5.1 b
Program/Discipline: Mathematics
Annual Program Review Update
Mathematics
Annual Program Review Template, Approved Spring 2009
Page 1 of 58
10/4/2009
5.1 b
Annual Program Review Update
*Be sure to include information from all three campuses.
Program/Discipline: Mathematics
Submitted by (names): David Arnold, Michael Butler, Steve Jackson, Tami Matsumoto, Todd Olsen, Bruce Wagner, Erin Wall, Kevin
Yokoyama, Elizabeth Arnold
Contact Information (phone and email): Bruce Wagner, 476-4207, bruce-wagner@redwoods.edu
Dean / V. P.: Rachel Anderson
Validation Date:
1. Program/Discipline Changes
Has there been any change in the status of your program or area since your last Annual Update? (Have you shifted departments?
Have new degrees or certificates been created by your program? Have activities in other programs impacted your area or program?
For example, a new nursing program could cause greater demand for life-science courses.)
Note: curricular changes should be addressed under 12 (Curriculum).
No (go to next question)
Yes (describe the changes below):
Annual Program Review Template, Approved Spring 2009
Page 2 of 58
10/4/2009
5.1 b
2. Program/Discipline Trends
Review and analyze the Enrollment data (Table 2.01) provided by Institutional Research and answer the following questions:
Table 2.01 Enrollments
Number of students enrolled at census date
For the purposes of these charts here, course sections have been broken down by class start time. The definitions for each start time
are as follows:
• Early Morning
Before 10:00AM
• Prime Time
From 10:00AM to 2:30PM
• Late Afternoon
From 2:30PM to 5:30PM*/6:00PM
• Evening
5:30PM*/6:00PM and later
• Weekend
Saturday or Sunday classes
• TBA
No scheduled start time
* Evening is defined differently for semesters prior to Fall 2009
Each classification was weighted according to the following schedule:
• Weekend
• Evening
• Late Afternoon
• Early Morning
• Prime Time
If a section had start times that fell into more than one category, it would be placed in the higher weighted category. For example, if a
section met on a Saturday and started at 10:30AM, it would be considered a Weekend section.
Annual Program Review Template, Approved Spring 2009
Page 3 of 58
10/4/2009
5.1 b
Evening
TBA
Total
Late Afternoon
65%
631
27
106.14
1,989
Prime Time
Early Morning
52%
33%
50%
375
790
3,446
22
22
151
61.47 82.82 538.08
1,539 1,206 10,566
TBA
Total
2008 - 2009
Evening
Late Afternoon
50%
305
17
52.16
1,197
TBA
61%
1,380
64
237.19
4,770
Evening
Prime Time
Late Afternoon
63%
596
26
104.44
1,854
Prime Time
59%
58%
58%
65% 22%
45%
566
1,463
351
258 589
3,227
27
73
18
12
10
140
89.68 251.64 64.44 45.19
57 507.96
1,728
5,184 1,386
900 468
9,666
Early Morning
Total
TBA
Evening
Late Afternoon
75%
68%
56%
71% 36%
58%
603
1,425
471
471 658
3,628
23
62
26
19
9
139
97.77 229.16 87.94 86.21 57.5 558.59
1,638
4,338 1,926 1,440
441
9,783
2007 - 2008
Early Morning
Fill Rate
Enrollment
Sections
FTES
WSCH
2006 - 2007
Total
Mathematics
Prime Time
Early Morning
2005 - 2006
71%
54%
57%
1,534
305
587
62
18
29
263.1 50.25 96.94
4,698 1,242 2,061
30%
849
65
81.55
2,745
52%
3,906
201
597.98
12,735
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The data in Table 2.01 is somewhat misleading, because it includes all Math Lab sections. The capacities for the Math Lab sections
are set to a very high number because the Math Lab is an open-enrollment class, and they have no relation to curriculum limits or
room sizes. Therefore, the fill rate numbers are skewed downwards and meaningless.
Moreover, for curricular reasons, there are dozens of Math Lab sections (65 in 2008-2009), but there are really only three Math Labs
(one in Eureka, one in Arcata, and one in Del Norte). Therefore, the section count numbers are skewed upwards.
Removing the Math Lab sections and Virtual Campus sections (from the TBA columns) results in the much more meaningful table
below. Note the higher fill rates and lower section counts for lecture sections.
Annual Program Review Template, Approved Spring 2009
Page 4 of 58
10/4/2009
5.1 b
The most noticeable change was an increase in FTES and enrollment last year compared to the previous two. FTES increased 11.1%,
and enrollment increased 13.3%. Part of the increase may be attributed to the addition of 6 or 7 more lecture sections, as well as new
Math Lab sections in Arcata.
More detailed fill rate data (see below) shows that fill rates are higher for the Eureka area (Eureka campus, Arcata site, and Eureka
Downtown site) than for the other campuses. The high fill rate in the Eureka area is indicative of a need for additional faculty so that
more sections can be offered.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
The college experienced a general FTES and enrollment increase last year, probably for the most part due to the poor economy and
job losses. Also, the college changed enrollment policies, and that has increased enrollment.
