Assessment of the Graduate Program
The Mathematics department offers a twoyear program leading to a M.S. degree in Mathematics.
M.S. in Math Program Mission
The program aims to provide highquality education in mathematics at the graduate level, through a range of rigorous advanced courses; to strengthen our students’ quantitative reasoning and problemsolving abilities; to equip our students with the necessary skills and knowledge in preparation for either joining the workforce in technical or educational fields, or pursuing Ph.D. degrees in math or other STEM disciplines; and to contribute to the mathematical profession through productive scholarship and active participation in the community and professional organizations.
Student Learning Goals
The math department has identified the following 4 major goals for the Master’s program with regard to student learning and achievement:
 (A) Knowledge of core mathematics
 (B) Breadth of study
 (C) Depth and concentration in one or more specific area
 (D) Rigor in reasoning and analysis
Student Learning Objectives (SLOs)
Upon completing a Master’s degree in Mathematics, a student is expected to demonstrate:
 Mastery of calculus, linear algebra and differential equations at the undergraduate level.
 Strong command of mathematical analysis and advanced linear algebra at the graduate level.
 Solid grasp at the graduate level of key concepts and techniques in at least at least three of the following six areas: analysis, applied mathematics, computational mathematics, algebra and discrete mathematics, geometry and topology, and probability and statistics.
 Indepth understanding of an advanced topic in mathematics not covered in the graduate curriculum.
 Proficiency in constructing formal and correct proofs.
 Ability to critically examine the correctness of mathematical arguments.
Assessment Plan for Graduate Program in Math
Assessment Measure  Criteria  Goal  SLO 
Performance in qualifying exam 
Passing the exam will satisfy the SLO (passing score determined by graduate faculty) 
Core Math  1 
Inclass performance in one of two core courses, 
Embedded questions or assignments or projects, and final exam scores 
Core Math, Rigor  2, 5, 6 
[*Every other year] Inclass performance in one of two courses, from the list of pairs of courses below; each pair (area) is rotated in a repetitive cycle. Math 527, Math 528 (analysis); Math 510, Math 515 (applied math); Math 573, Math 575 (computational math); Math 505, Math 551 (algebra/discrete math); Math 525, Math 562 (geometry/topology); Math 541, Math 542 (probability/statistics) 
Embedded questions or assignments or projects 
Breadth  3 
Count of the number of different areas successfully completed (B or better) by graduating Master’s students among the following six: {analysis, applied mathematics, computational mathematics, algebra and discrete mathematics, geometry and topology, probability and statistics}. 
Three or more areas successfully completed will satisfy the SLO 
Breadth  3 
Evaluation of student’s performance in the oral exam on the subject of her/his project or thesis by graduate faculty committee 
Rubric 
Depth, Rigor  4, 6 
Use of Information: The data collected from the assessment measures will be summarized and reported to the Chair and the Assessment Coordinator, and, if warranted, used as a basis for further action.
Assessment Schedule for Graduate Program
The following is the time table for assessing student learning outcomes (SLOs) using the measures listed in the previous table. For the year 20152016, only three SLOs (corresponding to two assessment measures) were being assessed due to the fact that the assessment plan was developed and refined during the year and data were collected for only some of the measures.
SLO  201516  201617  201718  201819  201920 
1 
Qual. Exam 
Qual. Exam 
Qual. Exam 
Qual. Exam 
Qual. Exam 
2, 5, 6   
Math 504 
Math 521 
Math 504 
Math 521 
3   
Math 527/528, Count 
Count 
Math 510/515, Count 
Count 
4, 6 
Oral Exam 
Oral Exam 
Oral Exam 
Oral Exam 
Oral Exam
