The document discusses revisions made to math teaching plans within STEM curricula at various partner universities. It describes how working groups at each university revised the math component of selected undergraduate and graduate programs using recommendations from Work Package 1 on defining math competencies. The revisions centered on establishing baseline and target math competencies, course contents, and evaluation. The document also provides recommendations on complying with national standards and Bologna principles when designing academic programs and evaluating learning outcomes, teaching methods, and student assessments.

1. Revised Math teaching plans within STEM curricula
Anushavan Makaryan
ANQA
Joint MathGeAr/MetaMath
Workshop on Math-Bridge enabled Teaching Strategies and
Development of Educational Materials in Math-Bridge, 30.11 –
03.12.2015, DFKI, Saarbrücken, Germany

2.  Activity 2.1 Curricula modernization
Each partner University will select one BSc and MSci curricula from the
STEM spectrum.
The working group formed in every partner University from Math
Departments and STEM departments will revise the math component of
the curricula using knowledge and recommendations obtained within WP1 /
SEFI competences/.
Central focal points: baseline math competencies; target math
competencies; content; etc. Documenting. Internal evaluation and quality
control.
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Recommendations for compliance with national
standards and Bologna principles
MathGeAr Project
Curricular Evaluation Workshop #3 ,
Yerevan, 27-29 April, 2015
Learning Outcomes Approach to Higher Education: Some Principles

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Academic programme
Basic Math Competences
Course / module ILOs
Target Math Competences
Knowledge Skills Abilities
Course / module design
Template, Content, TLA methods, etc.
SEFI
Competences
WP 1

5. Institutional Accreditation
 ACADEMIC PROGRAM STRUCTURE
Procedures on new academic programs, courses and modules development and approval should
include a clear and comprehensive process, which alleges that following is discussed and described:
 objectives, subject and modules of the academic program,
 intended learning outcomes of the program as well as of each course and of the course module,
 compliance of the plan with the stated objectives and the intended learning outcomes ,
 learning mode/ full-time, part-time, distance/ and load expressed by ECTS credits,
 teaching and learning methods in compliance with the learning outcomes,
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6. Institutional Accreditation
 ACADEMIC PROGRAM STRUCTURE
Procedures on new academic programs, courses and modules development and approval should
include a clear and comprehensive process, which alleges that following is discussed and described:
 program compliance with the needs of Armenian, European and international labour market,
 required information resources,
 fair, well-grounded and standards’ corresponding embedded mechanisms of student assessment,
 sufficient mechanisms of students’ admission, progress and transfer, diploma supplement in
accordance with the National Qualifications Framework and the like.
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7. Programm Accreditation
1. ACADEMIC PROGRAMME DESIGN AND APPROVAL
1.3. The academic programme is thoroughly formulated according to intended
learning outcomes.
1.5. The programmes of the TLI are contextually coherent with other relevant
programmes and promote mobility of students and staff as well as
internationalization.
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8. Programm Accreditation
3. TEACHING AND LEARNING PRACTICES
3.1. The academic programme clearly defines the teaching and learning
approaches necessary to achieve the intended learning outcomes.
3.2. The academic programme ensures the implementation of progressive
approaches accepted at international level.
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9. Programm Accreditation
4. STUDENT ASSESSMENT
4.1. The academic programme applies precise and reliable system that
assesses the formation of intended learning outcomes the standards of
which are available to learners and teaching staff.
6. LEARNING ENVIRONMENT
6.3. The programme has necessary methodological resources in accordance
with its content.
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HEI Programms /Ba/
NPUA
Mathematical Analysis -1
Theory of Probability & Math. Statistics
ASPU
Mathematical Analysis -1
Linear Algebra & Analytic Geometry

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 Structure
 Learning outcomes
 Content / alignment to Learning outcomes
 Teaching – learning methods / e- learning
 Assessment system
The comparative analysis of programs

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The program structure
NPUA ASPU
COURSE TITLE + +
COURSE INDEX - +
FACULTY + +
SPECIALITY + +
CHAIR + +
AUTHOR/s + +
ACADEMIC YEAR/SEMESTER + +
ESTC CREDITS + +
The whole number of weekly hours + -
The distribution of hours
According to forms of classes
+ -
PREREQUISITE + +
TABLE OF CONTENTS + +

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The program structure
NPUA ASPU
AIM + +
OBJECTIVES + +
INTENDED LEARNING OUTCOMES + +
LITERATURE + +
ASSESMENT COMPONENTS AND
WEIGHTS
_ +
GRADING SYSTEM _ +
ASSESMENT CRITERIA /
MECHANISMS
-/+ +
THEMATIC DIVISION OF COURSE + +
TEACHING METHODS _ +
LEARNING TASKS + +

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Programm Learning Outcomes
NPUA ASPU
There was no requirement in
old programs
There was a requirement in old
programs
In the new programs the
learning outcomes are
developed
In the new programs Learning
outcomes were redeveloped
Some outcomes are not clearly formulated, the compliance with
SEFI Competency is weak
ANQA recommended Universities to clearly follow SEFI
guidelines.

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Programs Contents
NPUA ASPU
Generally the content of old and new programs are similar
In both cases, demonstrations and practical assignments are
added in the new programs
In both cases, the changes are aimed to using e-learning
methods
/MathBridge /
ANQA recommended Universities to use Mapping to clarify the
links between learning outcomes and the content.

16. Learning Outcome Mapping
Theme Name Module Intended learning outcomes (MILO)
MILO 1 MILO 2 MILO 3 MILO 4 MILO 5 MILO 6
X
X
X
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Teaching and learning methods
NPUA ASPU
Mainly verbal teaching methods, practical assignments and limited
use of electronic methods were included in the old programs .
In both cases, presentations, e-learning, self-teaching methods and
practical tasks were added in the new programs besides the lectures
ANQA recommended the Universities to use mapping for aligning
the learning outcomes to teaching and learning methods /especially
e-learning/ and assessment methods.

18. Learning
Outcomes
Teaching
Methods
Learning Methods Assessment
Methods
MILO 1
MILO 2
MILO 3
MILO 4
MILO 5
MILO 6
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Constructive alignment

19. THANK YOU
a.makaryan@anqa.am
info@anqa.am
www.anqa.am
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