Publication Type: Conference Paper/Unpublished Manuscript
Abstract: California State University Long Beach (CSULB) is a highly diverse public university with nearly 37,000 students. Each year the average SAT Math score of the freshmen is below 500 and over 34% of them need remediation in mathematics. Through offering extensive pre-baccalaureate and lower-division general education mathematics courses, the university and the mathematics department have tried hard to ensure that all students acquire a certain breadth of knowledge and critical skills in mathematics during their studies.
This presentation reports some ongoing efforts faculty teams at CSULB are making in implementing a CSU system-wide initiative that aims to reinforce the goals, value, and effectiveness of general education in its four foundation areas, including mathematics.
A specific focus of the presentation is a set of newly drafted benchmarks for assessing the effectiveness of general education mathematics courses. The benchmarks encompass six major expected learning outcomes: 1. Recalling and performing technical skills; 2. Recognizing mathematical structures for further study of mathematics; 3. Recognizing mathematical structures arising outside mathematics classrooms; 4. Organizing and analyzing data; 5. Synthesizing ideas and generating questions; and 6. Evaluating and critiquing information, statements, arguments, and reasoning.
The presenter will provide a detailed description for each learning outcome, propose ways in which the benchmarks could be utilized, and demonstrate a sample assessment item. Through discussion, the presenter hopes to elicit comments, thoughts, and experiences from colleagues at other college universities who have made or will be making similar efforts in promoting quantitative literacy and general education in mathematics.