Unit: Mathematics
Program: Mathematics (MA)
Degree: Master's
Date: Sun Oct 10, 2010 - 9:28:28 am

1) Below are the program student learning outcomes submitted last year. Please add/delete/modify as needed.

Graduate students in the UHM mathematics program should learn the fundamental results and methods of modern algebra, real and complex analysis.  They should learn mathematics from a variety of fields.  Most importantly, they should learn to think, do research, and write mathematics independently. 

The graduate mathematics core for the masters degree is reflected in the contents of Math 611-612 (abstract algebra) , Math 631 (real analysis) and Math 644 (complex analysis).  Doctoral candidates are also responsible for Math 632 (real analysis 2).  The topics in the core are the subject of the algebra and analysis comprehensive exams for PhD students.

The breadth requirement is reflected in the requirement of additional courses.  Each student's graduate adviser ensures that a variety of appropriate topics are studied.

The student is expected to master an area of specialization.  Research in this special area forms the topic for the masters paper or doctoral dissertation.  For PhD candidates, there is also a specialty exam in the chosen area. 

2) As of last year, your program's SLOs were published as follows. Please update as needed.

Department Website URL: http://www.math.hawaii.edu/home/GraduateRequirements.html
Student Handbook. URL, if available online:
Information Sheet, Flyer, or Brochure URL, if available online:
UHM Catalog. Page Number:
Course Syllabi. URL, if available online:

3) Below is the link to your program's curriculum map (if submitted in 2009). If it has changed or if we do not have your program's curriculum map, please upload it as a PDF.

Curriculum Map File(s) from 2010:

4) The percentage of courses in 2009 that had course SLOs explicitly stated on the syllabus, a website, or other publicly available document is indicated below. Please update as needed.


5) State the assessment question(s) and/or goals of the assessment activity. Include the SLOs that were targeted, if applicable.

6) State the type(s) of evidence gathered.

The graduate chair routinely monitors graduate student progress in the basic courses Math 412-413, 431-432, 611-612, 631-632, 644.   Instructors are asked to identify student problems, so we can help if possible.  We also ask instructors to evaluate their teaching assistants.

7) Who interpreted or analyzed the evidence that was collected?

Course instructor(s)
Faculty committee
Ad hoc faculty group
Department chairperson
Persons or organization outside the university
Faculty advisor
Advisors (in student support services)
Students (graduate or undergraduate)

8) How did they evaluate, analyze, or interpret the evidence?

Used a rubric or scoring guide
Scored exams/tests/quizzes
Used professional judgment (no rubric or scoring guide used)
Compiled survey results
Used qualitative methods on interview, focus group, open-ended response data
External organization/person analyzed data (e.g., external organization administered and scored the nursing licensing exam)

9) State how many persons submitted evidence that was evaluated.
If applicable, please include the sampling technique used.

Each semester, about five or six faculty teaching graduate students are asked to evaluate their progress.  The system is informal, but it allows us to identify and help those who need it.

10) Summarize the actual results.

Graduate students initially underestimate the level of sophistication that will be required of them.  They adjust.

11) How did your program use the results? --or-- Explain planned use of results.
Please be specific.

This is an informal, person-to-person approach that we have found to be effective in most cases.

12) Beyond the results, were there additional conclusions or discoveries? This can include insights about assessment procedures, teaching and learning, program aspects and so on.

Our most important activity was to produce a complete evaluation of the graduate programs (MA and PhD), which served as the graduate part of the 10-year strategic plan, and as the required Enrollment Management Plan for the Graduate Division.   The main conclusions can be summarized as follows:

(1)  Many faculty are near retirement, and are not willing to take on graduate students at this point.  This is a critical problem, that can only be addressed by hiring.

(2)  Many faculty are teaching extra courses already, and receive no credit for teaching graduate courses beyond the basic ones. It takes an effort to have a good selection of graduate courses available.

(3)  The graduate program is growing, and we need to find additional sources of financial aid.

(4)  It would be desirable to have a master's program for secondary education math teachers.  It is impossible to even consider this under the present circumstances.

13) Other important information: