INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR

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1 CURRENT YEAR: PROGRAM: MATHEMATICS CLUSTER: MATH AND SCIENCES LAST YEAR CPPR COMPLETED: 2012 NEXT SCHEDULED CPPR: 2017 CURRENT DATE: FEBRUARY 2016 INSTRUCTIONAL ANNUAL PROGRAM PLANNING WORKSHEET FOR The Annual Program Planning Worksheet (APPW) is the process for: reviewing, analyzing and assessing programs on an annual basis documenting relevant program changes, trends, and plans for the upcoming year identifying program needs, if any, that will become part of the program s resource plan highlighting specific program accomplishments and updates since last year s APPW. Note: Degrees and/or certificates for the same program may be consolidated into one APPW. This APPW encompasses the following degrees and/or certificates: AS Mathematics and AS-T Mathematics GENERAL PROGRAM UPDATE Describe significant changes, if any, to program mission, purpose or direction. If there are not any, indicate: NONE. None DATA ANALYSIS AND PROGRAM-SPECIFIC MEASUREMENTS In addition to other data that is relevant to your program, institutional program data is available on the SLOCCCD Institutional Research and Assessment Program Review Data Dashboard site The hyperlinks below will take you directly to each data element on the Dashboard site. Please paste the charts into this document, and respond to the prompts for each data element. Please also comment on your program s data and how it compares to the overall college data. Note: Your responses to the prompts for the data elements below should be for the entire program. If this APPW is for multiple degrees and/or certificates then you MAY want to comment on each degree and/or certificate, or discuss them holistically for the entire program being sure to highlight relevant trends for particular degrees and/or certificates, if necessary. 1

2 Enrollment (Insert Data Chart) List the previous year s projection and current year s projection for enrollment (i.e. increase, decrease, remain the same). We did not project enrollments in the previous APPW. While the College enrollments have gone down the math enrollments have increased slightly over the previous year. Our current projection is that the math enrollments will continue to increase slightly. List the trend (i.e. increasing, decreasing, same). Difficult to say this represents a trend; however, since last year math enrollments have increased slightly. One trend, observed over the last four years, is that mathematics enrollment rates surpass the enrollment rates of the College. List contributing factors to the trend. Despite the fact that College enrollments continue to decrease, the Mathematics division continues to make appropriate changes to the schedule to reflect student demand. This is a contributing factor to our enrollment increasing slightly. What strategies will be employed to meet the current year s projection? As the college continues to define enrollment levels the Division will look closely at the classes offered and base decisions regarding course offerings/deletions on fill-rate data trends and student needs. Also 2

3 offering courses for AD-Ts on the north county campus should continue to increase mathematics enrollments at that site. Student Demand (Fill Rate) (Insert Data Chart) List the trend (i.e. increasing, decreasing, same) Decreasing List contributing factors to the trend. The Math division has been instructed to add courses since the College has been chasing FTES. Courses with low fill rates have not been cancelled for the same reason. The downward trend is in concert with the College. We remain about 5% higher than the College. List which courses have the highest student demand and which courses have the lowest student demand. The courses with the highest fill-rates continue to be our statistics (Math 236 and Math 247) and calculus classes (Math 265A-Math 287). It should be noted that our trigonometry with geometry (math 231) is also very high since we only offer one section. More sections of these courses have been added to the schedule as demand increases. The courses with the lowest fill rates are our 1-unit support courses (Math 008 and Math 114) however; these were never intended to deliver high fill rates. Our regular courses with lower fill rates are College Algebra (Math 232) and Elementary Algebra (Math 123). Sections of these courses continue to be deleted from the schedule as demand decreases. 3

4 Efficiency (FTES/FTEF) (Insert Data Chart) List the previous year s projection and current year s projection for enrollment (i.e. increase, decrease, remain the same). We did not project enrollments in the precious APPW. While the College enrollments have gone down the Math enrollments have increased slightly over the previous year. Our current projection is that the Math enrollments will continue to increase slightly. List the trend (i.e. increasing, decreasing, same). Difficult to say this represents a trend, however, since last year math enrollments have increased slightly. One trend, observed over the last four years is that mathematics enrollment rates surpass the enrollment rates of the College. List contributing factors to the trend. Despite the fact that College enrollments continue to decrease, the Mathematics Division continues to make appropriate changes to the schedule to reflect student demand. This is a contributing factor to our enrollment increasing slightly. What strategies will be employed to meet the current year s projection? As the college continues to define enrollment levels the Division will look closely at the classes offered and base decisions regarding course offerings/deletions on fill-rate data trends and student needs. Also offering courses for AD-Ts on the north county campus should continue to increase mathematics enrollments at that site. 4

