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					                                             Self Study
   I.    Department Mission and Goals

Mission Statement:

             In support of liberal education, scientific careers, teacher preparation, and
             actuarial science, the mathematics department prepares students for
             quantitative and symbolic reasoning and advanced mathematical skills
             through general education, service, major and graduate programs.
   A. General Description of Department
The Department of Mathematics contributes to the mission of the University and College of the
Sciences by providing four majors (B.A. in Mathematics, B.A. in Mathematics Teaching Secondary
Education, B.S. in Mathematics, B.S. in Mathematics with Actuarial Science Specialization), three
minors, one graduate degree (M.A.T), service to other departments and colleges, and contribution to
the general education program. Each of these components has different goals and objectives. The
Department has identified goals, established assessment tools and set benchmarks for each. We aim to
measure whether students are meeting our goals for their mathematics education and to measure
whether our programs are meeting the goals for what we claim we want to accomplish.
   B. Programmatic Goals
Overall Department Goals are organized and presented as follows:
        Student Learning Goals
          a. Major/minor programs
                  i. BA in mathematics
                 ii. BS in mathematics
                iii. Actuarial Science Specialization
                iv. Teaching Secondary Education.
          b. General Education and Quantitative and Symbolic Reasoning.
          c. MAT program.
        Department Goals

Student Learning Goals
BA/BS in Mathematics

Goal 1: Students will obtain a firm foundation in calculus and linear algebra.
Outcomes of Goal 1:
    a. Students will demonstrate ordinary and partial differentiation skills.
    b. Students will demonstrate single and iterated integration skills.
    c. Students will interpret and use derivatives as rates of change.
    d. Students will interpret and use definite and indefinite integrals.
    e. Students will correctly categorize convergent and divergent series.
    f. Students will set up and evaluate integrals in cylindrical and spherical coordinates.
    g. Students will set up and evaluate line and surface integrals.
    h. Students will use vector arithmetic including dot and cross products.
    i. Students will identify vector subspaces of  n
    j. Students will use matrix techniques to describe solutions to simultaneous equations.
    k. Students will correctly use notions of span, linear independence and basis.
    l. Students will be able to calculate eigenvalues and eigenvectors.
Activities to Achieve Goal 1:
               All BA/BS majors will be required to take four quarters of calculus (Math 172, 173,
                272, 273), and at least one of linear algebra (Math 265).
Assessment of Goal 1: The Assessment Committee will construct and evaluate final exam questions on
a regular basis (see Department Assessment Plan for more details).

Goal 2: Students will be able to read and construct mathematical proofs and verify logical
Outcomes of Goal 2:
   a. Students will be able to correctly identify premises and conclusions in the following settings:
                  i. Direct proof,
                 ii. Proof by contrapositive,
                iii. Proof by contradiction,
                iv. Proof by mathematical induction.
   b. Students will construct proofs of the types above.
   c. Students will be able to prove two sets are equal (or one set is a subset of another).
    d. Students will be able to perform set arithmetic.
    e. Students will be able to perform logical arithmetic.
    f. Students will be able to determine the validity of logical arguments.
Activities to Achieve Goal 2:
               All BA/BS majors in mathematics will be required to take Math 260: Sets and Logic.
               Proof writing techniques will continue to be taught and emphasized in senior-level
                sequences (Math 451-453, Math 461-463, Math 471) and topics courses (Math 398 and
Assessment of Goal 2: The Assessment Committee will construct and evaluate final exam questions on
a regular basis and a portfolio will be created for each major that will include sample proofs (see
Department Assessment Plan for more details).

Goal 3: Students will be exposed to a variety of mathematical breadth areas (e.g. algebra,
analysis, geometry, probability/statistics, etc.)
Outcomes of Goal 3:
   a. Students will complete upper division courses in three of the following core areas: Algebra,
        Analysis, Geometry/Topology, and Probability/Statistics.
Activities to Achieve Goal 3:
              At least two special topics courses will be offered each year: Math 398 in Winter and
               Math 498 in Spring.
Assessment of Goal 3: The Assessment Committee will review transcripts of graduating seniors and
keep data on the number of courses taken from each of the core areas.

Actuarial Science Specialization

Goal 1. The Actuarial Science program will build self-confidence and a positive attitude toward
the students’ abilities to do and apply probability, statistics, mathematics and actuarial science in
insurance and financial industries.
Outcomes of Goal 1:
             a. Use statistical methods to analyze and model time-independent and time-series data.
             b. Use statistical methods and credibility theory to analyze and model insurance loss data.
             c. Understand actuarial problems and formulate them in mathematical, probabilistic and
                statistical terms.
             d. Thoroughly understand the major probability distributions and be able to apply them to
                actuarial applications.
             e. Apply concepts of differential and integral calculus to the solution of actuarial problems.
Activities to Achieve Goal 1: All actuarial students are required to take four quarters of calculus, three
quarters of probability and mathematical statistics, two quarters of applied statistics, and six quarters of
actuarial science core sequences.
Assessment of Goal 1: Assessment procedures include: validation by SOA/CAS educational experience
credits, performance on SOA/CAS exams, internship evaluations, and performance in all courses.

Goal 2. An actuarial science major will develop skills in problem solving and communicating
his/her work in writing and speaking.
Outcomes of Goal 2:
       a. Communicate the results and solutions of mathematical, statistical, and actuarial problems in
          writing, using everyday and mathematical language.
        b. Communicate the mathematical and statistical ideas and solutions orally, using both everyday
             and mathematical language.
        c. Apply actuarial mathematics in life contingencies to solve actuarial problems.
        d. Understand and apply the basic concepts of discrete and continuous random variables and
             stochastic processes.
        e. Understand and apply probabilistic methods to risk theory/distributions applications.
        f. Understand and be able to apply the theory of interest to financial and actuarial applications.
Activities to Achieve Goal 2: All actuarial science students are required to present problems in writing and
speaking in two quarters of financial mathematics (Math 418), two quarters of advanced statistics (Math
410), and three quarters of actuarial mathematics (Math 419).
Assessment of Goal 2: Course portfolios, oral presentations (in-class and SOURCE), written assignments
and reports, as well as performance on SOA/CAS exams.

Goal 3. An actuarial science major will develop sufficient skills in employing computer software
and languages to enhance his/her problem solving abilities.
Outcomes of Goal 3:
             a. Employ simulation techniques to analyze and solve dynamic and complex stochastic and
                mathematical models.
             b. Use a programming language such as C++, S, or Visual Basic to solve specific applications
                from mathematics, statistics, economics and finance.
             c. Use Visual Basic to automate routine tasks in Microsoft Excel and Microsoft Access.
Activities to Achieve Goal 3: All actuarial science students are required to take two quarters of
fundamental and intermediate computer programming courses.
Assessment of Goal 3: Internship evaluations, student reports to Actuarial Science Club.

Goal 4. An actuarial science major will be able to enroll in courses important to complete his/her
Outcomes of Goal 4:
   a. The student will be able to take required courses and courses of interest in a timely manner.
Activities to Achieve Goal 4: All actuarial students are required to take four quarters of economics
courses to complete an Economics minor degree.
Assessment of Goal 4: Students will create study plans and have access to knowledgeable advisors.

Goal 5. An actuarial science major will have the opportunity to collaborate with faculty and/or
students on research projects appropriate to his/her ability.
Outcomes of Goal 5:
    a. Interested students will learn to work with others on a project or problem of interest and present
        their results in an appropriate forum or CWU SOURCE.
Activities to Achieve Goal 5: Strong actuarial students are encouraged and recommended to involve in
research projects with math faculty. All actuarial students are required to develop a
probabilistic/statistical/ actuarial research for presentation.
Assessment of Goal 5: Faculty will assess course or special event presentations.

Goal 6. The actuarial science core requirements are effective in preparing students for the
actuarial profession.
Outcomes of Goal 6: All of the above.
Activities to Achieve Goal 6: All actuarial students are encouraged to participate interview workshops,
club meetings, field trips, guest presentations, and on-campus job interviews and secure post-
graduation full-time job offers before graduation date or soon after.
Assessment of Goal 6: This goal will be assessed by examining the SOA/CAS exam passing rate,
summer internship rate, and graduate employment rate.

Teaching Secondary Education

Goal 1. Experiences in Learning Mathematics
Graduates should demonstrate an understanding of the ideas, methods, and applications in the
following six broad content areas:

         Mathematics of the Continuous
         Mathematics of the Discrete
         Algebra
         Geometry
         History of Mathematics
         Pedagogy

Activities to Achieve Goal 1:
Assessment of Goal 1: Students will solve a wide variety of mathematical problems, use and explain a
wide variety of mathematical models, use statistical techniques, use logic to prove and disprove
mathematical statements, and plan, teach, and assess lessons using their understanding of mathematical
content, learning theory, and pedagogy practices (see Assessment Plan).

Goal 2. Use of Technology
Graduates should understand the ways to use graphing calculators, computer algebra systems, and
spreadsheets as tools to explore mathematical ideas and mathematical representations of information,
and in solving problems.

Activities to Achieve Goal 2:
Assessment of Goal 2: Use and apply technology media appropriately to do and teach mathematics.

Goal 3. Mathematical Thinking
Graduates should understand and practice broadly applicable habits of mathematical thinking.
Activities to Achieve Goal 3:
Assessment of Goal 3: Explain mathematical concepts and write and analyze proofs of mathematical

Goal 4. Historical and Cultural Perspectives
Graduates should develop their knowledge of the rich historical and cultural roots of mathematical
ideas and practices.
Activities to Achieve Goal 4:
Assessment of Goal 4: Connect history and cultural roots to major mathematical ideas, practices, and
branches of mathematics.
   Minor Programs:

   Mathematics Minor:
   Goal 1. Provide students a firm foundation in single variable calculus.
Outcomes for Goal 1:
   a. Students will demonstrate differentiation and integration skills.
   b. Students will interpret and use derivatives as rates of change.
   c. Students will interpret and use definite and indefinite integrals
Activities to Achieve Goal 1:
              All mathematics minors will be required to take two quarters of calculus (Math 172,
Assessment of Goal 1: Specifically identified questions on course final exams will be evaluated by the
Assessment Committee on a regular basis (see Department Assessment Plan for more details).

   Goal 2. Provide students with upper level mathematics courses to supplement their major.
   Outcomes for Goal 2:
   a. Students choose electives from a variety of mathematics courses.
   Activities to achieve Goal 2: Provide a regular offering of appealing mathematics courses.
   Assessment of Goal 2: Regular review of department offerings should include courses at the 200
   and 300 level suitable for mathematics minors.

   Goal 3. Provide students with an introduction to abstract reasoning.
   Activities to Achieve Goal 3: Require students to take Sets and Logic (Math 260) or Linear
   Algebra (Math 265).
   Assessment of Goal 3: Advisors and Department Chair will check to see that all minor applications
   include Sets and Logic (Math 260) or Linear Algebra (Math 265).

Teaching Secondary Mathematics Minor.
   Goals, outcomes, activities, and assessment coincide with those of the related major (see above).
   b. Service to other departments.
   Goal : Provide quality mathematics courses to a variety of university degree programs.
   Activities to Achieve Goal: The department chair, or other designated representative, will
   periodically meet with representative of other departments (primarily Biology, Chemistry,
   Computer Science, Construction Management, and Physics) which rely of Mathematics course
   offerings to prepare students for their upper division courses.
   Assessment of Goal:

Middle Level Math/Science Teaching Minor
Goal 1: Graduates will use their knowledge of science, mathematics, and the middle level learner
to create age appropriate, culturally responsive science and mathematics curricula.

Goal 2: Graduates will create integrated curricula including areas such as science, mathematics,
reading and writing.

Goal 3: Graduates will assess their own teaching and their students learning using a variety of
assessment methods.

Goal 4: Graduates will model a constructivist learning environment.
Goal 5: Graduates will grow as teachers throughout their program and career.
Outcomes for Goals:
           a. Develop curricula that reflects the goals and philosophy for middle-level programs.
           b. Create and implement developmentally and culturally responsive instruction.
           c. Teach and assess a curriculum that uses multiple instructional and assessment methods;
           d. Collaborate and team teach with other professional educators;
           e. Integrate writing and reading activities in their math and science lessons;
           f. Do and explain the mathematics and science concepts in the Washington State Essential
              Academic Learning Requirements;
           g. Demonstrate growth in math, science, and educational knowledge and skills;
           h. Meet a variety of learning needs.
Assessment of Goals: Assessment is based on portfolios, observation, written exams, and evaluation
of practicum.