Annual Program Review Template, Approved Spring 2009
Page 5 of 58
10/4/2009
5.1 b
Review and analyze the Enrollment data (Table 2.02) provided by Institutional Research and answer the following questions:
2.02 Course Success Rates
Percentage of students enrolled at census receiving a grade of A, B, C, or Credit
Annual Program Review Template, Approved Spring 2009
Page 6 of 58
10/4/2009
5.1 b
MATH-101
MATH-102
MATH-103
MATH-105
MATH-106
MATH-115
MATH-120
MATH-120L
MATH-15
MATH-152
MATH-25
MATH-30
MATH-371
MATH-372
MATH-372L
MATH-375
MATH-376
MATH-376L
MATH-380
MATH-380L
MATH-4
MATH-40
MATH-45
MATH-5
MATH-50A
MATH-50B
MATH-50C
MATH-52
MATH-55
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled Success Total Enrolled
72%
36
18%
11
61%
18
90%
21
43%
7
60%
10
100%
13
60%
5
55%
213
48%
214
46%
112
63%
24
60%
724
56%
595
60%
677
60%
755
74%
95
53%
90
56%
63
57%
818
56%
853
56%
695
50%
708
59%
812
52%
205
73%
487
66%
438
72%
396
61%
437
66%
470
63%
710
57%
687
45%
644
44%
753
65%
143
49%
152
65%
139
57%
132
58%
139
52%
247
61%
229
63%
224
66%
262
54%
283
38%
42
60%
45
49%
37
30%
23
58%
120
69%
152
59%
74
55%
105
51%
108
63%
40
56%
115
57%
96
43%
113
48%
44
63%
504
59%
474
59%
394
58%
556
58%
678
37%
156
59%
875
43%
197
82%
11
75%
12
77%
13
50%
6
63%
8
100%
1
100%
1
50%
18
89%
18
79%
14
57%
14
50%
6
84%
70
54%
24
84%
32
79%
38
79%
63
59%
88
67%
69
39%
76
74%
66
57%
82
59%
61
68%
65
79%
28
68%
28
87%
39
67%
21
69%
26
70%
30
57%
14
86%
21
53%
205
90%
10
71%
7
100%
15
73%
11
82%
11
62%
4526
58%
4247
58%
3810
55%
4024
58%
4409
Annual Program Review Template, Approved Spring 2009
Page 7 of 58
10/4/2009
5.1 b
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
The only statistically significant shifts in student success between 2007-2008 and 2008-2009 were in Math 101 (downward), Math 120
(upward), and Math 30 (downward).
Math 120: The rise in success may be due to the fact that the Math 120 instructors in 2008-2009 were all experienced with the course,
and most had taught it multiple times. Regular course meetings were held throughout the year, and substantial work was completed on
student and instructor resources. Also, a look at the 5-year trend shows that the 2008-2009 success rate is actually very typical.
Math 30: The drop in success rate between the last two years is just barely significant. Moreover, a look at the 5-year trend shows that
the size of the decrease is largely due to comparison with a very good year in 2007-2008. That year was a bit higher than normal, and
2008-2009 was a bit lower than normal. The overall success rate for the last five years is about 59%, so these fluctuations are not
significant.
Math 101: This is a 1/2 credit, Pass/NoPass review course that usually takes place over 9 hours in two or three days in late summer or
winter session. The data for Math 101 in 2008-2009 is incorrect, because only one small Fall 2008 section is included, and the
Summer 2009 section is not included. The actual success rate, including the Summer 2009 section, was 75%, a slight improvement
over the previous year.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
As explained in part (a), the variations in success are not significant, and we don't believe that they are influenced by external factors.
The overall success rate in mathematics is reasonably good, and typical for the subject area. When refigured to exclude the Math Lab
sections, the success rate was 60% last year. Furthermore, the success rates in our upper level mathematics courses are very high.
