comparisons for the test (including significance of p-values and type I/II errors), and explain the conclusion of the test. |
2 - More than half of students |
|
|
| MATH 300 |
discuss several branches of mathematics, including their history and uses beyond mathematics. |
5 - None or few students |
Departmental |
Either the course materials or the course SLOs will be adapted. |
| MATH 373 |
find function values by making use of identities. |
1 - All or most students |
|
|
| STAT 300 |
identify methods of obtaining data and related advantages and disadvantages of each. |
1 - All or most students |
Individual |
I may, in the future, require the students to carry out a sampling of other students on campus to determine something they are interested in. They would be required to decide on the method of sampling used, carry out the sampling, then discuss if there were any possible biases that may have been involved while taking the data. |
| MATH 375 |
identify special triangles and their related angle and side measures. |
1 - All or most students |
|
|
| STAT 300 |
test the significance of correlation and make predictions based on linear trends using the least-squares regression model. |
4 - Less than half of students |
Individual |
By the time we reached the material covered by this SLO, I had only 4 students left in the class. Only 2 attempted the assignment; 1 got the answer right; the other got partial answers correct. I intend to make sure that every student in the class attempts all assignments. |
| MATH 310 |
analyze statistical data. |
1 - All or most students |
|
|
| MATH 375 |
graph functions and relations and investigate their properties. |
4 - Less than half of students |
Individual |
While the scores are unacceptable, it would be inappropriate for change to happen in the classroom. Legislation and district policies have meant that we are unable to appropriately place, support, or assess students in this course. This course is not alone, as this issue is reflected in most of our math courses. As it is, this was an easy assessment; online, open book, open notes, open calculator, open internet, students have the entire semester to complete it, are allowed two attempts, and it covers the earliest material in the course (which is prerequisite material from a course two-levels below this course). With all of that, there were only 2 students who earned A's on the assessment out of a class of 43. It is a shameful reflection of our institution and higher learning in California. The department, college, and district are already aware of the issue, and while steps are being taken to address it, the steps will likely have no positive effect. |
| STAT 300 |
distinguish between types of data as well as their different scales of measurement and corresponding implications. |
1 - All or most students |
Individual |
I plan to continue to review with students and take more time during our directed class time to ensure that the students have this down. |
| MATH 420 |
assess situations in which a differential equation can be solved more efficiently with the Laplace Transform or the Inverse Laplace Transform and apply the transform to the equation when appropriate. |
2 - More than half of students |
Individual |
I will limit homework's weight since it seemed several students utilized a variety of resources (ex: chatgpt, apps, etc.) to get the answers. |
| MATH 401 |
use various integration techniques to solve applications, including area, volume, and arc length. |
2 - More than half of students |
Individual |
Solving more exercises. |
| STAT 300 |
distinguish between probability models appropriate to different chance events and calculate probability according to these methods. |
1 - All or most students |
Individual |
I will try to arrange the time that I can give students some projects in social / natural sciences. |
| MATH 400 |
apply antidifferentiation rules to various types of functions. |
1 - All or most students |
Individual |
If I teach this course again, I expect to make a greater differentiation among the techniques to help imprint in the students' minds the contexts that identify the most appropriate technique. |
| MATH 333 |
apply functions and other algebraic techniques to model real world applications. |
1 - All or most students |
|
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