Course Learning Outcomes(formerly Student Learning Outcomes)

San Diego Mesa College – Math Department

Content:

Part I – Overview of CLO Process

Part II – Math Department CLOs (not needed for syllabus)

Part III – Course CLOs/Coordinator (CLOs need to be on syllabus)

Part IV –Course CLOs/Coordinator/Assessment/Rubric

This document is the master catalog of information regarding the CLO process. In regards to using this document, everyone in the department should be familiar with Part I and actively using Part III. CLO course coordinators will use Part IV to catalog assessments.

Part I – Overview of CLO process

CLOs and Syllabi

The course CLOs must be on any syllabus created for that course. These can be copied and pasted from Part III of this document.

Collecting CLO Data

For each course, there are one to three course learning outcomes (CLOs) and a corresponding assessment that were created by the coordinators and/or the department. Some semesters, the department is asked to administer one assessment for one CLO for some of the courses we teach.

Process for Collecting Data

  • Some semesters, some CLO course coordinators choose which of the CLOs to assess in collaboration with the department and colleagues.
  • The course coordinator emails the assessment for that CLO to all instructors teaching that course.
  • Course professors administer the CLO assessment to their classes. This can be done any way the professor chooses…
  • As a question on an exam (most professors put it on the final exam)
  • A take-home assignment
  • A quiz that may or may not count as a course grade
  • ANYTHING!
  • Course professors use the rubric to score the CLO assessment and email the tallied results to the CLO course coordinator.
  • CLO course coordinators tally all the data from individual courses and send it to the department CLO coordinator (currently the Chair) to be entered into TaskStream.

Using CLO Data

The idea is that we use the CLO data as a springboard for discussion about how to improve the quality of courses and the success of our students.

Part II - Math Department Program Learning Outcomes: (These do not need to be on your syllabus, but every CLO is mapped to at least one of these.)

  1. Problem Solving: Apply appropriate mathematical definitions, properties, techniques, and/or technology to a variety of problem solving situations.
  1. Interrelatedness of Concepts: Demonstrate knowledge of the interrelatedness of several mathematical concepts.
  1. Communication and Reasoning: Demonstrate the ability to communicate mathematical reasoning both in the context of solving a problem and in the reasonableness of a solution.

Part III – Course Learning Outcomes:

These are the CLOs that MUST be on your syllabus!!!

Math 15’s (A – F)–Toni Parsons

Details/Description of assessment measures (CLOs):

#1 - Students will complete a particular portion of their pie.

#2 - Students will achieve their personal mathematical goal with this class as identified on the entry survey.

Math 38 – Toni Parsons

Details/Description of assessment measures (CLOs):

#1 -Student can simplify expressions including the operations of addition, subtraction, multiplication, division, and exponentiation over rational numbers and explain each step.

#2 -Student can solve an application problem, first using appropriate estimation, and then solve it, rounding to the nearest hundredth.

Math 46 – Toni Parsons

Details/Description of assessment measures (CLOs):

#1 - The student is able to demonstrate the relationship between the equation of a line, a table of values (solutions of the equation), and the graph of the line.

#2 -The student will be able to sketch the situation for a quadratic application problem, write an equation that models the situation and solve a quadratic equation by factoring.

Math 92 – Gina Abbiate

Details/Description of assessment measures (CLOs):

#1- Students will be able solve linear equations using a variety of methods.

#2 - Students will be able correctly order real numbers.

#3 - Students will be able to correctly graph linear equations, and identify specific points on indicated lines.

Math 96 – Toni Parsons

Details/Description of assessment measures (CLOs):

#1 - The student will be able to demonstrate knowledge of a quadratic function, including the shape, vertex and x and y intercepts.

#2 - The student will be able to demonstrate knowledge of the application of an exponential function including “population” at a specified time and the time required to achieve a specified population.

Math 104 – Ken Kuniyuki

Details/Description of assessment measures (CLOs):

#1 - Students will demonstrate knowledge of the interrelatedness of concepts for graphing the sinusoidal functions, including the amplitude, period, horizontal and vertical translations, and horizontal stretching and shrinking.

