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Mathematics

Academic Expectations
1. At graduation, all students will be able to read a variety of literature
Exemplary The graduate reads a variety of literature for pleasure, for information, and for enrichment; he/she can identify the genre and the cultural and historical context of a wide variety of literary types as frameworks for comprehension.
Proficient The graduate has the skills to locate and comprehend a wide range of literary types and has an understanding and ability that is appropriately matched with reading purpose and what is important in any text.
Not Yet Proficient The graduate has difficulty recognizing and appreciating the genre of a text in its historical and cultural perspective.  He/she will have difficulty comprehending the author's purpose.

 

2.  At graduation, all students will be able to utilize skills as critical thinkers and problem solvers
Exemplary The graduate grasps purpose and recognizes bias when viewing, listening, or reading any text.  He/she can systematically attack a problem and find its solutions.
Proficient The graduate has the skills to understand purpose and bias when viewing, listening, or reading a text.  He/she can systematically attack a problem and usually find a solution.
Not Yet Proficient The graduate has limited skills as a critical thinker and a problem solver.  He/she may have difficulty solving problems or attacking a problem in a systematic fashion.

 

3.  At graduation, all students will be able to communicate effectively through listening, speaking, and writing
4 The writer can consistently and effectively communicate with confidence in a variety of writing situations including academic papers, letters, journals, personal writing, creative writing and business writing.  Writing displays good word choice, specific examples and explanations, logical organization and development of ideas, use of connectives and transitions, creativity and originality, and an awareness of audience.
The speaker can articulate ideas to an individual or to a group in speech appropriate for any audience for a multitude of purposes.
The listener can comprehend the message of any speaker and define the purpose of the speech, while recognizing organizational patterns, tone, and the speaker's perspective.  The listener can formulate questions and draw conclusions based upon an understanding of the speaker's message.
3 The writer adequately meets the demands of any common writing task in a somewhat fluent and lucid style.  He/she has the ability to communicate through clear and relatively error-free prose.
The speaker can communicate ideas through speech in informal and formal settings, utilizing organizational patterns and vocabulary that is appropriate for the audience and the message being communicated.
The listener can recognize organizational patterns, identify tone, and decipher the message of the speaker.
2 The writer can communicate through writing for a variety of purposes.  General organizational skills are evident, but the writing may display minor problems with spelling, usage, mechanics, syntax, diction, and organization.
The speaker usually communicates ideas through speech in formal settings such as presentations, public speeches, and group discussions.
The listener usually recognizes organizational patterns and deciphers the general message of the speaker.
1 The writer experiences some difficulty writing for a variety of purposes.  General organizational skills are not always employed; the writing reflects problems with spelling, usage, mechanics, syntax, diction, and organization.
The speaker is reluctant or lacks the skills to communicate ideas through speech in formal settings such as presentations, public speeches, and group discussions.
The listener has difficulty recognizing organizational patterns and deciphering the general message of the speaker.

 

4.  At graduation, all students will be able to demonstrate an appreciation for the arts
Exemplary The graduate recognizes and appreciates a variety of fine arts for pleasure, for information, and for enrichment; he/she can identify the cultural and historical context as a basis for cultural literacy.
Proficient The graduate recognizes and appreciates a variety of fine arts for pleasure and for information; he/she can identify the cultural and historical context for educational purposes.
Not Yet Proficient The graduate understands a variety of fine arts exists; he/she can identify the cultural and historical context as a basis for cultural literacy with additional support.

 

Department Members
Lance Adams Jill Corson Holly Dunlea
Alison Gelinas Nate Graziano Melissa Megehee
Roger Miknaitis James Morris Rene Paige
Carrie Thompson Dee Treybig