Prompt: In this milestone, you will determine a plan for evaluating the success of your recommendations once they are implemented. Use the case study or your selected program. This evaluation plan will include a process for measuring success, including a discussion of how the recommendations will foster continuous improvement and an explanation, with specific examples, of how you would mitigate institutional challenges.-Outline the process by which you will measure the success of your recommendations. -Discuss how the evaluation of your recommendations will foster continuous improvement.-Explain how these continuous improvement processes address institutional challenges. Rurbric is attached as well as the case study. The identified recommendations can also be provided.

hea540_case_study_faculty.pdf

hea540_case_study_grade_distribution_data.xlsx

hea540_case_study_program_overview.pdf

hea540_case_study_scenario.pdf

hea540_case_study_student_feedback.pdf

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HEA 540 Case Study Faculty

Mathematics Administration and Faculty, Jamestown College

Leadership

President

Senior Vice President

Chief Financial Officer

Provost/Vice President for Academic Affairs

Nathan Kanzie, PhD

Susan Cranston, PhD

Barbara Clark, DBA

Michael Santiogo, PhD

Administration

Brian Keogh, PhD

Dean—School of Arts and Sciences

Sandra Feeney, PhD

Assistant Dean—School of Arts and Sciences

Steven Rand

Administrative Assistant—School of Arts and Sciences

Faculty

Fred J. Randall, PhD

Richard Blanchard, PhD

Thomas Jamison, PhD

Carol Vegas, PhD

James Stevenson, PhD

John Vargas, PhD

Adjunct Faculty

Carl Anderson, PhD

Hayden Carnavale, MA Mathematics

Samantha Green, MA Mathematics

Anthony Mondo, MS Mathematics

Denise Matthews, MS Mathematics

Department Chair of Mathematics

Assistant Professor of Mathematics and Computer Sciences

Assistant Professor of Mathematics and Computer Sciences

Assistant Professor of Mathematics and Computer Sciences

Assistant Professor of Mathematics and Computer Sciences

Associate Professor of Mathematics and Computer Sciences

Associate Professor of Mathematics and Computer Sciences

Adjunct Professor of Mathematics

Adjunct Professor of Mathematics

Adjunct Professor of Mathematics

Adjunct Professor of Mathematics

Adjunct Professor of Mathematics

BA Mathematics Grade Distributi

Course #

MTH 101

MTH 102

MTH 110

MTH 111

MTH 120

MTH 130

MTH 131

MTH 210

MTH 310

MTH 311

MTH 410

MTH 411

Course Name

Foundations of

Mathematics

Discrete

Mathematics

Elementary

Algebra

Intermediate

Algebra

Trigonometry

Differential

Calculus

Integral Calculus

Discrete

Mathematics

Mathematical

Statistics I

Mathematical

Statistics II

Intro to

Mathematical

Models

Mathematical

Reasoning &

Writing

Students Students

receiving receiving

A (%)

B (%)

32

38

10

22

20

38

12

10

37

39

18

7

34

31

22

50

12

38

12

30

24

30

28

48

CIS 125

AVERAGE

PERCENT

Intro to Computer

Software

34

54

18.53846

37.62

de Distribution Data 2010-2011

Students Students Students

receiving receiving receiving

C (%)

D (%)

F (%)

Average GPA

28

0

2

3.46

60

4

4

2.85

42

0

0

3.24

48

49

1

0

2

2

2.68

2.75

45

57

3

3

0

2

3.48

2.81

28

0

0

3.68

48

1

1

2.92

57

1

1

2.55

45

0

1

2.84

33

0

1

3.36

11

0

1

3.87

42.38

1

1.31

3.11

BA Mathematics Grade Distribution D

Course #

MTH 101

MTH 102

MTH 110

MTH 111

MTH 120

MTH 130

MTH 131

MTH 210

MTH 310

MTH 311

MTH 410

MTH 411

Course Name

Foundations of

Mathematics

Discrete

Mathematics

Elementary

Algebra

Intermediate

Algebra

Trigonometry

Differential

Calculus

Integral Calculus

Discrete

Mathematics

Mathematical

Statistics I

Mathematical

Statistics II

Intro to

Mathematical

Models

Mathematical

Reasoning &

Writing

Students Students

receiving receiving

A (%)

B (%)

36

40

13

25

22

36

12

8

34

37

20

7

35

29

18

48

10

41

9

27

28

26

30

40

CIS 125

AVERAGE

PERCENT

Intro to Computer

Software

29

50

18.615

18.62

stribution Data 2011-2012

Students Students Students

receiving receiving receiving

C (%)