Review and analyze the Enrollment data (Table 2.03) provided by Institutional Research and answer the following questions:
Table 2.03 Course Retention Rate
Percentage of students enrolled at census receiving a grade other than W (Withdraw)
Annual Program Review Template, Approved Spring 2009
Page 8 of 58
10/4/2009
5.1 b
MATH-101
MATH-102
MATH-103
MATH-105
MATH-106
MATH-115
MATH-120
MATH-120L
MATH-15
MATH-152
MATH-25
MATH-30
MATH-371
MATH-372
MATH-372L
MATH-375
MATH-376
MATH-376L
MATH-380
MATH-380L
MATH-4
MATH-40
MATH-45
MATH-5
MATH-50A
MATH-50B
MATH-50C
MATH-52
MATH-55
Total
2004 - 2005
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled Retained Total Enrolled
100%
36
64%
11
89%
18
95%
21
86%
7
90%
10
100%
13
100%
5
83%
213
86%
214
76%
112
88%
24
88%
724
85%
595
84%
677
87%
755
93%
95
84%
90
89%
63
83%
818
81%
853
78%
695
76%
708
84%
812
94%
205
86%
487
84%
438
88%
396
79%
437
87%
470
97%
710
94%
687
95%
644
95%
753
80%
143
73%
152
82%
139
70%
132
71%
139
71%
247
75%
229
77%
224
87%
262
79%
283
88%
42
91%
45
76%
37
74%
23
87%
120
89%
152
82%
74
87%
105
86%
108
98%
40
90%
115
89%
96
79%
113
93%
44
91%
504
86%
474
84%
394
88%
556
91%
678
97%
156
87%
875
97%
197
91%
11
75%
12
77%
13
50%
6
88%
8
100%
1
100%
1
50%
18
89%
18
93%
14
57%
14
83%
6
97%
70
75%
24
100%
32
92%
38
90%
63
81%
88
83%
69
70%
76
91%
66
85%
82
79%
61
89%
65
89%
28
86%
28
90%
39
76%
21
73%
26
87%
30
79%
14
95%
21
98%
205
100%
10
71%
7
100%
15
82%
11
91%
11
87%
4526
85%
4247
84%
3810
85%
4024
88%
4409
a. Describe how changes in the discipline or area are impacting the data shown in the table above.
Annual Program Review Template, Approved Spring 2009
Page 9 of 58
10/4/2009
5.1 b
The only statistically significant shifts in student retention between 2007-2008 and 2008-2009 were in Math 101 (downward), Math
120 (upward), and Math 15 (upward).
Math 120: The rise in retention may be due to the fact that the Math 120 instructors in 2008-2009 were all experienced with the
course, and most had taught it multiple times. Regular course meetings were held throughout the year, and substantial work was
completed on student and instructor resources. Also, a look at the 5-year trend shows that the 2008-2009 retention rate is actually very
typical.
Math 15: The rise in retention may be due to improved delivery, course structure, and communication in the online sections. Also, a
look at the 5-year trend shows that the 2008-2009 retention rate is actually very typical. 2007-2008 was the first year that the online
sections were offered, and we have found that the retention rate is generally lower in online courses.
Math 101: This is a 1/2 credit, Pass/NoPass review course that usually takes place over 9 hours in two or three days in late summer or
winter session. The data for Math 101 in 2008-2009 is incorrect, because only one small Fall 2008 section is included, and the
Summer 2009 section is not included. The actual retention rate, including the Summer 2009 section, was 89%.
b. Describe how changes outside the discipline or area are impacting the data shown in the table above.
As explained in part (a), the variations in retention are not significant, and we don't believe that they are influenced by external factors.
The overall retention rates in almost all classes are very good.
However, we note that it's difficult to tell if external factors are involved. Students drop courses for many reasons that aren't related to
their course work. Surveys or exit interviews would help us to better answer this question.
Review and analyze the Enrollment data (Table 2.04) provided by Institutional Research and answer the following questions:
Annual Program Review Template, Approved Spring 2009
Page 10 of 58
10/4/2009
5.1 b
Table 2.04 English and Mathematics Basic Skills Data for Course Success (F2005-F2008)
MATH-101
MATH-115
MATH-120
MATH-120L
MATH-15
MATH-25
MATH-30
MATH-372
MATH-372L
MATH-376
MATH-376L
MATH-380
MATH-380L
MATH-4
MATH-40
MATH-45
MATH-5
MATH-50A
MATH-50B
MATH-50C
MATH-52
MATH-55
Total
PASSED 1A
ENGL-1A
ENGL-150
ENGL-350
READ-360
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
50%
2
0%
2
0%
1
50%
2
67%
9
79%
33
46%
72
44%
32
100%
1
50%
6
59%
795
54%
783
46%
483
30%
69
44%
9
55%
343
48%
21
68%
28
58%
19
67%
3
50%
2
44%
9
71%
595
54%
231
59%
107
18%
11
75%
4
60%
347
64%
200
53%
133
51%
59
25%
4
0%
1
45%
75
66%
330
65%
253
54%
125
15%
13
0%
1
57%
138
80%
25
76%
79
62%
141
54%
78
36%
28
50%
42
80%
5
50%
8
50%
6
75%
4
100%
1
69%
140
71%
414
54%
648
46%
257
39%
51
52%
127
71%
7
36%
14
26%
19
58%
12
50%
4
25%
4
52%
60
70%
111
65%
133
53%
49
17%
6
71%
49
50%
14
55%
22
44%
36
30%
10
36%
14
74%
23
67%
3
60%
5
100%
1
74%
38
71%
7
50%
2
80%
5
83%
58
78%
23
50%
12
50%
2
74%
23
64%
121
57%
74
47%
17
0%
3
56%
50
82%
65
71%
34
60%
10
54%
28
75%
65
71%
7
100%
2
50%
10
50%
32
50%
22
60%
10
0%
2
42%
19
90%
30
33%
3
66%
2630
61%
2282
53%
1903
44%
552
41%
111
56%
1297
Annual Program Review Template, Approved Spring 2009
Page 11 of 58