General Education and Quantitative and Symbolic Reasoning
Central Washington University students should:
Goal 1: Know and use “Number Sense” and Algebra.
   Outcomes for Goal 1:
   a. Perform basic arithmetic.
   b. Interpret and use simple numerical information.
   c. Perform basic estimation tasks.
   d. Perform basic algebraic and symbolic manipulations.
Goal 2: Be able to understand, analyze, and interpret quantitative information from a variety of
   sources (graphs, calculations, statistics, and symbols).
   Outcomes for Goal 2:
   a. Read and generate a variety graphs. Specifically, we expect students to be able to
       • Read information from graphs.
       • Interpolate and extrapolate information from graphs.
       • Prepare appropriate graphs to display given data.
   b. Interpret basic statistical summaries.
   c. Explain the limitations of statistics.
   d. Explain the limitations of deductive reasoning.
   e. Interpret and explain relationships expressed through symbols.
Goal 3: Be able to represent and understand the representation of contextually rich problems
   using such abstractions as symbols and graphs:
   Outcomes for Goal 3:
   a. Identify problems in context.
   b. Express contextual problems in abstract and symbolic form.
   c. Interpret functions, functional notation, graphs, and quantitative data in a specific context.
   d. Distinguish between and interpret a variety of models such as
       • Population growth models (exponential, logistic, etc).
       • Compound interest models.
       • Linear models resulting from a ―best-fit line‖ analysis
       • Optimization problems.
       • Physical applications.
   e. Identify and use deductive reasoning in a logical argument.
   f. Assess and analyze a logical argument and its premises.
   Activities for QSR goals: The Mathematics Department will work in conjunction with the General
   Education Committee to recommend a series of general education basic skills requirements.

Masters in the Art of Teaching Mathematics (MAT) Graduate Program

   Goal 1. Recruit mathematical educators that have an interest in addressing the reform called
   for by the National Research Council and State of Washington Academic Achievement and
   Accountability Commission.
   Goal 2. Enable mathematics teachers to improve their ability to teach mathematics while
   achieving their professional certification.

   Goal 3. Increase the conceptual and procedural understanding of the main mathematics

   Goal 4. Equip and enable mathematics teachers to use problem solving and modeling to
   teach key mathematics concepts and procedures.

   Goal 5. Develop and enable mathematics teachers to teach mathematics as a connection of
   concepts and procedures.

   Goal 6. Use technology appropriately to teach mathematics.

   Goal 7. Use pedagogical methods that engage students in doing meaningful mathematics.

   Goal 8. Write and evaluate curriculum that aligns with the NCTM standards and
   Washington State EALRs.

   Outcomes for M.A.T. Goals:
         i. The students will be able to explain, prove, and solve problems in each of the five
             following area of mathematics:
                     Algebra
                     Analysis
                     Geometry and measurement
                     Probability and statistics
                     Discrete Mathematics
         j. Students will be able to:
                     Make connection between their courses and their mathematics teaching.
                     Create applications from MAT content courses for use in lesson plans.
                     Discuss connections between the courses they teach and mathematics they are
         k. Students will be able to:
                     Discuss the major issues confronting mathematics education.
                     Create programs and curriculum to address gaps in mathematics achievement
                      at the classroom and district level.
         l. Students will be able to:
                     Solve and explain solutions to difficult mathematics problems.
                     Use mathematical models to solve and explain solutions to mathematical
                     Use problem solving and mathematical modeling to teach mathematics.
         m. Students will be able to:
                        Use technological tools efficiently to solve mathematical problems (Graphing
                         Calculators, Computer Spreadsheets, Geometry Construction Programs, etc.).
                        Identify and discuss the educational possibilities and downfalls for using a
                         technological tools for any given mathematics lesson.
                        Discuss the curriculum changes affected by technology and suggest
                         appropriate curriculum adjustments.
            n. Students will be able to:
                        Write and critique lessons designed to engage students.
                        Write integrated curriculum that is aligned with educational goals.
                        Design and teach lessons that use technology to solve real-world problems.
            o. Students will be able to:
                        Evaluate and discuss how a district’s curriculum aligns with the state standards
                        Conduct a needs assessment and make suggestions for program improvement.
                        Conduct action-research to make data informed decisions about curriculum
                         changes at the course and district level.
    Activities to Achieve M.A.T. Goals:
    Assessment of M.A.T Goals: Written exams, written problem-solving papers, oral presentations,
worked problems, written lesson plans and units, demonstrations of the use of different technology
tools, and teaching lessons to peers.

   Department Goals

   Goal 1: The Department faculty will consist of excellent teachers who maintain active
   scholarly lives.
   Outcomes for Goal 1:
       Our faculty will be active advisors, be available for students during office hours, and strive
          to provide individual attention to students.
       The Department will support scholarly activities.

   Goal 2 : In order to promote programmatic continuity and an active scholarly environment,
   the Department faculty will consist largely of full time permanent faculty.
   Outcomes for Goal 2:
         The Department will hire candidates with Ph.D.’s to strengthen and support our current
          programs and research areas.
         When hiring, the Department will hire to our current strengths and keep in mind the
          possibility of future graduate programs within the department.
         The Department will be able to cover existing programs when faculty members are on
          professional leave.
         The Department supports options for longer term (more than one year) contracts for full
          time non-tenure track faculty to ensure stable programmatic offerings.

   Goal 3: The Department will provide travel support for faculty.
   Outcomes for Goal 3:
         Funding will be available for every tenure stream faculty member to attend at least one
          professional conference (within the U.S.) every year.
         Additional travel support will be provided to junior faculty to help them establish
          scholarship programs and improve their teaching effectiveness.
       Full time non tenure-track faculty members are also encouraged to submit request for
        travel devoted to professional development.
Goal 4: The Department will be able to provide up to date computing equipment to tenure
stream faculty.
Outcomes for Goal 4:
      Each tenure stream faculty will be allowed to purchase a new computer every three or four
      Tenure stream faculty will have access to specialized software as their research programs
      The computer lab in Bouillon Hall will have current versions of computer algebra systems
       and statistical software.

Goal 5: The Department will have access to adequate classroom and office spaces.
Outcomes for Goal 5:
      Mathematics classrooms will be designed to be efficient regardless of the teaching
       environment (small tables that can be rearranged easily is preferred over individual desks).
      Classrooms will be equipped with modern audio visual equipment to allow for a variety of
       teacher presentations (computer demonstrations, VHS, DVD, document camera, wireless
      Students will have access to computers with mathematical software for use outside of
      Faculty offices will be centrally located.
      The department will have centrally located designated areas for students to congregate and
      The department will have access to clean running water for faculty and staff use.

Goal 6: The Department will support inter-departmental and community collaboration for
teaching, scholarship, and service.
Outcomes for Goal 6:
      Interdisciplinary collaboration focusing on curriculum development will be supported by
       the department.
      Mathematics faculty will provide expert consulting services to business, industry, and
       government agencies.
      Support area schools with service learning components. Cornerstone will prepare students
       for success in college.

Goal 7: The Department will attract more well-prepared students from diverse backgrounds
to our programs.
Outcomes for Goal 7:
      The Department will offer a broad range of upper level courses.
      The Department will actively advertise and promote current programs.
      The Department will be proactive in establishing and/or identifying student scholarships.

Goal 8: The Department will help with career placement and graduate study.
Outcomes for Goal 8:
      The Department will provide information to students regarding graduate school.
      The Department will provide information and opportunities regarding job interviews and
       summer internships.
Goal 9: The Department will continue to evaluate the feasibility and desirability of other
graduate programs.
Outcomes for Goal 9:
      The Department will keep the M.S. in mathematics on reserve.
      The Department will evaluate the feasibility of a M.S. in Actuarial Science.

Goal 10: The Department will continue to update curricula and program offerings via needs
Outcomes for Goal 10:
      The Department will align its curricula to departmental and national standards.
      The Department will assess the needs of employers/graduate schools.
   C. Centrality/Essentiality
The Mathematics Department considers itself an important component of the University and
specifically promotes the University’s six strategic goals. Following is our assessment of centrality
and essentiality of our department.

University Goal I: Provide for an outstanding academic and student life on the Ellensburg

      Strengthen academic programs.

   The Mathematics Department is a strong department with a focus on student learning. Over the
   last three years all three of our major programs have been analyzed and revised in an effort to
   insure all of our student learning outcomes are being met. These self-studies have resulted in our
   department incorporating more relevant technology into our classes (Mathematics, Maple, Excel,
   Minitab, etc.). We have also begun offering a wider variety of ―topics‖ courses to ensure that
   students are exposed to a breadth of mathematical content. By their very nature, these topics
   courses have attracted students from other programs as well.

    We are currently focusing on our general education courses and have carefully identified student
   learner outcomes for pre-calculus (MATH 153 and 154) and are redesigning Math in the Modern
   World (MATH 101, one of our more heavily enrolled general education courses) to better address
   stated outcomes for quantitative and symbolic reasoning. Our faculty members have been active in
   regional and national conferences focusing on the ability for mathematics departments to benefit all
   college students by helping to design worthwhile quantitative reasoning standards for the
   university. Half of the tenure-stream faculty members are involved in a project funded by NSF to
   strengthen pre-calculus and calculus courses by emphasizing the importance of mathematics
   throughout the sciences and engineering fields.

   By offering quality mathematics courses at all levels we thereby not only strengthen our
   department, but also all those departments which we serve directly (through the offering of specific
   content-based courses) and indirectly (through our offering of general education courses). Our
   B.A. in Mathematics is specifically designed to allow students the ability to combine this
   mathematics major with a second major, thereby strengthening both departments.

      Strengthen mentoring of students.

   Our department fosters an environment which makes students feel free to come in for informal
   advising sessions and form study groups in our library (this space is almost always full of students
   working and collaborating on assignments). The last few years have seen a great increase in the
   level of student participation in regional professional conferences (attendance as well as
   presentation of student research). Our student clubs have invited speakers to campus, gone on
   professional field trips, and maintained a close connection to area companies and industries.

      Provide quality, integrated academic advising and career development support to all students
       from pre-admission to graduation.

   Our department has just finished a massive mailing campaign in an effort to attract more students
   to our variety of mathematics programs at CWU. We regularly participate in the Major Fair and
   regularly host representatives from area companies who come to CWU to interview our students
   for summer internships and full-time positions. Over the last few years we have see an enormous
   increase in the number of BA/BS mathematics majors and many more of our students are receiving
   very attractive job offers and/or attending graduate school.

      Provide ample opportunities for students to participate in extracurricular activities that enhance
       their college experience.

   The Math Club and the Actuarial Science Club sponsor many extra-curricular activities (fund
   raisers, tee-shirt design contest, pizza feed, etc.). For the last three years our department has
   sponsored a team in the Mathematical Competition in Modeling, thereby providing students with
   an opportunity to compete in an international mathematics competition. Many of our actuarial
   science students are provided the opportunity to inverview with professional corporations. Even if
   these interviews do not yield positions in the companies, they do provide a very valuable

      Provide easy access to accurate information and quality student support services.

   Faculty members are generally knowledgeable and helpful regarding giving information to
   students. The department is small enough that faculty members can easily direct student inquiries

   While SAFARI and our department webpage provide easy access to some information, our
   department secretary is the best resource for our majors. Our secretary maintains all of the records
   on our majors and can provide up to the minute information about future course schedules. Our
   secretary also maintains an list of juniors and seniors who are available for tutoring students in our
   100 and 200-level courses. The University Math Center also maintains a drop in tutor lab to
   support students in 100-level mathematics courses.

University Goal II: Provide for an outstanding academic and student life at the university
centers. In addition to extending improvements on the Ellensburg campus from Goal I to the
centers, the following sub-goals are proposed for Goal II.

      Define the role and determine the viability of each center.