D (%)

F (%)

Average

GPA

24

0

0

3.57

59

1

2

2.68

42

0

0

3.31

51

52

1

1

2

2

2.68

2.77

44

59

3

4

0

1

3.52

2.65

34

0

0

3.72

46

2

1

2.87

62

1

1

2.45

45

0

1

2.94

30

0

0

3.48

20

0

1

3.87

43.69

1

0.85

3.12

BA Mathematics Grade Distribution D

Course #

MTH 101

MTH 102

MTH 110

MTH 111

MTH 120

MTH 130

MTH 131

MTH 210

MTH 310

MTH 311

MTH 410

MTH 411

Course Name

Foundations of

Mathematics

Discrete

Mathematics

Elementary

Algebra

Intermediate

Algebra

Trigonometry

Differential

Calculus

Integral Calculus

Discrete

Mathematics

Mathematical

Statistics I

Mathematical

Statistics II

Intro to

Mathematical

Models

Mathematical

Reasoning &

Writing

Students Students

receiving receiving

A (%)

B (%)

42

43

16

28

25

34

15

12

32

35

24

12

34

25

22

46

16

38

12

24

30

28

34

40

CIS 125

AVERAGE

PERCENT

Intro to Computer

Software

31

48

22.38462

22.38

stribution Data 2012-2013

Students Students Students

receiving receiving receiving

C (%)

D (%)

F (%)

Average

GPA

15

0

0

3.74

54

2

1

2.91

41

0

0

3.38

51

51

1

1

1

1

2.86

2.75

42

61

0

1

0

1

3.57

2.53

32

0

0

3.78

44

1

1

2.86

62

1

1

2.38

42

0

0

2.94

26

0

0

3.48

20

0

1

3.87

41.62

0.538462

0.54

3.16

BA Mathematics Grade Distribution D

Course #

MTH 101

MTH 102

MTH 110

MTH 111

MTH 120

MTH 130

MTH 131

MTH 210

MTH 310

MTH 311

MTH 410

MTH 411

Course Name

Foundations of

Mathematics

Discrete

Mathematics

Elementary

Algebra

Intermediate

Algebra

Trigonometry

Differential

Calculus

Integral Calculus

Discrete

Mathematics

Mathematical

Statistics I

Mathematical

Statistics II

Intro to

Mathematical

Models

Mathematical

Reasoning &

Writing

Students Students

receiving receiving B

A (%)

(%)

42

43

16

28

25

34

15

12

32

35

24

12

34

25

22

46

16

38

12

24

30

28

34

40

CIS 125

AVERAGE

PERCENT

Intro to Computer

Software

31

48

22.384615

22.38

stribution Data 2013-2014

Students

receiving

C (%)

Students Students

receiving receiving

D (%)

F (%)

Average

GPA

15

0

0

3.74

54

2

1

2.91

41

0

0

3.38

51

51

1

1

1

1

2.86

2.75

42

61

0

1

0

1

3.57

2.53

32

0

0

3.78

44

1

1

2.86

62

1

1

2.38

42

0

0

2.94

26

0

0

3.48

20

0

1

3.87

41.62 0.5384615

0.54

3.16

BA Mathematics Grade Distribution

Course #

MTH 101

MTH 102

MTH 110

MTH 111

MTH 120

MTH 130

MTH 131

MTH 210

MTH 310

MTH 311

MTH 410

MTH 411

Course Name

Foundations of

Mathematics

Discrete

Mathematics

Elementary

Algebra

Intermediate

Algebra

Trigonometry

Differential

Calculus

Integral Calculus

Discrete

Mathematics

Mathematical

Statistics I

Mathematical

Statistics II

Intro to

Mathematical

Models

Mathematical

Reasoning &

Writing

Students Students

receiving A receiving

(%)

B (%)

26

42

12

25

18

40

15

7

37

38

18

8

44

34

24

46

15

35

12

28

20

34

24

48

CIS 125

AVERAGE

PERCENT

Intro to Computer

Software

35

55

18 38.923077

stribution Data 2014-2015

Students

receiving

C (%)

Students

receiving

D (%)

Students

receiving

F (%)

Average

GPA

30

1

1

3.35

58

3

2

2.55

42

0

0

3.18

44

51

2

2

1

2

2.6

2.24

35

53

2

2

1

3

3.28

2.14

27

1

2

3.64

48

1

1

2.87

58

1

1

2.15

44

1

1

2.95

30

1

1

3.28

8

40.615385

1

1

3.87

1.384615 1.3076923 2.9307692

HEA 540 Case Study Program Overview

Jamestown College

School of Arts and Sciences

Jamestown College’s School of Arts and Sciences understands the increasing need for highly educated

individuals in the fields of arts and science to address the diverse learning needs of a globalized society.