5 Student Success Course Completion (Insert Data Chart) List strategies used during the last year in which data was reporte to increase student success. The Mathematics Division continued with the strategies of office hours, Lab Facilitators for Math 003 and Math 007 courses and Math Instructors volunteering in the tutoring lab. There has been an increase in math tutors/tutoring in the student success centers, and some sections of Math 128 and mediated math used embedded tutors. Did your strategies effect change? There was no significant change from last year. List the trend (i.e. increasing, decreasing, same). Same Based upon the trend, what strategies do you plan on implementing? With the advent of Student Equity funds we have implemented several new strategies for Spring 2016, 5

6 such as: Increased use of embedded tutors, Supplemental Instruction sections for math 236, 242 and 265A, free ALEKS software for struggling students or students wanting to prepare for their upcoming math classes. Student Success Course Modality (Insert Data Chart) 6

7 List strategies used during the last year in which data was reported to increase student success. With the advent of Student Equity funds we have implemented several new strategies for Spring 2016, such as: Increased use of embedded tutors, Supplemental Instruction sections for math 236, 242 and 265A, free ALEKS software for struggling students or students wanting to prepare for their upcoming Did your strategies effect change? There was no significant change from last year. List the trend (i.e. increasing, decreasing, same). Face to Face: Decreasing slightly Online: Increasing slighty Our overall success rate in our DE courses for 2014/2015 was about 63.2%. This is down by a little over half a percentage point from the previous year, which is also true for the math division as a whole (with a decrease of about 2 percentage points over the previous year). Since we only teach Math 123, 127, and 232 on-line, when compared to those courses, our on-line course success rate is about 4.5 percentage points higher. This higher success rate may be attributed to students better self-selecting into on-line courses with an increased understanding of time management skills and the independent learning style required in an on-line course. 7

8 Based upon the trend, what strategies do you plan on implementing? With the advent of Student Equity funds we have implemented several new strategies for Spring 2016, such as: Increasing the use of embedded tutors, Supplemental Instruction sections for math 236, 242 and 265A, free ALEKS software for struggling students or students wanting to prepare for their upcoming math classes. Degrees and Certificates Awarded (Insert Data Chart) 8

9 List the previous year s projection and current year s projection for degrees and certificates awarded (i.e. increase, decrease, remain the same). We did not make a projection about degrees last year however with the advent of AD-Ts and the Degree Works program it makes sense that our number of degrees went up. List the trend (i.e. increasing, decreasing, same). The trend is increasing: AS Degrees went from 16 to 11 and AS-T Degrees went from 9 to 26. Overall we had an increase of 12 Degrees awarded. List contributing factors to the trend. The AD-T Degrees, Counselors letting students know when they are close to getting degrees, Degree Works software. What strategies will be employed to meet the current year s projection? Increase the offerings of upper division courses based on the need presented. Instructors will continue to counsel their students about earning degrees. 9

10 OTHER RELEVANT PROGRAM DATA (OPTIONAL) Please provide and comment on any other data that is relevant to your program such as State or National certification/licensure exam results, employment data, etc. If necessary, describe origin and/or data collection methods used. PROGRAM OUTCOMES ASSESSMENT AND IMPROVEMENTS CHECKLIST AND NARRATIVE CHECKLIST: Location of current SLO assessment cycle calendar is: Mathematics G-Drive Date SLO assessment cycle calendar was last updated: It is a perpetual calendar Location of current Course or Program Assessment Summary (CPAS) for each of the degrees/certificates in the program is: Mathematics G-Drive Date CPAS was last updated: _Fall 2015 Narrative: Briefly describe program changes, if any, which have been implemented in the previous year as a direct result of the Program or Student Services Learning Outcomes Assessment. (Please refer to Item 5 on your CPAS: Effectiveness of Previous Improvement Plans. ) If no program changes have been made as results of Program or Student Services Learning Outcomes Assessment, indicate: NONE. None. PROGRAM PLANS / FORECASTING FOR THE NEXT ACADEMIC YEAR Briefly describe any program plans for the upcoming academic year. These may include, but are not limited to the following: (Note: you do not need to respond to each of the items below). If there are no forecasted plans for the program, for the upcoming year, indicate: NONE. A. New or modified plans for achieving program learning outcomes (Please refer to Item 6 on your CPAS: Recommended Changes & Plans for Implementation of Improvements.) We changed the name of Math 287 from Linear Analysis to Ordinary Differential Equations and Linear Algebra, also, we changed the content to be in line with the C-ID. We adjusted the ordering and emphasis of content within the Calculus sequence to align with the C-ID, and improve the flow of the courses. B. Anticipated changes in curriculum, scheduling or delivery modality The Division has a goal of getting the remainder of our transfer level courses C-ID approved. This has been challenging due to the fact that our course outlines do not have the exact wording as the C-ID and the C-ID reviewers are not making the connection that the content is the same. We will continue to submit our courses for approval. The Division is currently looking at the statistics curriculum. The C-ID currently lists only one statistics course so we are looking at the possibility of a one-size-fits-all statistics course rather than having two. The Division is in favor of converting our Math 003 (arithmetic) from credit to enhanced non-credit. We still have several questions to be answered before this can come to fruition and will continue to research this possibility. As the college continues to define enrollment levels the Division will look closely at the classes offered and base decisions on course offerings/deletions on fill-rate data trends, student needs and the Mathematics program mission and program level outcomes. 10