    The Department of Mathematics in the spring of 2002 initiated a Mathematics Education
Certification program at CWU Lynnwood. The goal of the program was to provide displaced
aerospace workers a new career path, while helping the state meet overwhelming demand for
secondary mathematics teachers. Career Switcher was a 15-month program offered at CWU
Lynnwood. The first cohort of students began the program September 2002 and completed it in
December 2003. The pilot program was offered through the Office of Continuing Education at CWU
and operated on a self-support basis. This has become much more than a program for displaced
aerospace workers. Now, about two thirds of the participants are from other professions and are self-
pay. In 2003-04 CWU received a High-Demand grant and used this funding to continue and improve
the pilot program of 2002. An internal and external review of the program was complete after the first
pilot year. During the past year the proposed changes have resulted in great success as reported by the
on-going assessment of the program.

Presently another program is being proposed at CWU Lynnwood because of assessed need. CWU has
submitted a proposal to the Higher Education Coordinating Board (HECB) to create a Teaching
Secondary Mathematics Degree at CWU-Lynnwood, beginning fall quarter 2005. Given the
demonstrated need for secondary mathematics teachers, we are confident that the proposal will be
accepted. We will offer courses this summer at CWU-Lynnwood that serve as prerequisites to the
Teaching Secondary Mathematics Bachelor of Arts degree; we will also offer courses this fall that can
be applied to the degree. Once the proposed program is approved by HECB, these courses will serve as
core components.

      Develop a set of timely, dependable, and accessible academic programs at each center.

    To meet the needs of students and schools this next years Career Switcher Cohort (Academic Year
2004-05) will start in the second half of the summer of 2004, do their student teaching in the spring of
2005 and finish their final courses in the first half of the summer of 2005. This is a very streamlined
program that allows a career switcher to accept a job for the fall 12 months from the beginning of the
program. Also, the initial screening procedures and the availability of resources have substantially
increased the number of participants that successfully complete the program and adopt teaching as
their career. During the past year, Cohort 2, only 5% of the participants have chosen to withdraw from
the program and all remaining students are on track to complete the program on time.
    The program assessment showed that the ―Career Switcher‖ participants usually have great
difficulty mastering the abstract nature of the mathematics needed to have well-qualified secondary
mathematics’ teachers. A mathematics professor was hired for the Lynnwood Center to give
individual and intense attention to every student. This change in the teaching of mathematics courses
has resulted in every participant of Cohort 2 meeting all mathematics standards on time. In Cohort 1,
23% of the students dropped the program or needed remediation and alternative tracks to finish the
program. The student evaluations of instruction, SEOIs, have shown a 34% increase over the previous
    From the inception of the ―Career Switchers‖ program field-experience has been an emphasis. The
reviews showed that these experiences need more structure resulting in the hire of a teaching
supervision specialist. The goal is to have all the participants experience successful teaching before
they student teach. There are always a certain percentage of the students that struggle with this aspect
of switching to the teaching career. In Cohort 2, 18% the students were identified for special support
in teaching methods and classroom management. These students have shown great improvement and
are ready to be successful in student teaching.

The new Teaching Secondary Mathematics Degree at CWU-Lynnwood is coordinated with the Career
Switcher program so that only 4 courses (13 credits) differ between the two programs. This means that
one full time mathematics faculty member can teach all the need mathematics and mathematics
education courses.

      Develop a set of timely, dependable, and accessible student services at each center.

    To make the program more responsive to the needs of the Puget Sound area and students most of
the administration of the program is now being done out of the Lynnwood Center. The director of the
program travels to Lynnwood weekly to work with the CWU Lynnwood staff and Career Switcher

The effectiveness of using Distance Education and Blackboard technology has ensured a strong
connection with the Ellensburg Campus and maximum impact for time spent on the Lynnwood
Campus. Many of the students and teachers have to travel a great distance to participate in this
program. Through the use of technology some of the instruction is done on-line.

The Career Switcher program is coordinating resources and making use of the CWU Lynnwood
Library, Writing Specialist, and Financial Aid officer.

      Improve visibility of centers and center programs.

    Advertising for this program was good the first year and has not been funded since. The first year
aids were put in the local newspapers State Work Source visits, and a Boucher. No money has been
made available for any follow-up advertising since 2002. Finally, there is very little money in the
budget for advertising. Most the career switchers found out about the program through word of mouth,
two SEPA advisors, and one Work Source advisor. More funds are needed to advertise more
consistently and in higher profile methods.

     Improving the relationship with the local schools in the Puget Sound region is essential to
providing teacher that will successfully meet the needs of the local schools. Many relationships have
been made and two programs have been developed with school districts by the program director and
the newly hired teaching supervision specialist. Finding enough quality field-experience placements is
still very difficult but the immediate placement of graduates has been very successful. Every Career
Switcher students that we have been able to contact has found work to their satisfaction. Some of the
Career Switcher participants have chosen to take long-term substitute jobs over full-time employment
because they did not want to travel more than 30 miles.

      Improve communication between all center sites and the Ellensburg campus.

The director of the program travels to Lynnwood weekly to work with the CWU Lynnwood staff and
Career Switcher students. All coordination is done by the director who lives in Ellensburg. It is
essential that the mathematics department is able to staff a full-time tenure track faculty member at
CWU Lynnwood to direct both programs. As the number and scope of center programs increase and
expand to other centers, it will be beneficial to both to provide center-based administration and support
and to ensure that the lines of communication between the Ellensburg campus and the centers remain

University Goal III: Develop a diversified funding base to support our academic and student

      Enhance visibility of and knowledge about the university and its programs throughout the state
       and the Pacific Northwest.

   We have just finished a massive mailing to high schools and community colleges promoting the
   types of programs we offer in the Mathematics Department. In May every year we are one of the
   host sites for the Math Olympiad. This event brings hundreds of school children and teachers to
   campus. Our faculty (both tenure-stream and non tenure-track) participate in regional, national,
   and international conferences on a regular basis. By maintaining a presence at these professional
   forums, we are enhancing the visibility of the university. Aside from professional research
   conferences, our faculty are also active leaders and participators in conferences such as the
   Transition Math Project (focusing on the ability of students to successful navigate the transition
   from High School mathematics to university mathematics courses), national GEAR UP conference,
   and Quantitative Literacy conferences. These activities will bring national recognition to our
   department and university.

   As the GEAR UP & Cornerstone Math Coordinator travels to schools throughout the state of
   Washington, this person is representing Central Washington University’s Mathematics
   Department. At times, students and teachers will ask specific questions about majoring in
   mathematics at Central which opens a door to recruiting talented students.

      Expand Central Washington University's student base through recruiting and retention.

   W continue to promote the programs offered in our department through mass mailings to high
   schools and community colleges promoting the types of programs we offer in the Mathematics
   Department. We also regularly participate in the Major Fair.

   GEAR UP hosts a college visit for sixth graders to CWU where students from participating schools
   visit various disciplines and are exposed to the university life. The Mathematics Department had
   two sessions during this program. One highlights graphing calculators and technology while the
   other taught a lesson to both sixth graders and university students using math manipulatives. The
   idea is to interest students in mathematics at a young age, bring them to a university setting,
   encourage them to strive for university preparation, and interest them in Central Washington
   University as the college of choice.

   Cornerstone is also encouraging high school students into mathematics and becoming mathematics
   majors at Central. The fact that Central is awarding college math credits is an incentive for
   students to consider these choices. Additionally, this year, the Cornerstone program has worked
   with admissions to recruit these students and offer scholarships to them to attend CWU.
   Mathematics is one of the two largest departments offering Cornerstone credits, so through this
   program we are in contact with hundreds of students and exposing them to CWU.

      Expand sources of revenue to support university initiatives.

   Our faculty members have been successful in obtaining both internal and external funds to support
   curriculum reform efforts and faculty scholarship. Our actuarial science faculty members maintain
   close ties with area companies and businesses (often through CWU graduates). These companies
   have provided donations to support our actuarial science program.

   GEAR UP and Cornerstone have partnered to provide scholarships to GEAR UP teachers to obtain
   MAT degrees here at Central. We have offered five scholarships and it appears there will be three
   teachers taking advantage of this opportunity.

University Goal IV: Build mutually beneficial partnerships with industry, professional groups,
institutions, and the communities surrounding our campus locations.

      Increase contacts between the university's students and social service agencies, education,
       business, and industry.
      Increase the level of involvement of faculty and staff in social service, education, business, and
       industry activities.
   As mentioned above, our actuarial science faculty maintain close ties with area companies and
   businesses (often through CWU graduates). These contacts result in an increased number of
   summer internships and full time positions being offered to our students and graduates. Our
   secondary education faculty maintains close ties with area high schools, OSPI, and other
   educational organizations. Furthermore, Project CROAK and CAT have resulted in some very
   strong ties between our department and Zillah and Cle-Elum/Thorp schools.

   The Career Switcher program (explained in detail above) began precisely because of our
   willingness to listen to community needs.

   Our involvement with the Transition Math Project is also evidence of our commitment to partner
   with area professional groups and institutions.

      Enhance the relationships between Central Washington University and PK-12 schools and
       community colleges.

   Department involvement with the Transition Math Project, national Quantitative Literacy advocacy
   groups, and our work in the ILAP grant (funded through NSF) have certainly enhanced (or will
   enhance) the relationships between CWU and K-12 schools and community colleges.

   Two math faculty members along with students presented four sessions of math using
   manipulatives to the Expanding Your Horizons participants here at Central. Again, this experience
   encourages participants to consider mathematics as a career choice and Central Washington
   University as the college of choice.

Goal V: Strengthen the university's position as a leader in the field of education.

      Excel in the preparation of professional educators in the fields of teaching, administration,
       school psychology, and school counseling.

In keeping with a reputation of excellence in mathematics education the Central Washington
University Mathematics Department has stepped up its efforts in teaching, scholarship, and service.

Curriculum and teaching improvements from need assessments have been made to the existing
programs of Teaching Secondary Mathematics and Masters in Art of Teaching Mathematics. CWU is
known for leadership in the areas of technology and modeling mathematics education. New programs
have been developed because of needs in the state of Washington for mathematics teachers in the
Puget Sound region. This is a unique program that is known for new and excellent improvements in
the preparation of nontraditional mathematics teachers. The Middle School Mathematics and Science
minor is an endorsement program taught on the Ellensburg campus to meet the need for elementary
majors to be highly qualified to teach middle school mathematics. This program is the first of its kind
in the state and is unique in its emphasis on integrated curricula and inquiry learning.

A greater emphasis has been placed on mathematics education research. The MAT graduate program
has increased its emphasis on research and data driven decision making. Department faculty members
are actively conducting research on the mathematic education links between high school and college.
This research has been used to improve K-12 and college mathematics education. In the Transition
Mathematics Project it is presently being used to form state education policies.
Members of the CWU mathematics department serve the state through participation in state
committees, hosting mathematics events (WSMC Math Olympiad), and participating in state and
nationally funded grants for K-12 education.

      Increase Central Washington University's leadership in the field of education.

The mathematics education faculty has increased its leadership role in the field of education through
service on state committees and educational research. The CWU mathematics department has a
member on most of the state mathematics education committees and was instrumental in the
development of the Teaching Endorsement and Transition Mathematics Standards. Faculty members
also conducting the publishing research on K-12 and college mathematics education. This research is
being used to form state policy for K-12 education and the Higher Education Board.

      Increase the visibility of Central Washington University's professional educator programs.

The mathematics department has always been a leader in the preparation and improvement of
mathematics teachers. CWU has increased the number of Certified Mathematics Teachers through
improving present programs and adding new programs. The CWU mathematics program has also
administrated and published articles leading to changes in mathematics education.

The existing program have grown and undergone improvements from needs assessment. CWU
presently has certified approximately 25 to 30 new mathematics teachers each year. Some of this
growth has come through the new Career Switcher program. This is a Secondary Mathematics
Teacher Certification program taught at CWU Lynnwood to meet the need for mathematics teachers in
the Puget Sound region. Another new program is the Middle School Mathematics and Science minor
which is an endorsement program taught on the Ellensburg campus to meet the need for elementary
majors to be highly qualified to teach middle school mathematics. This program is the first in the state
and has its first graduates this year. The expected enrollment for this program is 25 students for the
2005/06 academic year.