With this in mind, students are prepared for careers in various fields such as environmental science,

global leadership, psychology and social work, computer science, communications, and professional

writing. The School of Arts and Sciences programs develop students to think critically and creatively, use

effective communication skills, conduct thorough analyses of data, and understand how people and the

world around them work throughout the decision-making process. All these skills and abilities are

essential for success within the public and private sectors.

Our faculty, who are highly regarded and recognized as experts in their fields at a national level, take

pride in their diversified instruction practices and individualized mentorship of students. Jamestown’s

School of Arts and Sciences provides a high-quality and student-centered learning experience beyond

compare.

BA in Mathematics

Jamestown College’s School of Arts and Sciences degree programs are developed using a balanced core

curriculum based on the arts and humanities, mathematics, natural sciences, and social sciences. These

fundamental components ensure career versatility in a variable and globalized marketplace.

Graduates of the Jamestown College BA Mathematics program will distinguish themselves with their

problem-solving skills, computational and modeling abilities, and excellent communication skills. These

skills will allow them to pursue scientific or technical careers in industry, education, or government.

Also, the strong analytical skills gained from the program will prepare the graduate to go on to graduate

school or to participate in creative and innovative efforts in science, arts, humanities, engineering, and

business.

Program Outcomes

Graduates of the BA Mathematics Program will be able to do the following after graduating:

Apply critical thinking skills in understanding how mathematics relates to everyday problems

Have the requisite knowledge and skills for immediate acceptance into a graduate program or

gainful employment

Acquire knowledge of mathematical and technical aspects that is adaptable to changing tools

and environments and provides a solid foundation for future learning

Demonstrate an understanding of analysis and extensive experience with the tactics of problem

solving and logical thinking

Conduct relevant quantitative analysis and figure out the right questions to ask

Student Learning Outcomes

Upon completing the BA Mathematics program, students will be able to do the following:

Perform computations by applying mathematical concepts and models

Solve problems using mathematics

Represent mathematical relationships with graphs and charts

Demonstrate a solid understanding of proofs and other sophisticated mathematical skills

Communicate own understanding of mathematical concepts and reasoning to a variety of

audiences

Use appropriate software and other technologies for making mathematical models and

analyzing quantitative information

Appreciate the uses of abstract mathematical reasoning

Demonstrate the capacity to apply mathematical abilities to a wide span of contexts (e.g., the

sciences and humanities) within real-world contexts

Career Outcomes for Mathematics Majors

Your Jamestown College mathematics degree provides you with the knowledge and skills for various

career options including those of mathematician, mathematics teacher, actuarial, business

administrator, computer programmer, data systems analyst, financial analyst, and others.

College-Wide Requirements

All Jamestown College students must demonstrate competence in writing and quantitative reasoning by

meeting the following three-course requirements:

ENG

MTH

FYE

Principles of Writing

Mathematics course

First-Year Experience Seminar (freshmen only)

3 credits

3 credits

3 credits

Core Requirements

Jamestown College prides itself on developing well-rounded students, giving graduates a competitive

edge in their careers. To achieve this concept, students obtain a foundational knowledge in the liberal

arts and develop a broad range of both skills and abilities beyond a major specialization. Each

Jamestown College graduate must complete 30 credits of core coursework. Also, students are required

to take two 3-credit courses in each of five School of Arts and Sciences study areas: humanities, social

science, arts and design, natural science, and communications, plus a 6-credit senior capstone

experience.

Mathematics Required Courses: 45 credits

Core

MTH 101

Foundations of Mathematics

MTH 102

Discrete Mathematics

MTH 110

Elementary Algebra

MTH 111

Intermediate Algebra

3

3

3

3

MTH 310

Mathematical Statistics I

4

MTH 311

MTH 420

MTH 210

Mathematical Statistics II

Mathematical Reasoning

Intro to Comp. Software

4

3

3

MTH 420

Discrete Mathematics

4

Advanced

MTH 120

MTH 130

MTH 131

MTH 410

Trigonometry

Differential Calculus

Integral Calculus

Introduction to Mathematical Models

4

4

4

3

Electives: 45 credits

Total: 120 credits

HEA 540 Final Project Case Study Scenario

Jamestown College

BA in Mathematics

The Case

Jamestown College is a private institution that was founded in 1975. The college has a suburban setting

of 155 acres in Rhode Island. Current student enrollment is 2,750 students. The most popular majors at

Jamestown College include Business, Economics, English Language and Literature, Science, and

Mathematics.