10/4/2009
5.1 b
MATH-101
MATH-115
MATH-120
MATH-120L
MATH-15
MATH-25
MATH-30
MATH-372
MATH-372L
MATH-376
MATH-376L
MATH-380
MATH-380L
MATH-4
MATH-40
MATH-45
MATH-5
MATH-50A
MATH-50B
MATH-50C
MATH-52
MATH-55
Total
TRANSFER-LVL
MATH-120
MATH-380
MATH-375
MATH-371
UNKNOWN
Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled Success Enrolled
100%
1
0%
2
0%
1
33%
3
100%
1
67%
3
54%
135
75%
8
17%
6
51%
41
54%
2149
37%
59
25%
12
100%
2
58%
219
100%
1
57%
75
100%
1
40%
5
65%
985
63%
35
69%
13
0%
2
33%
3
60%
257
57%
419
33%
9
33%
3
49%
41
63%
768
71%
14
43%
7
100%
1
51%
70
0%
2
100%
1
75%
12
66%
53
64%
249
47%
76
0%
1
88%
8
50%
14
100%
1
86%
7
82%
11
62%
101
58%
1341
60%
70
44%
107
60%
5
39%
46
100%
3
17%
6
50%
4
57%
7
63%
367
100%
7
57%
23
0%
1
0%
1
48%
83
0%
3
38%
8
77%
22
100%
1
50%
8
100%
1
70%
37
80%
15
80%
96
100%
1
57%
21
61%
211
50%
6
50%
4
52%
44
78%
98
100%
1
55%
38
77%
62
59%
22
53%
55
29%
7
40%
5
0%
1
47%
17
84%
25
88%
8
64%
2836
54%
2319
58%
666
57%
1609
63%
350
54%
995
Given the data, what patterns can be identified in the success rate in individual courses based on the students' skill level? Identify any
important changes since the last review.
English preparation data:
It is hard to draw conclusions from this data because of large number of students in the "unknown" category.
However, given the data presented, it is not surprising that there is a correlation between higher English preparation level and better
success in mathematics lecture courses. The correlation is strongest in the higher level courses and transfer level courses, where
Annual Program Review Template, Approved Spring 2009
Page 12 of 58
10/4/2009
5.1 b
writing assignments and projects are more important components of the course. However, there is only evidence of correlation, not
causation. Students who arrive at CR with a low level of English preparation probably have poor educational backgrounds and/or have
learning disabilities.
The Math 15 course has considerable reading and writing demands, and therefore the current course outline specifies a recommended
English preparation level. Due to the correlation with higher success at the “passed English 1A” level, the department faculty will
consider whether the recommended preparation should be raised from English 150 to English 1A.
Mathematics preparation data:
Some of the data in this table appears to be suspect, due to the design of the query that generated the table. There are also a lot of
students in the "unknown" category. All math courses have definite prerequisites. Thus, for example, a student cannot take Math 30
unless he or she is at the transfer-level preparation level. Therefore, for all of the courses, virtually all the numbers in the table that lie
in preparation columns to the right of the required preparation level are possible errors or misplaced students (these are for the most
part the smaller enrollment numbers).
As a result of the prerequisite requirements for all math courses, there are no comparisons to make in this table. Again, using Math 30
as an example, there is only one relevant subgroup, the students with transfer-level preparation. This observation holds for all the
courses. Therefore, there is no meaningful analysis that can be made with these particular data.
However, the mathematics preparation data may be more interesting for other subjects that do not have definite mathematics
prerequisites.
How has the discipline/program responded to these patterns and how will the discipline/program respond in the next three years?
Student learning outcomes involving writing and communication are important parts of many of our mathematics courses, especially
Math 15, Math 45, Math 55, and Math 4. We will be examining our course outlines to possibly add recommended English preparation
levels, as we currently have in Math 15.
Annual Program Review Template, Approved Spring 2009
Page 13 of 58
10/4/2009
5.1 b
3. Labor Market Review (for occupational programs)
Occupational programs must review their labor market data.
Provide a narrative that addresses the following issues
a. Documentation of lab market demand
b. Non-duplication of other training programs in the region.
c. Effectiveness as measured by the employment and completion success of its students.
N/A
4. Budget Resources
List your area’s budget for the following categories in the table below. Restricted funds have a sponsor/grantor/donor (federal,
state, local government, etc). The funds are restricted by the sponsor/grantor/donor. Everything else is unrestricted.
Category
Supply and printing budget
Equipment replacement and repair
budget
Professional Development
Work-study funding
Additional Budget Items
Unrestricted Funds
10340
Restricted Funds
0
0
1952
8789
Is the funding for these areas adequate?
Yes
No
If not, describe the impact of unaddressed needs on your discipline or program.
After years of underfunding, the supplies and printing budget appears to be sufficient this year.