The CWU mathematics department is also proactive through education committees such as the
development of the endorsement standards and Transition Mathematics Project. Conducting the
publishing research on mathematics education is one of the reasoning state leaders look to our
department for leadership.

University Goal VI: Create and sustain productive, civil, and pleasant campuses and workplaces.

      Develop an effective sense of community throughout the university.

The Department is an active member of the university community. To this end, we have brought the
issue of quantitative and symbolic reasoning to a university faculty development day, had meetings
with representative from chemistry, biology, and construction management to discuss how our
department can best serve our partner disciplines, and had a representative on the faculty senate
General Education committee. Our department initiated the ILAP project and our faculty members
collaborate on scholarly activities with members of other departments and colleges. We continue to
keep in contact with other departments on campus to best provide courses that facilitate their needs.

      Reward the individual accomplishments of faculty and staff.
Our department has recently begun posting excerpts from recent faculty publications to promote the
individual accomplishments of our faculty.

      Establish university-wide standards of professionalism. Value diversity of background,
       experience, belief, and perspective as a means to improve the quality of the educational
       experience and to achieve civility.

The Mathematics Department makes every effort to provide an environment of professionalism and
civility, both in its internal and external aspects. We ask and assume that faculty, staff, and students
will participate in this effort by behavior and example. In particular, we encourage that all are:
           Carrying out one’s fair share of departmental tasks;
           Reliably following through on departmental assignments;
           Taking part in departmental governance and decision making;
           Advising and providing support and assistance for students;
           Fostering a civil, supportive, and cooperative climate in the department;
           Showing a collective rather than competitive ethic – that the good of the department is
            compatible with one’s benefit;
           Showing a willingness to compromise.
D. Departmental Governance System
The Department of Mathematics is a large department consisting (AY 05-06) of fifteen tenure-
stream faculty, five full-time non-tenure-track (FTNTT) faculty, two faculty members on phased
retirement plans, and three adjunct positions (totaling 40 hrs of instruction). This amounts to a full
time equivalent of faculty (FTEF) of 21.42. The Department Chair is primarily responsible for
making/approving decisions that affect the entire department. In many cases information is
distributed and gathered via bi-weekly (approximately) department meetings. In many instances
(faculty searches, curriculum changes, textbook decisions, student awards/scholarships) ad hoc
committees are convened to bring recommendations to the department as a whole. Based on a
simple majority vote a decision is made. The chair oversees that the decision is conveyed to
appropriate parties.

Because of the complexity of the department, the chair relies on specific designated
personnel/directors to offer sound recommendations that pertain to specific programs. In particular
we currently employ the following directors:

   1.   Director/Chief Advisor of Secondary Education: Mark Oursland.
   2.   Director/Chief Advisor of Actuarial Science: Yvonne Chueh
   3.   Chief Advisor for BA/BS Mathematics: Tim Englund
   4.   Director of MAT Graduate Program: Mark Oursland
   5.   Director of University Math Center: Erin Lee
   6.   Mathematics GEAR UP and Cornerstone Director: Nancy Budner

 The above faculty members act as liaisons and chief policy advisors to the chair regarding their
appropriate programs.

(see Organization Chart)
II.    Description of Programs

Undergraduate Programs
BA/BS Mathematics: The Bachelor of Science degree is the perfect major for those planning on a
career in business, industry, or continuing on to graduate school. The Bachelor of Arts degree in
mathematics affords a firm foundation in modern mathematics while allowing enough time for a
student to couple the mathematics degree with a second major.

BS Actuarial Science Specialization: Our department offers a variety of courses and seminars to
prepare prospective actuaries for examinations given jointly by the Society of Actuaries and the
Casualty Actuarial Society. Specialized courses in probability, mathematical statistics, stochastic
processes, loss models, life contingencies, and the theory of interest have helped our program earn
an enviable reputation for producing well-trained graduates.

B.A. Mathematics: Teaching Secondary Major: Central Washington University has an excellent
reputation and a solid heritage as a teaching institution. This major prepares students to teach
secondary level mathematics and satisfies the endorsement for Mathematics.

Middle Level Math/Science Teaching Minor: This minor is designed for students who wish to teach
science and/or mathematics at the middle level (grades 5-8). Completion of this minor provides a
Middle Level Math/Science endorsement. The coursework provides experiences in mathematics
and science content and pedagogy including field experience.

Certification Programs
Students who have a BA or BS can enroll in the following teacher certification and a secondary
mathematics endorsement programs.
The CWU Mathematics Department has two certification programs: 1) An open enrollment
program on Ellensburg Campus and 2) A cohort program at CWU Lynnwood called Career
Switcher. Students seeking enrollment for either of these programs must meet the admission
requirements for the Mathematics Education Program and Teacher Education Program (TEP). The
curriculum for both programs is the Teaching Secondary Mathematics Minor. To complete both
programs students must meet all the requirements of the Teaching Secondary Mathematics
Program (Complete all mathematics courses with a C or better, complete all courses in the TEP,
have a 3.0 GPA in the last 45 credits, complete the Mathematics Education Electronic Portfolio,
and pass the West-E exam).

Graduate Programs
Masters of Arts for Teachers (MAT): This program has been structured mainly for junior and senior
high school mathematics teachers. It also may prepare a student for community college teaching
and for advanced study in mathematics education. Sequencing of the required coursework is
minimal and makes it possible in most cases to complete all the requirements for the degree in
three consecutive summer sessions.
A. Currency of Curricula in Discipline
   The Mathematical Association of America’s Committee on the Undergraduate Program in
   Mathematics (MAA CUPM) released their latest set of recommendations for departments,
   programs, and all courses in the mathematics sciences in 2004. In this section, we restate the
   CUPM recommendations followed by brief statements as to how our department is working
   towards these goals.

CUPM 1: Understand the student populations and evaluate courses and programs.
  Mathematical sciences departments should
   Understand the strengths, weaknesses, career plans, fields of study, and aspirations of the
     students enrolled in mathematics courses;
   Determine the extent to which the goals of courses and programs offered are aligned with the
     needs of students, as well as the extent to which these goals are achieved;
   Continually strengthen courses and programs to better align with student needs, and assess the
     effectiveness of such efforts.

Self-study assessment of CUPM 1:
              The Mathematics department is concerned with placement of students in many of its
               general education courses and is in the process of redesigning some of those courses to
               better suit the needs of the enrolled students.
              The Mathematics Department has been meeting with representatives from other
               disciplines (this year: Biology, Chemistry, Construction Management) to find out what
               these partner disciplines think the mathematics department is teaching and what they
               think the department should be teaching. The Department’s ILAP grant takes this
               further by funding specific interdisciplinary projects designed to highlight the
               mathematics that is needed/important to these partner disciplines.
              All three of our major programs have recently undergone major self-review and
               realignment. These reviews have included revisions in course offerings, material
               covered, and the methods being used to teach and assess them. These reviews also
               include input from those outside of the mathematics department (as mentioned above)
               as well as outside of the university. For example the actuarial science program remains
               in contact with the insurance industry to find out what they are looking for in new hires
               and our secondary education program must remain in close contact with many of the
               educational groups across the state.
              Our department is finalizing its assessment plan.

CUPM 2: Develop mathematical thinking and communication skills.
Every course should incorporate activities that will help all students progress in developing analytical,
critical reasoning, problem-solving, and communication skills and acquiring mathematical habits of
mind. More specifically, these activities should be designed to advance and measure students'
progress in learning to
     State problems carefully, modify problems when necessary to make them tractable, articulate
        assumptions, appreciate the value of precise definition, reason logically to conclusions, and
        interpret results intelligently;
     Approach problem solving with a willingness to try multiple approaches, persist in the face of
        difficulties, assess the correctness of solutions, explore examples, pose questions, and devise
        and test conjectures;
      Read mathematics with understanding and communicate mathematical ideas with clarity and
       coherence through writing and speaking.

Self-study assessment of CUPM 2:
              Analytical/mathematical reasoning skills are valued by our department and are
               incorporated in the goals and objectives of our program.
              The ability to communicate mathematics is also highly valued. Requiring students to
               give oral presentations, produce lengthy written reports, and write and structure
               mathematical proofs are some of the assessment methods we use in our programs.
              Through a recent review of the BA/BS Mathematics major it was decided that students
               needed more exposure to mathematical proofs. It was decided that additional 300-level
               ―topics‖ courses would be added to build upon the base first laid in Sets and Logic
               (Math 260).
CUPM 3: Communicate the breadth and interconnections of the mathematical sciences.
Every course should strive to
     Present key ideas and concepts from a variety of perspectives;
     Employ a broad range of examples and applications to motivate and illustrate the material;
     Promote awareness of connections to other subjects (both in and out of the mathematical
        sciences) and strengthen each student's ability to apply the course material to these subjects;
     Introduce contemporary topics from the mathematical sciences and their applications, and
        enhance student perceptions of the vitality and importance of mathematics in the modern world

Self-study assessment of CUPM 3:

      Our courses present key ideas from a variety of perspectives and employ a broad range of
       applications to aid in motivation. In particular, we have modified our pre-calculus and calculus
       courses to make use of the ―rule of three (four)‖ thereby ensuring our students see different
       representations of functional and calculus concepts. The use of the numerical and graphical
       capabilities of graphing calculators is frequent in our pre-calculus and calculus courses. In
       upper division courses students are introduced to computer algebra systems to approach
       mathematical problems from different perspectives.
      The ILAP project is primarily focused on promoting awareness of the connections of pre-
       calculus and calculus level mathematics to other subjects.
      The department is currently redesigning a general education course (Math 101: Math in the
       Modern World) to contain a variety of contemporary topics to enhance student perception of the
       vitality and importance of basic quantitative reasoning in the modern world.
      At the upper level, we have also decided to offer more 400 level topics courses to give our
       majors more breadth in contemporary mathematical subjects.
      Our department offers three very different mathematical programs thereby giving our students
       exposure to a broad range of mathematical professions.

CUPM 4: Promote interdisciplinary cooperation.
Mathematical sciences departments should encourage and support faculty collaboration with
colleagues from other departments to modify and develop mathematical courses, create joint or
cooperative majors, devise undergraduate research projects, and possibly team teach courses or units
within courses.

Self-study assessment of CUPM 4:
     The department encourages faculty collaboration with colleagues from other departments (see
      goals section).
     The ILAP project is evidence of the department’s and university’s commitment to promote such
      interdisciplinary cooperation. Before this project was funded by NSF, a similar pilot project was
      supported by the Office of Undergraduate Studies. This project involves the cooperation of the
      mathematics departments and six other departments.
     Our faculty have participated in the writing and implementation of several other
      interdisciplinary programs: STEP, CAT, CROAK!.
     The Mathematics Department has been a driving force behind several Quantitative and
      Symbolic Reasoning initiatives. Specifically, chairing a University-wide QSR committee and
      organizing a university Fall Faculty Development Day.

CUPM 5: Use computer technology to support problem solving and to promote understanding.
At every level of the curriculum, some courses should incorporate activities that will help all students
progress in learning to use technology
     Appropriately and effectively as a tool for solving problems;
     As an aid to understanding mathematical ideas.

Self-study assessment of CUPM 5:
   As mentioned above, our pre-calculus and calculus courses employ the numerical and graphical
       abilities of graphing calculators to expose students to these problem-solving approaches.
   Computer algebra systems such as Maple and Mathematica are also used both in calculus and
       upper division courses. A recent internal grant has been submitted to obtain more copies of
       Mathematica to support recent endeavors to incorporate this CAS into more courses.
   Minitab/SPSS/Excel are used extensively in probability and statistics courses to help students
       analyze large data sets, produce relevant graphs, and set up and perform hypothesis tests. A
       recent internal grant has been submitted to obtain copies of more advanced statistical and
       financial analysis software packages to better address the needs of our actuarial science students.
   Most of the statistical and mathematical software is only available in the BU 103 lab. As this
       room receives more and more classroom use (from Mathematics as well as Communications),
       there is concern about availability of specialized software for student use outside of class.
   A department laptop and projector on a mobile cart is available for in-class demonstrations
       and/or technology instruction. Also, two classrooms in Bouillon Hall have recently been
       upgraded to allow for computer use in class.
   Actuarial Science students make use of CD and DVD format instructional aides as they prepare
       for CAS/SOA exams.
   A grant was recently secured to purchase a mobile cart with a classroom set of iBooks.
   A computer and scanner is currently available for student use in our department library to aid
       students in the preparation of electronic portfolios.