Vision

Jamestown College strives to maintain the quest for academic excellence by cultivating critical thinking,

creativity, and professionalism in our student-centered community.

Mission

Jamestown College exists to provide an efficient student learning environment focused on the discovery,

development, declaration, and application of knowledge through a variety of academic programs.

Through its high-quality undergraduate programs, students are prepared to accept roles in leadership,

business, science, and mathematics as facilitated by faculty dedicated to teaching and learning as well as

the success of all students.

Goals

Promote Academic Quality

The School of Arts and Sciences will continue to enhance undergraduate education while promoting

high-caliber academic programs that promote student learning.

Increase Undergraduate Enrollments

The School of Arts and Sciences will continue to develop and implement targeted plans to increase

enrollments from key markets.

Increase New Instructional Technology

The School of Arts and Sciences will continue to advance the use of new and innovative technology in

instruction and in administrative functions, building upon the platforms and resources currently in place.

Enhance Undergraduate Curriculum

The School of Arts and Sciences will continue to support the development of new majors and

undergraduate programs such as science, technology, and computational science.

Enhance Workforce Development and Lifelong Learning

The School of Arts and Sciences will continue to collaborate with business and industry partners to

develop plans for supporting the preparation and continued skill development of the regional

workforce.

Develop New Degrees and Certificate Programs

The School of Arts and Sciences will continue to create and implement the development of new degree

and certificate programs that capitalize on regional needs.

Globalization

The School of Arts and Sciences will continue to develop strategies that sustain international

relationships.

Support Diversity

The School of Arts and Sciences will continue to ensure the broadest possible coverage that supports a

diverse environment.

Provide Student Success

The School of Arts and Sciences will continue to provide an education centered on student learning that

will provide retention, progression, and graduation.

Build and Maintain Fiscal Sustainability

The School of Arts and Sciences will continue to build and maintain fiscal sustainability that aligns with

Jamestown College’s mission, vision, and goals.

BA MAT Enrollment Figures

●

●

●

●

●

2010–2011

2011–2012

2012–2013

2013–2014

2014–2015

182 students

173 students

148 students

125 students

114 students

Regional Accreditation

Jamestown College is accredited by the New England Association of Schools and Colleges (NEASC),

through its Commission on Institutions of Higher Education (CIHE). All programs Jamestown College

offers are encompassed by this regional accreditation. The Commission on Institutions of Higher

Education of the New England Association of Schools and Colleges is the regional accreditation agency

for colleges and universities in the six New England states: Connecticut, Maine, Massachusetts, New

Hampshire, Rhode Island, and Vermont. The Commission is recognized by the U.S. Department of

Education as a reliable authority on the quality of education for the institutions it accredits. The U.S.

Department of Education recognition of CIHE grants accredited institutions the ability to offer federal

financial aid to U.S. students who are actively enrolled. (NEASC: Commission on Institutions of Higher

Education, n.d.).

The Dean of the School of Arts and Sciences calls a meeting in preparation for an upcoming program

review. He would like to conduct a self-study to determine areas of improvement in the BA MAT

program.

BA MAT Term 2 Student Feedback Report

Program

Term

Student ID

Program Rating (0=worst, 5=best)

BA MAT

2

141227

0

BA MAT

BA MAT

BA MAT

2

2

2

141278

141980

141987

2

2

1

BA MAT

2

141667

2

BA MAT

2

141552

1

BA MAT

2

141765

4

BA MAT

2

141321

2

BA MAT

2

141890

1

BA MAT

BA MAT

2

2

141555

140112

5

5

BA MAT

2

143677

3

Feedback

There wasn’t any structure to the program, no clear path from the

beginning course to the last course. There needs to be a clear

program roadmap.

Each syllabus needs to be clear and more specific on what is

expected.

Clearer directions of assignments.

There is little transition from one course to the next.

There needs to be a stronger connection between the books

presented and the course materials.

Many of the instructions for the assignments were very hard to

understand.

Suggestions and ideas of how to approach the assignment could

have been gleaned from the sharing of weekly summaries.

The trigonometry course was extremely difficult for this level of

education

Did not understand why a course on computer software fits a

mathematics program.

The best course in the program is the course on Mathematical

Reasoning.

Calculus was hard but I learned a lot

I was not sure where Discrete Mathematics fits in the overall

program.

…

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