Annual Program Review Template, Approved Spring 2009
Page 14 of 58
10/4/2009
5.1 b
The work-study budget is supposed to pay for student tutors in the Math Lab. However, it is woefully inadequate for that purpose. To
fully fund the Math Lab with one student tutor at all hours of operation would require $10,500. To also have two students at the busy
hours would require an additional $5600. Fortunately, Basic Skills funds were used last year and are being used this year to pay the
student tutors. However, there is no guarantee that Basic Skills funds will continue to be available. The department needs a stable
funding source for student tutors in the Math Lab. Therefore, we recommend that this budget item be increased to $16,100.
The department hired a Math Lab assistant on a temporary basis last year, and again this year. This has greatly improved the operation
of the Math Lab, with much more accurate and timely record-keeping. It also allows instructors to concentrate on helping students
with course work instead of dealing with enrollment issues. However, the department actually needs a permanent Math Lab
coordinator to set up the lab, handle recordkeeping and grades, hire, train, and supervise student tutors, and set up assignments. This
position was approved two years ago, but we were unable to fill the position despite two searches. Moreoever, this open position is
underfunded in the budget ($8589 of the "Additional items" line above) at about one-half of its proper level. We recommend that a
permanent full-time Math Lab coordinator position be filled, and given office space next to the Math Lab. The coordinator can also
handle book and calculator rentals. The coordinator position, at 40 hours per week, would cost $43,301 including benefits.
The equipment budget is nonexistent. However, for mathematics faculty, specialized computer hardware and software is a necessity
for their work. Six of the eight full-time Eureka math faculty have computers that are 5-7 years old and will not run the mathematical
computer software that is used for course development and delivery. The college has not had any regular hardware replacement
program for many years, and the computers that are usually purchased by the college do not meet the needs of our discipline.
Therefore, we require a regular budget item of $5000 per year to upgrade two computers each year.
Annual Program Review Template, Approved Spring 2009
Page 15 of 58
10/4/2009
5.1 b
5. Learning Resource Center Resources
Is the level of resources provided by the Library (Learning Resource Center) adequate?
Yes
No If No, Complete the following:
Library Needs Not Covered by Current Library Holdings1 Needed by the Unit over and above what is currently provided.
These needs will be communicated to the Library
List Library Needs for Academic Year 2009-2010
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.
1. Expand library and ASC hours
Reason: In the annual report from 2008, the department commented on the lack of weekend hours and the library closing prior to
the last bus arriving (9:00PM instead of 9:30PM). Given the current staffing levels at the LRC it is not possible to open the facility
on weekends and extend the hours to 9:30PM. Given the shifting of evening classes to start at 6:00 instead of 5:30 (and the
increased number of these evening classes), and the change in the schedule for the last buses, there is more need than ever for the
library and ASC to stay open until 9:30 or later. We also recommend that the LRC investigate the demand for keeping the facility
open until 9:00PM on Fridays (it currently closes at 5:00PM) and for providing open hours on weekends, and find the finances to
extend the hours. A simple survey done via MyCR may be all that is needed or perhaps IR can assist. Discussions with the bus
system for coordinating weekend service will also be needed.
2. Replace library and ASC computers
Reason: As per our 2008 program review: The computers in the library are very old and slow. These need to be replaced. We are
expanding our use of Optimath into more classes. More sections of Math 380 are using the MyMathlab system that comes with the
text. Our requirement for computer access is and will continue to increase. The computers in the LRC/ASC take up to 10 minutes
to boot and once booted run very slow. We need to replace these computers if we are to continue to require students to access
internet based materials.
1
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.
Annual Program Review Template, Approved Spring 2009
Page 16 of 58
10/4/2009
5.1 b
3. Replace cramped computer workspaces
Reason: As per our 2008 program review: The computer workspaces are cramped, with very little space for books and notebooks.
These need to be replaced. It is nearly impossible to tutor students that are using the computer for course work in such a tight
space.
4. Modify placement advising and procedures
Reason: The district currently uses Accuplacer for math placement. Outside of the online resources, there is no advising done prior
to the test being administered. We recommend that the advisors provide assistance to help students prepare for the placement exam,
so that the results will be more indicative of their potential. Currently, students are only asked to do a survey as part of the test to
start the test off at the "correct" level. We recommend that there also be assistance at this stage of the test. Students should also be
allowed the option of asking for clarification of the questions. Results of the test need to be used along with other measures to place
students in the appropriate math courses.
5. Add quiet area for online testing
Reason: As per our 2008 program review: There should be a quiet area created for taking online exams (as there currently is for
paper exams). We are being asked to increase our offerings via the online modality. If we expand these sections, we need to also be
prepared to expand our testing services. Currently, students are asked to sit out on the floor of the ASC to take online assessments.
This leads to an imbalance in the assessment of our online students. If students take the same assessment in paper-and-pencil
format, they are afforded a quiet area free from distractions. We recommend that the district pursue a real testing center as part of
the plan in expanding online offerings. In the interim, the ASC should schedule LRC103 for testing (and provide it with a video
surveillance camera) when it is not in use and publish that schedule to all faculty.
6. Modify paper exam procedures
Reason: As per our 2008 program review: For paper exams, the current drop-off and pick-up/courier system is inadequate. It would
be better to offer other options for dropping off tests (such as special sealed envelopes that can be delivered by any person,
including students) and to develop a system wherein faculty could email tests along with the ASC testing form. Or perhaps a daily
courier system could be set up in central locations (such as Division Offices), similar to Printing Services. In addition, there needs
to be a centralized system for distribution of online testing. A staff member (not a student employee) needs to be made the contact
person for making sure that proctoring for all hybrid and online sections is taken care of not only at the ASC, but district-wide.
7. Expand copy center to other campus locations
Reason: We recommend that the copy center be outsourced and expanded. Students that need to make copies in the PS building are
required to return to the LRC as it is the only copy center on campus for student use.
Annual Program Review Template, Approved Spring 2009
Page 17 of 58
10/4/2009
5.1 b
8. Add discipline-specific software to ASC computers
Reason: The imaging of the computers in the library (or possibly just the ASC) needs to include software required by students in
mathematics.
9. Improve support for ITV courses at Del Norte and Mendocino
Reason: Service of video conference system at Del Norte and Mendocino has been very sparse. Students are placed in the room at
their respective campus without any training on how to use the video system, including recording the telecast. Local IT supervision
at the remote campuses is needed.
10. Expand textbook loan program
Reason: The Math Department wishes to continue with our textbook loan program, which is working well. We recommend
expanding the program to include College Algebra and Trigonometry. The circulation desk requested that we do a condition check
(preprocessing) of any additional texts we bring to them for this program. The time line for this project requires the text be supplied
as soon as possible to be available for the spring semester and also that our Dean request the service.
11. Purchase a JSTOR subscription
Reason: The Math Department requests that the library purchase a JSTOR subscription. This electronic journal service is an
excellent resource for student research in mathematics and other sciences.
Annual Program Review Template, Approved Spring 2009
Page 18 of 58
10/4/2009
5.1 b
6. Faculty
Table 6.01 – Faculty Load Distribution by semester
Associate Faculty
Regular Staff/Non-Overld
Regular Staff/Overload
Total
2005 - 2006
2006 - 2007
2007 - 2008
2008 - 2009
FTEF % of Total FTEF % of Total FTEF % of Total FTEF % of Total
6.55
35%
6.59
36%
8.07
44%
8.97
44%
10.57
65% 10.27
64%
9.29
56%
9.77
56%
0.13
1%
17.25
100% 16.85
100% 17.36
100% 18.74
100%
a. Describe the status of any approved, but unfilled full-time positions.
There are currently no unfilled full-time positions.
• b. If you are requesting a Full-Time Faculty position, fill out the current faculty position request form and attach it to
this document.
c. If your Associate Faculty needs are not being met, describe your efforts to recruit Associate faculty and/or describe
barriers or limitations that prevent retaining or recruiting Associate Faculty
The Eureka mathematics program needs to hire more full-time faculty because we continue to have difficulty finding enough associate
faculty to teach all of our courses. The Math Department is still down two full-time faculty positions due to several retirements:
Michele Olsen retired after the fall semester of 2006, Sandy Vrem retired after the spring semester of 2007, and Sandra Taylor retired
after the fall semester of 2007. We recovered one of these three positions in Spring 2008. As a result, we have had a 20% decrease in
the number of full-time faculty who teach math courses at the Eureka campus. We routinely place ads for associate faculty in the local
papers, but HSU pays more and provides medical benefits to part-time faculty.
On the Del Norte campus more than half of the mathematics teaching load was taught by three associate faculty. In addition, this year
one of the associate faculty is filling in for the full-time math professor who is currently on leave (and who will probably resign the
position). The associate faculty have consistently taught between 12 and 15 TLUs each semester. There is not a large pool of associate
Annual Program Review Template, Approved Spring 2009
Page 19 of 58
10/4/2009
5.1 b
faculty applicants and the college continues to be restricted to offering courses that are dependent upon the instructors' schedules.
Additional associate faculty on the Del Norte campus would allow additional math courses offered in the afternoon or as evening
courses.
On the Mendocino campus, there is one full-time professor (currently on leave with an associate replacement). This is enough to keep
the bare minimum going--meaning offerings of Math 376 Prealgebra, Math 380 Elementary Algebra, and Math 120 Intermediate
Algebra every semester; and then alternating Math 15 Statistics and Math 30 College Algebra as the fourth course in a semester.
However, this puts the one full-time faculty member in overload every year; and it also limits the ability to broaden offerings at the
Mendocino campus. For example, some students do not place into Math 376 Prealgebra, but Mendocino has not been able to offer a
lower course, i.e., Math 372 Arithmetic. We are forced to do one of two things: enroll them in Math 376 Prealgebra anyway; or tell
them to find some way to improve their math skills outside of CR and then come back. Neither option is good. We taught Math 25
Trigonometry once, when we had one associate faculty member at Mendocino, but now we cannot. Additionally, we are unable to
offer the Math Lab for student support without associate faculty to cover the hours. With the possibility of the full-time member
teaching occasional courses online, there is definitely room for an associate faculty member to teach one course per semester in
addition to offering the Math Lab.