CUPM 6: Provide faculty support for curricular and instructional improvement.
Mathematical sciences departments and institutional administrators should encourage, support and
reward faculty efforts to improve the efficacy of teaching and strengthen curricula.
   The department supports travel for faculty to attend and participate in conferences and
     workshops focusing on curricular and instructional improvement. Two members of the faculty
     are Project NExT fellows (one national, one sectional) and our new tenure-track hire will be
     nominated for a national NExT Fellowship.
   The department has supported faculty who are involved in creating new approaches to teaching.
     In particular, Drs. Boersma and Curtis were allowed to teach multivariable calculus using the
      new ―Bridge Project‖ materials, Drs. Montgomery and Fassett have been allowed to teach
      calculus and pre-calculus using some of Dr. Montgomery’s own materials (together with some
      Cornerstone instructors), and Dr. Willard’s teaching schedule has been rearranged to facilitate
      her use of some assessment materials for elementary education majors.
     The Office of Undergraduate Studies has provided a great deal of support recently to the
      mathematics department. This support supported a pilot ILAP project several summers ago,
      provided partial travel support for two faculty to attend a workshop on assessment of
      mathematics departments, provided financial support to cover registration and travel costs for
      faculty to participate in meetings relating to quantitative reasoning (for the past three years), and
      provided support for our faculty to participate in the Transition Math Project.
     The Office of Continuing Education and the Mathematics Department have provided support for
      the redesign of Math 101 in the form of faculty stipends for non-tenure-track faculty to help in
      this endeavor.
     The Dean of the College of the Sciences has provided travel support for the department chair to
      attend a workshop on academic chairs.
     The Office of Graduate Studies offers travel support up to $250 for faculty giving professional
      presentations. Our faculty members regularly make use of these monies.
     Several faculty are involved in research with faculty members and students from different

In addition to the above CUPM guidelines, our programs in secondary education and actuarial science
also adhere to professional guidelines.

Currency of Curricula in Discipline: Secondary Education
 At least six sets of guidelines with similar prescriptions from the secondary mathematics education
 program at CWU. The most important of these is the benchmark document, The Principles and
 Standards for School Mathematics (National Council of Teachers). Other sets of guidelines mirror
 those of the Standards and have followed them historically. They include the State Certification
 Standards, Professional Standards for Teaching Mathematics, and Standards for Assessing
 Mathematics (NCTM), and The Mathematical Education of Teachers (Conference Board of the
 Mathematical Sciences). This program also adheres strictly to NCATE accreditation standards.

Currency of Curricula in Discipline: Actuarial Science
CWU’s Actuarial Science program is the only program in the state of Washington and also the largest
advanced undergraduate program west of Mississippi River ranked according to the national standards
published by the Society of Actuaries—the largest actuarial professional society in the United States.
(The Society of Actuaries is a nonprofit educational, research and professional society of 17,000
members involved in the modeling and management of financial risk and contingent events.)
listings/undergraduate-advanced/. Our faculty consists of two tenured and one new tenure track
members, one with an actuarial designation as Associate of Society of Actuaries and a former member
of American Academy of Actuaries. The program started 20 years ago and has been successful training
future actuaries to serve the northwest region and the west coast. Endowed scholarships, regular career
placements, alumni relation, and faculty publications make CWU’s Actuarial Science program stand
out in the nation.
B. Process of Reviewing Curriculum and Programs

When Dr. Chueh was hired in Fall 2001, she, Dr. Lin, and the retiring director of the actuarial science
program, Dr. Owen spent a great deal of time reviewing and revising the actuarial science program.
This process resulted in several new courses and the production of well-articulated goals and
assessment procedures. Drs. Chueh and Lin are responsible for the continued monitoring of the upper-
level curriculum aimed at preparing our students for careers as actuaries.

During AY 2003-04, the mathematics education faculty went on a two day retreat to review and assess
the current education programs housed within the mathematics department. This review process
resulted in a complete set of goals, outcomes, and assessment procedures. Also, much of the program
was redesigned to better reflect the mathematical content and pedagogy material needed for our future

For the last two years a committee has, similarly, been meeting to focus on the recommend changes to
the BA/BS program in mathematics. The committee’s recommendations have been discussed at
several department meetings over this academic year (04-05). Our changes will be brought before the
curriculum committee next year for final university approval.

As a result of these recent reviews, programmatic goals were articulated (see I B), curriculum was
redesigned with a focus on student learner outcomes, and assessment plans were developed (see I B
and II F). As data from these assessments become available, they will be discussed and analyzed at
department meetings.
C. Effectiveness of Instruction
Excellence in teaching is the most important factor in evaluating faculty for reappointment, tenure, or
promotion. The mathematics department expects its entire faculty to demonstrate evidence of
excellence in teaching that is characterized by clarity, effectiveness, and organization

1. Instruction in our department is always focused on student learning. To this end our faculty employ
a variety of innovative as well as traditional methods of instruction. For example
        60% regularly engage in collaborative research between students and faculty,
         87% practice inquiry-based learning in their classrooms,
         100% use well-organized lectures,
         27% use field experiences, and
         13% involve service learning and/or civic engagement.

2. The following technologies are regularly and actively used in the classroom by our faculty:
     Computer Algebra Systems: These have been used in classes from pre calculus up through
      senior level mathematics courses. Sometimes employed for demonstration purposes and
      sometimes used as a problem solving tool for students to work on larger more open-ended
      problems. BU 103 has Maple available on all 23 machines and Mathematica on 12.
     MS Office
     Blackboard: Used for online course delivery. The following courses have made use of
      Blackboard in the past: Math 299E, 323,324,499E, 515, 535, and 553.
     Livetext: Used for online assessment. The following courses have made use of Livetext in the
      past: Math 299E, 323, and 499E.
     Geometers sketchpad/Cabri Geometry: Used in the following: Math 250, 355, 455, 550, and
     Minitab/SPSS/Excel: This software allows students to actively engage in data analysis. It is
      used regularly in Math 170, 311, 410, 411, and 498.
     Visual Basic: Used in Math 417
     Graphing Calculators: The department requires graphing calculators in all of its pre calculus
      and calculus courses. Standards for these courses include specific technology standards as they
      pertain to the graphing calculator.
     Power Point: Lectures are sometimes delivered via such a presentation. The presentation is
      then readily available for students to review at a later date. Used in Math 410 and 411.
     CBL/CBR : These portable data collecting devices are used in Math 299E, 324, and 499E.
     WWW: The internet is routinely used as a vehicle to distribute class outlines/notes,
      assignments and is also used by our faculty to facilitate grade reporting and online assessment.

   3. (See item 1 above.)

   4. Teaching effectiveness is measured on the basis of:
     Standard student evaluations (SEOI’s),
     Peer teaching evaluations involving at least one classroom visit per year by a tenured member
      of the department, and
     Teaching portfolio, including a reflective discussion of pedagogy. Course syllabi and
      assessment materials (e.g. portfolios, exams, and quizzes) should be available for review by the
      Personnel Committee.
In addition to the above measures, for those candidates applying for tenure the Chair of the
Department will arrange interviews with students from the candidate's classes.
D. Measures of quantity for academic programs for the last five years
1. FTES Data

The following table shows our department's state-funded course FTES during regular academic terms.
These data are "annualized," meaning we use the annual rate of 45 undergraduate and 30 graduate
credits per FTE.

                                2000-      2001-      2002-      2003-      2004-
                                2001       2002       2003       2004       2005
Mathematics           Lower
                    Division      298.6      299.9      327.7      354.0      393.1
                    Division       33.9       30.2       34.9       45.1        54.0

                   Graduate                               0.5         0.1

                       Total      332.4      330.1      363.0      399.1      447.1

Important Notes:
   a. Since our graduate program is a summer program, our graduate FTES data is often missing
       and/or misleading. University data tends to focus on the nine month academic year and, hence,
       does not count our summer enrollments. See table below for more accurate data on graduate
   b. The above data does not include developmental courses.
        The following table shows FTE data for specific general education courses:
                                2000-      2001-        2002-         2003-       2004-
                                2001       2002         2003          2004        2005

              MATH 101             71.9        66.4        82.2          79.7       109.6
               130.1/130           74.4        71.2        83.3          86.7       112.7
               163.1/153           46.4        47.1        44.2          56.4        55.2
               163.2/154           21.7        24.4        23.6          22.9          26
               164.1/164           17.9        18.9        19.4            23        20.8

              MATH 170              1.3         0.3         0.7           0.7         1.1
               172.1/172           24.8        25.4        26.4          24.1        22.1

                      Total       258.4       253.9       279.9         293.4       347.4

        The following table shows our summer FTE data. The annualized column is based on a divisor of 45
        credit hours (30 for graduate), the second column has a divisor of 15 (10 for graduate).

                                 Summer 2001             Summer 2002                Summer 2003                Summer 2004
                              Annualized   Summer     Annualized      Summer     Annualized      Summer     Annualized   Summer
                                 FTE         FTE         FTE            FTE         FTE            FTE         FTE         FTE
Mathematics   Lower
              Division              12.9       38.7         16.4         49.3             16.7      50.0          21.5       64.5
              Division               0.0        0.1             0.1        0.4             0.1        0.3          3.5       10.5

              Graduate               6.2       18.6             6.8      20.4              8.3      24.8           9.2       27.5

              Total                 19.1       57.3         23.4         70.1             25.0      75.1          34.1     102.0

College of the Sciences            164.8     494.3         173.7        521.0         194.3        582.8         205.1     615.4

   University Total                689.0    2,067.1        737.6       2,212.9        793.4       2,380.3        781.8    2,345.4
              2. Number of graduate from each department based on degree program.

                                                          1999-       2000-       2001-       2002-       2003-
                                                          2000        2001        2002        2003        2004
               BA: Mathematics
                                                                  1                                   3           1
               BA: Mathematics Secondary Teaching
                                                              18          16          11              6       11
               BS: Mathematics
                                                                  1           1           3           3           3
               BS: Mathematics with Actuarial Science
               Specialization                                 12              9           3           6           3
               Award Level Total
                                                              32          26          17          18          18
Master's       MAT: Mathematics
                                                              11              4           6           5           3
Grand Total
                                                              43          30          23          23          21

                        a. The above data does not include those students we serve who are in ―certification only‖
                           programs. E.g. the students who successfully pass through our Career Switcher
                           program in Lynnwood are not recorded in any of the above datasets.
                                        1999-       2000-       2001-       2002-       2003-
   Minor                Major
                                        2000        2001        2002        2003        2004
                                                1                                               1
              Business Education
                                                                                    4           2
              Chemistry & Physics
              Communication Studies
              Computer Science
                                            15          18          20          17              7
                                                                                    1           1
              Electronic Engineering
              Technology                        5           3           6           3           2
              Electronic Engineering
              Technology & Industrial
              Technology                        1
              Elementary Education
                                                1                       1
              Foreign Language
              Geography (45-59
              Credits)                          1
              Geography (60+
              Credits)                          1
                                                2           1                                   2
              Individual Studies
              Mechanical Engineering
              Technology                        1           1           2           1           2
              Physical Education
              Teaching                                                                          1
                                                3           2                       4           1
              Physics Engineering
              Political Science
              (45-59 Credits)                                           1
              (45-59 Credits)                   1
              Sociology (60+ Credits)
              & Social Services                                         1
              Minor Total
                                            34          26          34          30          20
Teaching       Major
               Business Education
               Earth Science
               Elementary Education
                                                   1         1
               Foreign Language
               Teaching                  1
               History Teaching Broad
               Area                                1
               Minor Total
                                         1    1    2         3
Grand Total
                                        35   27   36   30   23
E. Required measured of efficiency for each department for the last five years.
   1. SFT (FTES/FTEF) disaggregate data

         2000-2001      2001-2002      2002-2003     2003-2004     2004-2005
 FTES           332.4          330.1         363.0         399.1        447.1
 FTEF       15.65333       16.68333          16.19         17.54
 SFR        21.23509       19.78621      22.42125      22.75371

   2. Average class size

                                           1999-00   2000-01   2001-02    2002-03   2003-04   2004-05
                        Lower Division        32.3      32.3       36.1     38.3      36.7      36.0
Mathematics             Upper Division        15.3      12.8       12.2     11.5      14.4      13.7
                          Average             27.7      27.2       30.0     30.0      30.1      28.5
                               Average Undergraduate Class Size
                           Academic years 1999-200 through 2004-2005
F. Planning and Assessment of Programs
BA/BS Mathematics
    1. How Students Are Assessed as they Enter the Program
    Students need to successfully complete two calculus courses (transfer students, ten credit hours
    of mathematics courses taken at CWU) before being admitted to the program. In addition, all
    students meet with a faculty advisor to talk about the various degree options and requirements.