#2- Students will be able to apply the Law of Sines or Cosines appropriately to solve atriangle problem.

Math 116 – Kim Tran

Details/Description of assessment measures (CLOs):

#1 - Students are able to perform operations on functions, including writing and simplifying the difference quotient.

#2 - Students are able to graph a variety of functions.

Math 118 – Ron Sandvick

Details/Description of assessment measures (CLOs):

#1 - Students can utilize a variety of non-traditional problem-solving techniques to develop solutions to problems that could be solved algebraically.

#2 - Student is able to demonstrate use of the tools of mathematical logic, such as truth tables and Venn diagrams, to solve real world applications.

Math 119 –Kelly Spoon

Details/Description of assessment measures (CLOs):

#1 - Given a variety of situations, students will identify the appropriate hypothesis test.

#2 - Utilize the correct procedure to conduct a hypothesis test and communicate in words the result of the hypothesis test.

Math 121 – Kim Tran

Details/Description of assessment measures (CLOs):

#1 - The student completes the graph given a description using points, asymptotes and derivatives.

#2 - Students can use the chain rule to take the derivative in a problem involving a variety of functions.

Math 122 – Kim Tran

Details/Description of assessment measures (CLOs):

#1 - The student is able to demonstrate methods of finding exact and/or approximate values of definite integrals.

#2 - The student is able to solve a separable differential equation and verify the solution using the original equation.

Math 141 – Ken Kuniyuki

Details/Description of assessment measures (CLOs):

#1 - Given the representation a graph (f(x)), students will identify the a, h and k variables in the expressionaf(x-h)+k for a variety of transformations.

#2- Students will be able to calculate the difference quotient for a variety of functions and simplify it.

Math 150 – Michael Brown

Details/Description of assessment measures (CLOs):

#1 - Students will evaluate a definite integral with a non-polynomial algebraic integrand by using a u substitution with correct form and notation.

#2 - Students demonstrate a knowledge of the connection between a derivative and an integral.

Math 151 –Michael Brown

Details/Description of assessment measures (CLOs):

#1 - Students will show the relationship between a function and its infinite series.

#2 - Students will use appropriate methods to calculate integrals.

Math 210A – Gina Abbiate

Details/Description of assessment measures (CLOs):

#1 -Students will able to communicate the mathematical reasoning in solving aproblem using non-traditional methods.

#2 - Students will make sense of a fraction problem and describe how to solve a fraction word problem using manipulatives.

Math 210B – Gina Abbiate

Details/Description of assessment measures (CLOs):

#1 - Students will be able to communicate the mathematical reasoning in solving a geometry word problem.

#2 - Students will demonstrate knowledge of shape transformation found in the real world.

Math 212– Gina Abbiate

Details/Description of assessment measure (CLO):

#1 -Students will show the relationship between the concepts of number and arithmetic operations with interviews with children.

Math 245 –Moe Ebrahimi

Details/Description of assessment measures (CLOs):

#1 -Students will construct a mathematical proof of a basic set theory theorem.

#2 - Students will be able to prove a number theory property by the method of contraposition or contradiction.

Math 252 –Michael Brown

Details/Description of assessment measures (CLOs):

#1- Student will solve a double integral by reversing the order of integration.

#2- Student will find the work done by a given force field in moving an object along a given curve.

Math 254 – Moe Ebrahimi

Details/Description of assessment measures (CLOs):

#1 - Students will be able to orthogonally diagonalize a 3x3 symmetric matrix.

#2 - Students will be able to find bases for the three fundamental subspaces of a matrix (rowspace, colspace, and nullspace).

Math 255 –Moe Ebrahimi

Details/Description of assessment measures (CLOs):

#1 - Students will use an appropriate method to solve a second-order linear nonhomogeneous equation.

#2 - Students will use Eigenvalues and Eigenvectors to solve a system of first-order linear homogeneous equations.