Chat with us, powered by LiveChat HEA540 Southern New Jamestown College Evaluation Plan for Recomendations Paper | acewriters
+1(978)310-4246 credencewriters@gmail.com
  

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

Unformatted Attachment Preview

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.

Purchase answer to see full
attachment

error: Content is protected !!