     2. How students are assessed as they exit the Program.
     Although no comprehensive end of program assessment is currently practiced, we are currently
     in the process of developing such a component. We treat our senior-level sequences as our
     students’ capstone experiences.

     3. What data are gathered about program graduates and their successes?
     Individual faculty members typically are aware of which of our students go on and succeed in
     graduate school, find employment, etc. This data is not collected and stored in any central
     location. See copy of alumni survey included in pocket.

     4. Faculty involvement in assessment.
     We have spent several department meetings this year discussing the role of assessment (including
     the construction of student leaning outcomes), specifically as it pertains to our BA/BS
     Mathematics degrees. Next Fall we will begin implementation of an assessment plan which will
     involve the cooperation of all faculty.

     5. How programs are assessed in the department and how these results are used to change or
         adapt program/major curriculum, faculty, or resources.
     For the past few years we had a committee to assess the current program. This committee
     brought several recommendations for change to the department this year and these changes were
     discussed and modified. The final recommendations will go before the Curriculum Committee
     next year for adoption.

     6. Steps that need to be taken in order to ensure that all of the appropriate assessment activities
        including programmatic and student are being accomplished.
     The assessment plan needs to be piloted and revised as necessary. Provisions will be made to
     oversee the implementation process.

BS Actuarial Science
      1. How Students Are Assessed as they Enter the Program
              Any student completed and had at least C in calculus sequence can apply for major
                 in Actuarial Science program. Students from diverse backgrounds are encouraged to

       2. How students are assessed as they exit the Program.
             All actuarial students are required to pass required courses and encouraged to gain
                experience through summer internships. All students are expected to pass at least
                one SOA/CAS exam by graduation.
       3. What data are gathered about program graduates and their successes?
2005: Summer Internships Received

                  Sponsor                  Student Name             Location
                 SAFECO              1. Goedecke,Patricia Jean      Seattle
                                         2. Kalb, Stefan J F
                                        3. Bolanos, Grant A

              SYMETRA                   1. Forrest, David B         Seattle

             STANDARD                  1. Langland, Brent J         Portland
                                       2. Leguizamo, Maria

              REGENCE                   1. Compton, Justin          Seattle

2005: Graduates and Career Placement before Graduation

Name                         Career Placement before          Pass SOA/CAS Exam(s)
Dan Moss                     Regence BluShield?               1; took 2 in May 2005
Jennifer Lampi               Safeco Insurance                 Took 1, 2 in May 2005
Chris Gossage                Regence BlueShield               1,2
Tara Husko                   Premera BlueCross                Took 1 in May 2005
Faith Kirk                   Northwestern Mutual?             Took 1 in May 2005
Boettger,JJ                                                   Took 1 in May 2005
Payton,Quinn C               Premera BlueCross                1, 2; took 3 in May 2005
Sunshine Li                  Regence BluShield?               1; took 2 in May 2005
Taylor Grant                 American Express?
2004: Summer Internship: Seattle and Portland

               Sponsor                     Student Names
              SAFECO                     1. Heineman, Brett                    Seattle
                                           2. Husko, Tara

             SYMETRA                       Gossage, Chris                      Seattle

            STANDARD                          Dan Moss                         Portland

             PREMERA                        Payton, Quinn                      Seattle

          MILLIMAN USA                     Lampi, Jennifer                     Seattle

             FARMERS                        Ritter, Byron                   Los Angeles

      4. Faculty involvement in assessment.
             Faculty members discuss and evaluate the program on monthly basis and anytime
                when issues and opportunities arise.

      5. How programs are assessed in the department and how these results are used to change or
         adapt program/major curriculum, faculty, or resources.
             Program assessments are discussed in the department meeting or reported to the
                chair regularly.

      6. Steps that need to be taken in order to ensure that all of the appropriate assessment activities
         including programmatic and student are being accomplished.
              Need to have small student-faculty ratio in order to ensure timely advising for
              Need to have teaching time release to perform program assessment and update the
BA Secondary Teaching

      1. How Students Are Assessed as they Enter the Program
                  Admissions requirements are 2.5 GPA in the following 19 credits (ENG 102,
                     Math 130, Math 171, and Math 172).
                  They must have passed or be enrolled in Math 260 and 265.
                  They must begin their mathematics education electronic portfolio.
                  Baseline data is collected in Math 299E for all program objectives.
                  Students must be admitted to the Teacher Education Program (GPA 2.5, West-
                     B, Finger Prints, 2 Professional Recommendations).
      2. How students are assessed as they exit the Program.
                  Exit data is collected in Math 499E for all program objectives.
                  Students must pass all courses in the Mathematics Education Major with a C or
                  Students must complete their mathematics education electronic portfolio.
                  Students must pass the West-E (mathematics content praxis II exam).
      3. What data are gathered about program graduates and their successes?
                  Phone interviews will be conducted with graduates 1 to 2 years after graduation.
      4. Faculty involvement in assessment.
                  Mathematics education faculty will meet in the spring and fall to discuss
                     assessment results (1-3) and create an action plan for improvements.
      5. How programs are assessed in the department and how these results are used to change or
         adapt program/major curriculum, faculty, or resources.
                  The results of the assessments and action plan are reported to the department for
                     revision and subsequent implementation.
      6. Steps that need to be taken in order to ensure that all of the appropriate assessment activities
         including programmatic and student are being accomplished.
                  In the fall the mathematics education faculty will report on the progress and
                     efficacy of the assessment program.
   III. Faculty

Overview of Faculty:

             The mathematics department comprises a faculty of twenty one full time
             members of which fifteen are tenure-track, three are non-tenure track in
             full time instruction, and two teach and/or share administrative
             responsibility for grant and university programs. Additionally, two faculty
             members continue teaching through a phased retirement program and five
             additional individuals are typically hired for adjunct instruction.

             Of the tenure-track positions, three members have expertise in probability,
             statistics, and/or actuarial science (one of whom is an Associate of the
             Society of Actuaries); five members have expertise in mathematics
             education; and the remaining seven members have expertise in areas of
             mathematics including algebra, topology, differential geometry, applied
             mathematics, dynamical systems and harmonic analysis. The fifteen
             tenure-track ranks are distributed as follows: seven professors, three
             associate professors, and five assistant professors.
      A. Faculty Profile
      The following table indicates the levels of activity for scholarly output, faculty mentored student
      research, and professional service. The number of faculty represented varies greatly from year to
      year due to the amount of hiring that has taken place in the last five years.

The following data constitutes responses from tenure/tenure-track mathematics faculty during the
Spring of 2005. Due to the large number of hires in the past five years, the data available for each
academic year varies greatly. Below is the number of faculty used in each academic year when
calculating percentages.

       2000-2001: 7 faculty members
       2001-2002: 9 faculty members
       2002-2003: 11 faculty members
       2003-2004: 11 faculty members
       2004-2005: 12 faculty members

  Five year average: 10 faculty members.
B. Faculty Vitae
C. Departmental Teaching Effectiveness
D. Faculty Awards for Distinction
        Professor Choudary was awarded a CWU Distinguished Professor (for research) award
IV.    Students – For five years
       A.      Numbers of degrees awarded per major program. Number of minors awarded per
       This information was provide in section II D.

       B.        Numbers served in general education, education, and supporting courses

      Mathematics General Education and Support Courses

                                  Annual Average FTE, 2001 - 2005

 Support Category            Courses        2000-2001    2001-2002   2002-2003   2003-2004      2004-2005
                        MATH 101                  71.9        66.4        82.2        79.7          109.6
 General Education      MATH 130.1/130            74.4        71.2        83.3        86.7          112.7
                        Total                    146.3       137.7       165.6       166.3          222.2
                        MATH 164.1/164            17.9        18.9        19.4        23.0           20.8
      Education         MATH 250                                                          0.7         1.8
                        Total                     17.9        18.9        19.4        23.7           22.6
                        MATH 163.1/153            46.4        47.1        44.2        56.4           55.2
                        MATH 163.2/154            21.7        24.4        23.6        22.9           26.0
                        MATH 170                   1.3         0.3         0.7            0.7         1.1
                        MATH 172.1/172            24.8        25.4        26.4        24.1           22.1
                        MATH 172.2/173            19.1        21.3        20.2        19.0           16.7
                        MATH 272.1/272             5.7         5.2         9.0            7.7         7.0
                        MATH 272.2/273             2.1         2.4         2.8            5.6         3.6
                        Total                    121.1       126.3       126.9       136.3          131.7
                        MATH 260                   7.3         9.6         6.7        14.6           10.7
                        MATH 265                   4.4         5.9         6.7            8.7         5.1
 Advanced Support
                        MATH 376.1/376             0.4         0.5         0.7            1.1         1.0
                        Total                     12.1        15.9        14.1        24.3           16.7
            Grand Total                         297.4       298.8       326.0       350.7          393.2
C.    Student accomplishments (include SOURCE, career placement information, etc.)
      List those graduate students working in field; those placed in doctoral programs.
SOURCE Students:
  1. Andrew Musselman, 2005 (two presentations)
  2. Amy Eglin, 2005
  3. Nicholas Stanford, 2005
  4. Katherine Alexander, 2005
  5. Terri LeBlanc, 2005
  6. Lindy Mullen, 2005
  7. Jeff Charbonneau, 2005
  8. Eric Dean, 2005
  9. Sam Hunn, 2005
  10. Jessica Reisen, 2005
  11. George Winner, 2005
  12. Emily Smith, 2005 (poster)
  13. Sean Walsh, 2005 (poster)
  14. Beth Coopersmith, 2005 (poster)
  15. Faith Kirk, 2005 (poster)
  16. Justin Compton, 2005 (poster)
  17. Sunshine Li, 2005 (poster)
  18. Suen Ching Chan, 2005 (poster)
  19. Lindsay Wiseman, 2005 (poster)
  20. Seth Miller, 2004 (two presentations)
  21. Dustin Mixon, 2004 (two presentations)
  22. Jonathan Pickett, 2004
  23. Andrew Musselman, 2004
  24. Quinn Payton, 2004
  25. Tara Husko, 2004
  26. Misael Lopex, 2004
  27. Lindy Mulle, 2004
  28. Arthur Buchan, 2004
  29. Chris Gossage, 2004 (poster)
  30. Dan Moss, 2004 (poster)
  31. Taylor Grant, 2004 (poster)
  32. Maria Leguizamo, 2004 (poster)
  33. JJ Boetger, 2004 (poster)
  34. Patricia Goedecke, 2004 (poster)
  35. Aimee Clem, 2004 (poster)
  36. Emily Hansen, 2004 (poster)
  37. Laurie Kutrich, 2004 (poster)
  38. Laura Wisely, 2004 (poster)
  39. Byron Ritter, 2003
  40. Jennifer Lampi, 2003
  41. Tiffanee Graff, 2003 (one presentation, one poster)
  42. Catharine Collar, 2003 (poster)
  43. Michael Monardo, 2003 (poster)
  44. Jason Nowakowski, 2002
  45. Daniel Sepulveda, 2002
  46. Joe Brown, 2001
  47. Andrew McNeil, 2001
         48. Rex Flake, 2001

Regional/National Presentations by Students:
   1. Andrew Musselman, PNW-Mathematical Association of America, 2005
   2. Seth Miller, PNW-Mathematical Association of America, 2005
   3. Dustin Mixon, PNW-Mathematical Association of America, 2005
   4. Jennifer Lampi, Douglas Honor Student, 2005.
   5. Andrew Musselman, NKS Seminar (Wolfram Research), 2003.
   6. Seth Miller, PNW-Mathematical Association of America, 2003
   7. Joe Brown, PNW-Mathematical Association of America, 2001
   8. Andrew McNeil, PNW-Mathematical Association of America, 2001
   9. Rex Flake, PNW-Mathematical Association of America, 2001

    I. Jill McCurdy, 2003 Society of Actuaries Wooddy Scholarship.

Career Placement The actuarial science program keeps better records of this information. Here
is their placement information from last year:
            Career Placement, Graduates in Spring 2005

            Name              Career Placement
            Dan Moss         Regence BluShield
            Jennifer Lampi   Safeco Insurance
            Chris Gossage    Regence BlueShield
            Tara Husko       Premera BlueCross
            Faith Kirk        Northwestern Mutu 2005
            Payton,Quinn C   Premera BlueCross
            Sunshine Li      Towers Perrin

D.          Provide one masters project; two will be randomly selected during site visit.

E.          Advising services for students
          The Department secretary can help students with placement in lower division general
           education courses and can help arrange meetings with the Department Chair or an
           academic advisor.
          When students are ready to declare a major they meet with an academic advisor in their
           program area. This advisor explains the program requirements and helps the student
           plan their schedule.
          Informal advice is given by all faculty. This can be advice concerning the next
           mathematics course to take or even advice about applying for scholarships and graduate
          Students in the Actuarial Science program are given career placement advice and the
           academic advisors often arrange for businesses to conduct student interviews on campus
           for summer internships as well as full time appointments. At least once a year there is a
           leader from the actuarial science industry invited to campus to give a talk about career
           opportunities in this field.

