Learning Skills Mathematics

Expected Learning Outcomes
1. To be able to use pre-algebra, algebra and in termediate algebra to successful master the
appropriate GE mathematics course.

2. To understand the varied ways in which mathematics can be used in problem solving.

3. To perform appropriate numerical calculations , with knowledge of the underlying
mathematics, and draw conclusions from the results.

4. To demonstrate the knowledge of fundamental mathematical concepts, symbols, and
principles.

5. To solve problems that requires mathematical analysis and quantitative reasoning.

6. To summarize and present mathematical information with graphs and other forms which
enhance comprehension.

7. To explain the overall process and the particular steps by which a mathematical problem is
solved.

Expected Learning Outcomes versus Content Objectives

Course Assessment

The following course assessment strategies will be used:
• Tracking of student test grades in LS 7A, LS 7B, LS 10A, and LS 10B
• Department-wide finals (LS 10 A and LS 10B have department-wide finals in place.
LS 7A and LS 7B will have finals in place Fall 2000).
• Tracking by class the EAD (Elementary Algebra Diagnostic) exam at the end of LS
10B and LS 7A
• Tracking by class the IAD (Intermediate Algebra Diagnostic) exam at the end of LS
10B.

Program Assessment

Program assessment study is de signed to provide information about the overall success of fall
1998 AND Fall 1999 EO 665 students who are required to take preparatory writing courses. To
measure that success the researchers will evaluate the number of semesters students take to
complete the preparatory mathematics requirement in the Learning Skills and Mathematics areas
(up to three semesters under current EO 665 policy) and the number of attempts students need to
complete the GE mathematics requirement (math 1, math 17, math 24, math 26A, math 26B,
math 29, math 30, math 31, math 35, stat 1, and stat 50). They will also investigate the grades
earned in freshman and sophomore GE math classes and CSUS GPA at the time each is
completed for students who began under the EO 665 mandate in Fall 1998 and Fall 1999. The
study will compare this information with data for students who were not required to take
preparatory math courses. It will then look at sub groups of preparatory writing students to see
how they compare to the preparatory population as a whole in order to evaluate the effectiveness
of innovative efforts.

The study could be extended to include information about student completion of the upper
division mathematics support. Such a study would have long term implications.

Program Assessment Study Description

1. to track Fall 1998 and Fall 1999 EO 665 mathematics students and to compare their success
at the level of freshman and sophomore mathematics with Fall 1998 and Fall 1999 students
not required to take preparatory courses (total population = 1575 first time freshmen in Fall
’98 and total population = 1828 first time freshmen in Fall '99)

(a) number of original Fall 1998 and Fall 1999 EO 665 mathematics students retained
through completion of GE mathematics for both the Learning Skills and Math department
placement

(b) number of semesters required to successfully complete the preparatory sequence
(including summer and possible 3^rd semester extensions) for Fall 1998 and Fall 1999 EO
665 mathematics students for both the Learning Skills and Math department placements

(c) number of attempts required to successfully complete mathematics GE after completion
of the preparatory sequence for both the Learning Skills and Math department placement
(d) grade in GE mathematics for EO 665 students compared to grades for students who
placed directly into GE mathematics separated by Learning Skills and Math department
placement

(e) CSUS GPA at time of completion of GE mathematics compared to CSUS GPA for
students who placed directly into GE mathematics

2. to track EO 665 mathematics students in innovative courses or who had special needs and
compare their success to the success of EO 665 mathematics students in general by:

(a) number of Fall 1998 and Fall 1999 EO 665 mathematics students in each subgroup
retained through completion of GE mathematics

(b) number of semesters required by EO 665 students in subgroups to successfully complete
the preparatory sequence (including summer and possible 3^rd semester extensions) for
Fall 1998 and Fall 1999 EO 665 mathematics students

(c) grades of students in subgroups in GE mathematics, and

(d) CSUS GPA of students in subgroups at time of completion of GE mathematics

We will study the following subgroups:

• Students enrolled in Early Start courses (incoming freshman who began their first
level preparatory course the summer before enrollment).
• LS 10B students who passed the exit exams for LS 10B and proceeded to the GE
mathematics course in their second semester.
• Students enrolled in LS 10A/B and LS 7A/B course sequence (course that took two
semesters to complete).
• Students who scored below in the following ranges of the ELM exam:
Above 550, 540 to 480, 380 to 470, 370 to 300, below 300.

Plans for the Implementation of the Assessement Study

a) Establish a focus database using a contract programmer for these student by student
ID number with the following elements:
• Social Security Number
• Last name, first name
• Gender
• Ethnicity
• Admission status
• ELM score (highest score including exemption scores)
• Units completed after 1 and 2 years
• CSUS GPA after 1 and 2 years
• 1998 and Fall '99 mathematics class(es) in preparatory classes in Learning Skills
and Mathematics, and GE
• Grade(s) in 1998 and Fall '99 mathematics class(es)

b) Track students in subsequent semesters for retention in university.

c) Track number of semesters needed for completion of preparatory course sequence
and number of attempts required for completion of freshman and sophomore composition
requirements.

d) Collect grades in GE mathematics for fall 1998 and fall 1999 EO 665 students at the
point at which they take the courses

e) Collect grades in GE mathematics for fall 1998 and fall 1999 students with ELM 550+
or who were exempt from the ELM requirement.

f) Collect CSUS GPA for fall 1998 and fall 1999 EO 665 students at the time that GE
mathematics is completed.

g) Collect CSUS GPA for fall 1998 and fall 1999 students with ELM 550+ or who were
exempt from the ELM requirement

h) Compare the GE mathematics grades and GPA for EO 665 students and non-EO 665
students.

i) Compare EO 665 and non-EO 665 students in the following subgroups:
• Male/female
• Ethnic groups
• Special admits/regular admits
• ESL identified/non-ESL identified
• ELM score ranges below 300, 300 to 370, 380 to 470, 480 to 540 and above 550

#2 a) Identify students in special categories listed above
b) Compare their success as measured by retention in university, semesters to completion
of GE mathematics requirements, grades in GE mathematics, and CSUS GPA at the point
at which GE mathematics is completed.

Presentation of Study Results and Analysis

The final results will be presented with a narrative of the study, charts of the results,
Conclusions and suggestions for further study. Faculty will discuss and suggest changes in
Curriculum, methods, and pedagogy based on the project findings. Interim reports will be made
to the Council for University Planning at the end of each semester beginning in fall 2000 until
The end of the study.

Changes is in Curriculum, Methods and Pedagogy to Enchance Student Achievement

Based on the assessment outcomes the following changes will be considered:
• A reallocations of resources to staff a tutoring room in Learning Skills for most hours
that the University is open.

• A construction of an independent study course for students above 510 on the ELM.

• A construction of a Web CT course for LS 10B.

• The reorganization of LS 7A and LS 7B using more of an emphasis on the traditional
pedagogy- but the course will retain a hands-on thrust.

• Widely advertising for mathematically well prepared tutors who are fluent in the
English language.

• The convening of a team to review curriculum and pedagogy.

• The identification of the prerequisite skills for Math 1 and the adjusting of the LS 7
A/B curriculum to prepare these skills.

• Implement strategies to provide more appropriate training to the graduate assistants
and student assistants.

• Provide a pedagogy, which will accommodate diverse learning strategies.