On the Eureka campus, the department has often had to cancel sections that would normally fill because we have been unable to
recruit a qualified instructor. In fact, this past summer there were five unstaffed sections at one point. We were able to recruit staff for
two of those, but had to cancel the other three. All of our other sections were completely filled, so many students were effectively
turned away because of the cancellations. As a result of the faculty shortage, we are unable to offer enough sections to meet student
needs. We also had problems last year because of several serious illnesses among our faculty. Because of the limited number of
associate faculty, it was very difficult to cover their courses. The Math Department is concerned about the future availability of
associate faculty in our discipline because many of our associate faculty are currently seeking permanent employment outside of the
area, or they choose to work at Humboldt State University because HSU offers health benefits and higher pay to part-time faculty.
7. Staff Resources
Complete the Classified Staff Employment Grid below (please list full- and part-time staff). This does not include faculty, managers,
or administration positions. If a staff position is shared with other areas/disciplines, estimate the fraction of their workload dedicated
to your area. (To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Annual Program Review Template, Approved Spring 2009
Page 20 of 58
10/4/2009
5.1 b
Staff Employed in the Program
Assignment (e.g., Math, Full-time (classified)
English)
staff (give number)
Part-time staff (give
number)
MSE Division (Academic
Affairs budget)
1 open position, but
underfunded
1 (50% in Mathematics)
Gains over Prior Year
Losses over Prior Year
(give reason: retirement,
reassignment, health, etc.)
Do you need more full-time of part-time classified staff?
Yes
No
If yes, fill out the current staff request form (to be provided by Administrative Services)
Annual Program Review Template, Approved Spring 2009
Page 21 of 58
10/4/2009
5.1 b
8. Facilities, and Classroom Technology
Are teaching facilities adequate for achieving the educational outcomes of this discipline/program?
Yes
No
If No was checked, complete a Facility Form for each instructional space that does not meet the needs of this discipline/program.
Additional facilities forms are available at the end of this document for each separate facility being addressed.
Facilities, and Classroom Technology Form
Program/Disciplines: Mathematics Submitted by:
Year: 2009
Kevin Yokoyama
List classroom or instructional space name/number: PS 110
Check if any of the following are not adequate:
Ventilation / room
ADA
Number of seats / work stations: Technology (computers, projectors, internet)
temp
access
40
Other (briefly describe): We reecived a grant to purchase a wireless mobile computer classroom. As part of the grant, we
agreed to abandon one of our computer labs. Therefore, we are changing PS 110 from a computer lab back into a regular
classroom.
Describe the specific action and cost to make this space adequate for your instructional needs: Remodel PS 110, remove old
computer counters along room perimeter. Need one document camera: cost = $1,500, replace computer and LCD projector once
every five years: cost = $2,600 once every five years. Install new whiteboards, document camera, purchase new desks and chairs
for 40 students. Cost ~ $10,000
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections. This year, there are no classes scheduled in this room, because we are planning to change it from a
computer lab into a regular lecture room.
Sections: 0
Students: 0
Describe how these changes will improve student learning outcomes: By creating another classroom, we will be able to offer an
additional 7 sections of classes each semester.
Annual Program Review Template, Approved Spring 2009
Page 22 of 58
10/4/2009
5.1 b
9. Equipment
Is the available equipment (other than classroom specific equipment described in the facilities section) adequate to achieve the
educational outcomes of your program/discipline?
Yes
No
If No was checked, complete an equipment form.
If No was checked, complete the following grid for each piece of equipment being requested for this area/discipline:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
6 faculty
computers
Price, include
tax and
shipping
Number of
students using
equipment each
semester
$15000
Annual Program Review Template, Approved Spring 2009
Page 23 of 58
0
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
For mathematics faculty,
powerful computer hardware and
specialized software is a necessity
for their work. Six of the eight
full-time Eureka math faculty
have computers that are 5-7 years
old and will not run the current
versions of the mathematical
computer software that is used by
the department for development
and delivery of course materials,
videos, textbooks, testbanks for
online assignments, animations,
and java applets, as well as
delivery of online office hours
and demonstrations in
mathematical modeling. The
10/4/2009
5.1 b
college has not had any regular
hardware replacement program
for many years, and the
computers that are usually
purchased by the college do not
meet the needs of our discipline.
Appropriate replacement
computers are needed now for six
mathematics faculty, at a cost of
$2500 each.
12 new
computers
needed in
PS116
computer lab,
with enough
memory and
power to run
the software
required by
students in
mathematics,
science, and
engineering.
18000
100
The equipment in PS116 is used
by all of the high-end students in
mathematics, science, and
engineering. The current
machines are P3 Intel machines,
woefully out-of-date, in need of
repair, with inadequate memory
needed to run the current versions
of software used by our students.
Equipment Repair
Does the equipment used for your discipline/program function adequately, and does your current budget adequately provide adequate
funds for equipment repair and maintenance? This does not include classroom specific equipment repair described in the facilities
section.