F.          Other student services offered through the department including any professional
                   societies or faculty-led clubs or organizations.
   Math Club: Oscillates between active and non-active. During 03-04 the Math Club was
       quite active an organized colloquia and a pizza social.
   Actuarial Science Club: This organization is quite active. They organize field trips and
       invite speakers to discuss career opportunities in the insurance industry.
   Mathematical Competition in Modeling: Since January 2002 CWU has had one or two
       teams competing in this international competition. Results have been very good
       (except for the first year, all teams have received a “Meritorious” ranking and the
       2004 team received the Ben Fussaro award for most creative solution).
V.   Facilities & Equipment (The facilities section is for departments who rely heavily upon
     laboratory or studio space for instruction.)

     A.       Describe facilities available to department and their adequacy.
             Offices: Current space is no longer adequate (one office in Hertz Hall, limited storage
             Copy Area :adequate.
             Central Reception Area: adequate.
             Storage: Not adequate. We have confidential files in the hallway lockers (very
                  inaccessible and not terribly secure). We no longer have an extra quiet room for
                  make up tests.
             Computer Lab (BU103): This lab is shared with Communications and it can be difficult
                  to schedule classes here. Also, student access outside of class is very limited (not
                  open on weekends etc. Specialized mathematics software such as minitab, maple,
                  and mathematica is not available in other labs on campus)It is not configured well
                  for instruction. Capacity of 23 students.
             Lounge/Library: adequate.
             Classrooms: Not all accommodate the implementation of different pedagogies (some
                  rooms we use in Black Hall or Shaw-Smyser have fixed seating making it difficult
                  to engage in cooperative learning activities). Not all rooms have overhead
     B/C.     Describe equipment/technology available to department and its adequacy.
             Office Computers: Every tenure stream faculty member receives a new computer when
                  they are hired. For the last five years, we have been trying to replace these
                  computers every three years. The three-year old computers are used in FTNTT and
                  adjunct offices. Thus, most all faculty have relatively new computers. Because of
                  the summer revenue our department generates we can implement this policy.
             Individual Software: Between summer revenues and faculty development funds, most
                  individual software requests are fulfilled. It would be nice if there were a university
                  site license for Adobe Writer.
             Multimedia Station: There is one multimedia station available for student use in the
                  library/lounge. Students can use this machine to work on homework or prepare
                  their electronic portfolios.
             Smart Classrooms: There are three classrooms in Bouillon which have “smart”
                  consoles. However, that does not mean they are equipped with the specialized
                  software needed in many mathematics courses.
VI.    Library and Technological Resources
       A.        Describe program’s general and specific requirements for library
                 resources in order to meet its educational and research objectives.
                 Indicate ways in which the present library resources satisfy and do
                 not satisfy these needs.
               Education: Current selection of undergraduate level textbooks from a wide
                variety of sub disciplines. These library resources are very adequate.
               Research: The library subscribes to MathSciNet which is a great source for
                abstracts and mathematical reviews. Full text articles are not always
                available, yet often a copy can be requested from a participating library.

       B.       Describe information literacy proficiencies expected of students at the
                end of major coursework.
                1.     What instruction in information literacy is provided?
                2.     How are these proficiencies assessed?

        The Mathematics Education programs are the only programs currently expecting
an information literacy proficiency component. Both the undergraduate and graduate
programs (in mathematics education) have multiple assignments/assessments aligned
with standard (Use and participate in professional mathematical organizations: NCTM-
2003-SEC.8.5) Most of the assignments/assessments in both programs are to use the
Internet and/or other resources to find lessons aligned to state and national standards (also
on the internet).

Example Summative Assessment from Undergraduate E-Portfolio:
        Integrated unit aligned with the state EALRs.
Reflection on how this unit meets NCTM-2003-Sec. 8.5
    Write a thoughtful and insightful reflection of how your artifacts demonstrate your
    ability to participates in professional mathematics organizations and uses their print
    and on-line resources.
VII. Analysis of the Review Period
 A. What has gone well in the department? Include major accomplishments of
 the past five years?

          Within the last five years all three major programs (BA/BS, Actuarial
           Science specialization, Secondary Education) have reviewed their
           respective curricula and made major changes. Specifically, Actuarial
           Science has added eight new courses to better align with the new
           professional exams. The Math 410 sequence and Math 414 has recently
           been accredited by the Society of Actuaries for educational credit.
           Actuarial Science continues to excel at intern/job placement for its
           students. The Actuarial science program also has an active student club
           which organizes speakers and field trips. Mathematics Education has
           reviewed and changed both its undergraduate and graduate curriculum. A
           minor in Middle Level Math Science was also added. Also, approval to
           offer the Secondary Education major in Lynnwood was recently approved
           (as well as a tenure track position to oversee this new program). Final
           revisions to the BA/BS in mathematics are currently being prepared for the
           University Curriculum Committee’s approval.
          Faculty believe that the department has been doing a better job of dealing
           with prerequisites. There has been a steady process of tightening up these
           requirements and more feedback between instructors who teach
           prerequisite and sequential courses.
          Having a dedicated director of the Cornerstone program in mathematics has
           been a great improvement. Cornerstone has increased its course offerings
           in the High School (Math 101 and Math 132 ( pending)) we are seeing
           more Cornerstone students coming to CWU.
          It is believed that the mathematics faculty is currently much more active
           then it was, say, ten years ago. While teaching has always been important
           to the department and our department has always had a solid collection of
           excellent teachers, we are now seeing more of our faculty going to (and
           presenting at) conferences devoted to the teaching of undergraduate
           mathematics. We have seen an increase in the use of technology in the
          We are doing a better job of clearly articulating departmental expectations
           regarding teaching as well as scholarship, for new hires. We are seeing an
           increase in scholarly activity among our faculty (published papers,
           presentations at conferences, supervising student research, securing internal
           and external funding).
          We have a ―good group‖ of non tenure track faculty.
          We are seeing a great increase in the number of majors. While the
           ―number of degree awarded‖ data does not yet support this observation, we
     do have a large number of majors ―in the pipeline‖. For example,
     enrollment in upper division mathematics courses has increased from 30.2
     (annual FTES) in 2001-2002 to 54 in 2004-2005. We expect to see a
     greater increase in the number of degrees awarded in the near future as
     these students complete their degrees. Also, both our actuarial science
     program as well as our secondary education program attract post-
     baccalaureate students who never intend to get a degree.
    Student involvement has greatly increased. We have a large number of
     students who participate in SOURCE. Students have been attending and
     presenting at regional meetings of the MAA. Students have attended
     professional conferences pertaining to the actuarial profession. CWU has
     sponsored at least one student team in the Mathematical Competition in
     Modeling for the last four years (with very good results!).
    The director of Cornerstone (mathematics) has done an excellent job in
     recruiting cornerstone students to come to CWU (she does general
     recruiting as well as she travels to both Cornerstone and Gear Up schools).
     The Actuarial Science program has produced a very nice color brochure for
     recruiting purposes as well.
    The University Math Center is now a dedicated facility with a director and
     support staff. The UMC has seen an increase in the number of students
     served through its ―drop in‖ lab program.
    We have seen better coordination with Cornerstone since the hiring of a
     dedicated director (who holds a position within the mathematics
    Revenue from Summer instruction is very significant. Without this
     resource, the majority of our faculty travel would not exist.
    Three new tenure-track positions have been allocated over the last two
    The department has received a modest increase in its goods and services
     budget after a long gry spell.
    Support for faculty development has increased (via the Faculty Senate
     awards as well as the two internal grants that supported the purchase of
    Support has been provided for student participating at professional
    Overall, technology resources (computers, software) have been good.
B.     What challenges exist? What has the department done to meet these

            There are not enough faculty offices in Bouillon Hall. We have requested,
             and received, office space in Hertz Hall.
            We do not have enough space to store and manage recent technology
             acquisitions (two laptop computers, two data projectors, spare TI
             calculators/overhead adaptors, classroom set of TI-83 calculators,
             classroom set of Macintosh Notebooks, assortment of CBLs and CBRs).
            Classroom availability on campus is very scarce. It is difficult to find a
             classroom that is well suited to an instructor’s pedagogical needs (tables,
             movable desks, etc.). Also, as we begin to change courses such as Math
             101 to create a more active learning environment with an increased
             emphasis on communication and project-based learning, we are finding that
             classes of 45-50 students is not very practical.
            The database that is used to schedule classrooms across campus contains
             inappropriate figues (for example, the number of students that can be
             placed in BU106 is much too high.)
            While there has been pressure to increase class size in general education
             classes (we have recently increase class size from 35 to 45) as well as the
             number of sections, we are finding that university facilities can not
             necessarily accommodate such classes (sometimes only smaller class
             rooms are available.
            A couple of years ago Bouillon Hall lost its ―break room‖. There is no
             adequate break room or lounge for faculty/staff. The one that was provided
             is very small (doubles as the mail room) with no plumbing (sink) or
      Faculty Responsibilities: CWU faculty have always had a heavy teaching load.
      Recently we have seen an increase the number of students we serve (class size has
      increased and a general increase in the number of students who take mathematics
      classes) as well as an increase in scholarship expectations. Based on these
      changes, the following challenges exist:
             How can we provide reduced teaching loads for probationary faculty. The
              Provost’s office has funded a 5 credit course release for faculty in their
              first probationary year. Would tenured faculty agree to teach more than
              36 credit hours (perhaps if class sizes came down) in order to allow
              probationary faculty to have lower teaching loads. Perhaps the
              department could support the hiring of one or two adjuncts (through its
              summer revenue) to help reduce probationary faculty loads. It was
              discussed that we might look into providing probationary faculty with a
              reduced teaching load both in their first year of service as well as the year
              before they come up for tenure (to allow for final manuscript
      A college-wide policy on the minimum number of publications needed for
       tenure can not account for the differences between the various
       departments. Obtain sound data which compares an “average”
       publication rate of successful researchers from various disciplines.
      Receiving recognition for certain types of service performed by our
       faculty. For example, some faculty members have advising and job
       placement responsibilities that are extremely important to the department,
       college, and university. In some cases the department chair and personnel
       committee may decide that these responsibilities are much more important
       than sitting on a university committee (that may or may not meet). Would
       this satisfy the Dean and Provost? We need to expand the “Service”
       section of our departmental RPT guidelines and seek Dean approval.
Bureaucracy: We believe that some of the current bureaucracy has created a
large amount of inefficiency. For example:
      It can be a very time consuming task for a faculty member to secure
       enough funds to attend a single conference. For example, it is frequently
       the case that a single trip (say to present a paper at a professional
       conference) may involve obtaining small amounts of funding from a
       variety of sources (department chair, dean, Undergraduate Studies,
       Graduate School, International Studies). All of these contacts take time
       and paperwork.
      It is often the case that a faculty member must ―defend their worth‖ several
       times a year: reappointment, merit, performance review, salary adjustment
       processes. It is not unusual for a faculty member to have to submit a CV
       with various ancillary documents two or three times a year. For a
       probationary faculty member who trying to balance teaching, scholarship,
       and service, this extra amount of paperwork seems excessive.
      In order to make small changes to the printed catalog, an enormous
       amount of paperwork is required. Currently the catalog does not
       adequately instruct students to the prerequisite requirements of many of
       our general education mathematics courses. Last year when we attempted
       to remedy this situation it appeared that roughly 30 pages of paperwork
       would be necessary! (Course change forms for each course involved,
       Course assessment forms for each course involved, etc.) The final result is
       that these prerequisites are not listed! Another example involves a very
       slight change to the major requirements for a B.A. in mathematics. This
       changes would require a Change in Major form which, in turn, requires a
       Program Goals and Assessment form. The later form requires that a
       program has its student learner goals and outcomes organized in a very
       specific manner (Three tiers: Program Goals, Program Objectives, Student
       Outcomes). Not all program goals and objectives are organized this way,
       yet one must restructure all programmatic goals, outcomes, and assessment
       strategies to mesh with this organizational scheme. The result is an
       enormous amount of work as well as the existence of documents with
       conflicting information regarding program goals and outcomes.
    Continuing to refine and implement our assessment plan will be a
    Overseeing programs off campus (and mentoring a probationary tenure
     track faculty member) will be a challenge.
    We continue to see students in our classrooms with an extremely wide
     range of abilities.
C.   What resources have been provided in the last 5 years?

           Wireless capabilities in Bouillon (and other parts of campus).
           The existence of ―smart‖ classrooms in Bouillon (although we do not
            necessarily have the appropriate mathematical software installed on each
            of these consoles.
           The Department now has two laptops and data projectors that can be
            brought to classrooms as needed for demonstration purposes. These are
            getting a lot of use (Curtis, Boersma, Lin).
           We have increased our faculty in the last five years with new tenure track
           We have increased the number of full time non-tenure track positions as
            well with the director of the University Math Center as well as the director
            of Cornerstone/Gear Up (mathematics).
VIII. Future directions – Based upon the information and analysis in
the self study:
A.   Describe the department’s aspirations for the next three and five years.

     B.A./B.S. Mathematics Program
          Although we already serve a large number of students, we would like to see
           an increase in the number of majors that we have.
          We would like to continue the discussion of reviving the M.S. program. Is
           there something that could make our M.S. program unique?
          We would like to improve the reputation of our undergraduate program by
           increasing the amount of undergraduate research. A stronger
           undergraduate research component could also help build the foundation for
           a strong Master’s program.
          We would like to pursue the feasibility of becoming an REU site.
          We would like to develop a more formal arena/forum to discuss teaching.
          We would like to increase the efficiency of the use of technology in the
           classroom. In particular, we would like to see
                o A dedicated mathematics computer lab arranged in a manner better
                    suited to instruction.
                o A central location to deposit all of the computer course materials
                    that have been developed. We need a better way to disseminate
                    this information among ourselves.

     Actuarial Science Specialization
        Initiate and recruit an external advisory group for the CWU Actuarial
         Science program from the industry and state.
        Apply for accreditation from SOA/CAS to become an ―Accredited
         Actuarial Education Institution‖ after the accreditation procedure is finalized
         and formally announced by SOA/CAS
        Increase students’ passing rate for the professional exams jointly
         administered by the Society of Actuaries and the Casualty Actuarial Society
        Create a program web page for the actuarial science program to advertise
         the degree program as well as assist major students with courses taking in
         proper sequence
        Continue education for the actuarial faculty members by taking further
         professional exams and attending professional seminars and meetings
        Supervise and recruit students to reconstruct the Actuarial Science club web
         site and plan profession related activities for club
        Continue networking with local employers and alumni to assist the program
         with recruitment and job placement
        Raise the qualification standard for major entering
        Identify and support avenues to transform our current program to the only
         accredited education center for future actuaries in Washington state—long
         range mission
Teaching Secondary Education Program
    Math Ed. Resource room for book, manipulative, calculators, and
     computers. This would require space and a person to check equipment and
     resources out.

     Form a mathematics education relationship with math teachers in the
      Ellensburg and Lynnwood area for the purpose of professional
      development for teachers and field-experience for the students. This is
      important in order to gain a better relationship with the teachers that are
      mentoring our students in their field-experiences. We are going to look
      into working with the department of education’s work with professional
      development schools.

     We need to get the 2+2 program started. Recruitment of students through
      advertising and exploiting our connections with community colleges. We
      will seek funding for brochures and people to visit community college

     We need a recruitment/advertisement plan for all our programs: Undergrad
      Secondary Math, Middle Level Math Science, Career Switcher
      (Lynnwood), 2+2 Undergrad Secondary Math (Lynnwood), and MAT in

     We need to explore offering MAT for middle school teachers.

     We need to explore offering Masters Level Math education courses in
      Lynnwood and eventually the MAT program.

     Improve and expand the Math Ed. and MAT program websites. Most
      important is the development of pages for advising (both undergraduate
      and graduate) purposes.

Non-Tenure Track Faculty
    Full-timers seemed to prefer having a 45 hour annual teaching load as
     opposed to a 36 hour load and service duties. We talked about the rumored
     proposals for a bifurcation of non-tenure-track with a form of advancement
     for those who elect to participate in promotion-type activities. The sense of
     the group was that there was small chance of any such thing occurring.

     We discussed the changes in the Math Lab since its move to Hertz. Usage
      is up. However, we see the utility of locating the Lab closer to the
      Department. A related issue was that of communicating with the
      peripherally located faculty. Until the space issue is more satisfactorily
    resolved, we need to make sure that people located away from first floor
    Bouillon get information such as memos, etc, in a timely fashion.

   We agreed that the level of acceptance of non-tenure-track faculty by the
    others in the department is very high. Inclusiveness continues to be a part
    of the culture of the Department. Part of the reason for this is the emphasis
    on the quality of teaching in the Department and the University.

   Improvements could be made regarding communication of expectations.
    Suggestions were to provide course-specific guidelines, and to make
    contacts between new faculty and veterans in a course-specific way.

   This discussion led to the idea that the department form working groups of
    those teaching the general education courses that would meet formally on a
    regular basis. Ideas, progress, and encouragement would be exchanged.
    These would be for all faculty but would be especially valuable to new
    and/or non-tenure-track faculty, who have not had the opportunity to
    network with colleagues.

   We would like the department to consider longer term contracts for non-
    tenure-track appointments. If the department were able to make near and
    middle term projections concerning class load and instructor availability, it
    would be possible to do so. This would lead to more stability in
    department planning. It would, of course, be greatly beneficial to non-
    tenure-track faculty. It would make possible for them to do some advance
    planning concerning their lives and add a sense of stability.

   We would like to continue to make available non-teaching opportunities
    such as those provided by the concurrent enrollment effort and the
    retooling of Math 101 and Math 130/132 for dual use in secondary and
    university instruction. It was stated that the opportunities exist and that it is
    a matter of taking the initiative to find them. The department can continue
    to encourage such initiatives.

   If resources were available, non-tenure-track faculty could be used to
    relieve the teaching loads of tenure track faculty who were either new, or
    distracted by the burdens of preparing for promotion.

   We did seem to agree that the department treats non-tenure-track faculty
    well and fairly. Our voices and contributions are recognized and valued.
    We also found that the retreat concept was beneficial, and would like to be
    able to meet as non-tenure-track on a regular basis.
B.     In this context, describe ways the department or unit might increase quality,
quantity, and/or efficiency. Provide evidence that supports the promise for
outstanding performance.

       B.A./B.S. Mathematics Program

           We should be proactive in recruiting students from our classes, from area high
            schools (specifically target talented students), from Cornerstone program. We
            should strengthen our ties with Heritage University and Yakima Community
            College to further help our recruiting.
           We need to have a nice brochure which includes all of the programs we offer.
           We need to have a product to offer. Thus, when recruiting focus on what
            makes our department unique: undergraduate research, individualized
            attention, etc.
           As mentioned above, if we had a repository for classroom and lab materials
            that our faculty has developed, others could make efficient use of these
           It was brought up that other colleges (COB) offer monetary incentives for
            publishing ($2,000 award). Could COTS also implement such a plan?

       Actuarial Science Specialization
       The program and the department need to first acquire the resources listed in the
       next section to facilitate outstanding performance from students and faculty and
       help us meet the goals with high quality, quantity, and efficiency

       Teaching Secondary Education Program
       We believe that the best way to address the quality of our education programs is
       through the implementation of our assessment plan. Our assessment strategy is
       outlined below:
       Undergraduate Secondary Mathematics
   Base-line data for program assessment and improvement will start with Pre-
   Admission requirements and activities in the Orientation Seminar. Data will be
   collected on each of the program objectives identified in the programmatic goal
   Electronic data will be collected through Livetext in Math 299E, Math 324, and Math
   499E that aligns with the NCTM, NCATE, and CTL standards.

   MATH 299E, Orientation Seminar: Secondary Mathematics (2 cr.), spring quarter,
   added with goals including:
                         i. Introduction to the program
                        ii. Creation of a cohort
                       iii. Baseline evaluation of written, oral, and mathematical
                       iv. Development of a professional identity
                     v.   Introduction to technology in the classroom (electronic
                          portfolio, graphing calculators, Minitab, Mathematical,
                          Geometer’s Sketchpad, etc.)
                    vi.   Introduction to Problem Solving and Mathematical Models

MATH 499E, Senior Seminar: Secondary Mathematics (3 cr.), winter quarter, added
with goals including:
                   1. Much the same flavor of MATH 420 Problem Solving with
                      clearer focus on Capstone goals
                   2. Individualized projects using oral presentations and
                      electronic portfolios
                   3. Revisiting topics in elementary functions from an advanced

          Summative data using multiple assessment methods will be collected
          through assessments in the Orientation Seminar, Livetext, West-E exam,
          and Student Teaching. The data will be used to inform individual students
          and to improve the program.

   Graduate Program: MAT in Mathematics

   Data for program assessment and improvement will be collected in two ways.
          1. Livetext
                  a. Questions that align our goals of the program.
                  b. Projects that tie to the four main contents areas that are written
                     up in Livetext
                  c. Reflection on the program at the end
                  d. Make the e-portfolio a 2 credit IP course.
          2. Survey student before and after on beliefs.
C.     What resources would the department need to pursue these future
      Space (see VII B above).
      Money devoted to recruitment and advertising. Many recruitment and advertising
       materials can be distributed as Nancy Budner visits area high schools/middle
       schools through Cornerstone and Gear Up.
      Time needs to be made available for faculty to “make contact with the outside
       world”. This could release time for certain projects (making and maintaining
       contacts with businesses and industry, preparing accreditation materials,
       curricular redesigns) as well implementing more creative scheduling options
       (longer class periods, evening classes, etc.)
      Funding to purchase actuarial exam preparation materials for student use (and a
       place for students to access and use these materials).
      Funding for professional membership fees for faculty. For instance part of the
       actuarial science accreditation requirement is to have a faculty member be a
       member of SOA/CAS/MAAA. Annual dues are approximately $500 for each of
       these societies.
      Recognition for faculty’s continuing education (e.g. successfully passing actuarial

D.     How does the faculty envision their professional career and responsibilities
within the balance of teaching, service, research and creative activities?

       Because of our diverse faculty (tenure track, non-tenure track) we found this
       question difficult to answer as a group. However, we believe that our department
       level guidelines for reappointment, tenure, and promotion address these issues
       adequately. A copy of these guidelines is included in a pocket of this document.
IX. Suggestions for the program review process or contents of the
     We found the department retreat very helpful. We would recommend an earlier
      retreat as well for the first half of the document.
     Although college-level meetings appeared on the detailed timeline, these were not
     Other data that would be useful:
          o Number of students served through Certification Only programs.
          o Number of declared majors.
          o Number of declared minors.

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