11 We will be adding Math 247 and Math 255 sections to our course offerings in the North County due to the new focus of the various AD-Ts being offered on that campus. We will continue to monitor our offerings based on the needs of these degrees. We are working on the course content of Math 128 to make adjustments to even better prepare our students for Statistics. C. Levels, delivery or types of services With the advent of SSSP and Student Equity funding the Division will continue to explore innovative ways to support our students success and retention in our courses. We currently have embedded tutors and supplemental instruction for sections of Math 003, Math 007, Math 128, Mediated Math, Math 236, Math 242 and Math 265A. We also have free ALEKS (software) codes for students wanting to remediate their pre-requisite skills for their math courses. D. Facilities changes The Mathematics Division is still in need of a building to house faculty in a central location for collaboration and have classrooms conducive to mathematics instruction. Our course offerings are limited due to lack of space. E. Staffing projections The Mathematics Division is currently down three full-time faculty and has one faculty on reduced retirement load. There is an immediate need to hire full-time faculty. Our course offerings are limited due to lack of faculty. We foresee more retirements in the upcoming future. The Division will continue to hire part-time faculty using the continuous part-time faculty hiring process. F. Other Math 003, Math 007 Both Math 003 and Math 007 serve a very diverse student population which includes re-entry students, single parents, recent high school graduates, high school enrichment students, veterans, foster youth, court-referrals, students with diagnosed and undiagnosed learning disabilities, English language learners, developmentally delayed students, and students with mental and physical health issues. Some of the students do not attain success at the basic skills level because of personal issues that keep them from dedicating the requisite time and energy necessary to be successful in the course. Math 128 The fall in the success rate for Math 128 from about 69% in to 59% in can be primarily attributed to significantly more students enrolled in the later year; (from 74 to 240). So the year better reflects a true success rate. Math 128 replaces the Math 123/127 course sequence for non-stem majors. The combined success rate for Math 123/127 in was 56.5%, so Math 128 had a success rate of about 3.5% higher. We anticipate the success rate of Math 128 to increase steadily for two reasons: we have limited the instructors who teach the course so there is less variability and we are working collaboratively to be consistent with the depth and breadth of the course. We requested data last September (2015) on subsequent success rates of Math 128 students going into Math 230, 232, and 236, but as yet have not received this information from Institutional Research. We anticipate that our success for students going into Math 236 will improve without any decrease in success for students going into Math 230 or 232 when we implement changes to the curriculum that include more "pre-statistics" topics and drop topics that don't directly prepare students for the transfer-level courses. Math 232 has seen a decline in demand from 571 students in to 409 students in In addition, there have been lower fill rates but in conjunction with that there have been significantly higher pass rates moving from 11

12 51.5% in to 68.7% in The improved success rates may be due to multiple factors: significantly smaller class size, a more focused group of students who have specifically chosen Math 232 as a transfer course for their major, and improved communication among faculty in the department about specific topic coverage further prioritizing conceptual understanding for the general education requirement over detailed algebra skill sets. This year we are implementing required homework problem sets for all sections of Math 232 (with regular faculty input), which should build further consistency among the sections of Math 232 of coverage of subtopics and the implementation of changes of curriculum due to C-ID requirements. Math 236 Statistics continues to be a high-demand course. Math 236 enrollment was up by 14.47% to an all-time high of 609 in In line with enrollment, the fill-rate was 101.5%. Student demand for Math 236 far exceeded both the college rate of 77.89% and the Math Division rate of 82.30% in An overwhelming majority of Math 236 students are continuing students, just shy of 80%. There is also a noticeable switch in first-time students which jumped from 6.99% to 12.41% and first-time transfer students, which dropped from 8.18% to 4.7%. 12

13 SURVEY Please take 15 minutes to complete the IPPR Survey. Your assessment will serve to help us make the form and process better. Thanks, The IPPR Committee Survey Link: 13

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