Yes
No
Annual Program Review Template, Approved Spring 2009
Page 24 of 58
10/4/2009
5.1 b
If No, provide the following information to justify a budget allotment request:
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Equipment
requiring repair
Repair Cost /
Annual
maintenance
cost
Number of
students using
equipment each
semester
Faculty and
student
computers:
Repair from IT
is woefully
slow. A full
third of the
computers in
PS116 are not
functioning,
even though
work orders
have been
pending since
the first day of
classes in Fall
2009. One fulltime
instructor’s
computer
stopped
functioning and
because we
Annual Program Review Template, Approved Spring 2009
Page 25 of 58
Describe how the equipment
allows achievement of
program/discipline educational
outcomes
The loss of workstations in the lab
makes it difficult for students to
find stations to complete their
assignments and research.
When a faculty computer stops
functioning, that faculty member
cannot prepare course materials,
process grades, communicate with
her students, etc.
100
We need timely, if not immediate
repairs when our equipment stops
functioning.
We recommend that the IT
department be reorganized so that
work is better prioritized and
handled more efficiently. The
addition of more IT staff might
help ameliorate this long-standing
problem.
10/4/2009
5.1 b
temporarily
moved a
computer from
another area to
handle the
emergency, IT
refused to
execute the
work order
submitted to
configure the
machine.
Annual Program Review Template, Approved Spring 2009
Page 26 of 58
10/4/2009
5.1 b
10. Learning Outcomes Assessment Update
Program and Course Learning Outcomes
Refer to the assessment analysis forms that track discipline meetings held to summarize and discuss SLO assessment. Use that information to
complete the following table for each SLO and/or PLO analyzed during the previous academic year. Additional tables are available at the end of
this document to summarize the results for each SLO and/or PLO analyzed.
Math 30
Course SLO Measured: 2, 3, 5, 6
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
All students took a 10-question pretest on the first day of spring 2009 classes. The same questions were
embedded in all finals administered in Math 30.
The pretest also included 10 questions on Math 120 material, to see how well-prepared the students were
at the beginning of the course.
Annual Program Review Template, Approved Spring 2009
Page 27 of 58
10/4/2009
5.1 b
Summarize the overall
results of your
department, including
performance data if
applicable.
The following table summarizes the the pretest/posttest results. While students did significantly better in
all skill areas on the posttest than on the pretest, the results were very poor in the area of logarithmic
and exponential equations.
The table also shows the results of the pretest on Math 120 material. It is evident that the students did
not remember many of their Math 120 skills at the start of the semester. However, function evaluation
and factoring were important positive results. It was clear that calculator procedures and many of the
other Math 120 skills would need to be reviewed.
Annual Program Review Template, Approved Spring 2009
Page 28 of 58
10/4/2009
5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
Instructors will review Math 120 skills as they are needed. Instructors will devote additional instruction
and classroom assessment to the area of logarithmic and exponential functions. The department will also
design and administer a common exam with a wider variety of questions in this area.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Review Math 120 skills as they are needed.
Devote additional instruction and classroom assessment to the area of logarithmic and exponential
functions.
Design and administer a common exam with a wider variety of questions in this area.
Provide a timeline for
implementation of your
top priorities.
Additional review and instruction will commence in the Fall 2009 classes. The common exam will be
implemented in the Spring 2010 classes.
Math 30
Course SLO Measured: 1, 4
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
A survey of the textbook and Optimath system was administered at the end of the Fall 2008 and Spring
2009 semesters.
Annual Program Review Template, Approved Spring 2009
Page 29 of 58
10/4/2009
5.1 b
Summarize the overall
results of your
department, including
performance data if
applicable.
The results of both surveys were discussed and a summary report will be written and available on the
department website.
Most students had positive comments on the textbook, although some students wanted more examples.
Students were very appreciative of the very low price of the old edition (either by rental or online
purchase), and very few had trouble obtaining this inexpensive version.
Survey results on the use of Optimath, our online testings system, were mixed, and fairly similar to
previous surveys. Some students found it to be very beneficial, and others disliked it. Students were
especially positive about its use for practice and preparation for exams. Many students still have
problems entering in formulas correctly, and students also disliked the lack of solutions for some of the
questions.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Items from the summary report were shared with Math 30 instructors prior to the first meeting of
Spring 2009 and Fall 2009 classes, in order to make them aware of difficulties students encountered last
year. Strategies to help students with textbook difficulties, including obtaining the textbook, were
instituted at these first meetings. Help pages were improved in Optimath, and web pages were updated
to address student difficulties with the system. In Spring 2009, department faculty spent a great deal of
time and effort writing solutions for most of the questions in the Math 30 Optimath testbanks.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Communication with instructors and with students.
Help resources for students and instructors.
Writing solutions to testbank questions.
Provide a timeline for
implementation of your
top priorities.
Many of these changes have already been implemented. Work will continue this year on writing
solutions to all of the testbank questions.
Annual Program Review Template, Approved Spring 2009
Page 30 of 58
10/4/2009
5.1 b
Indicate where learning outcome assessment forms (Course-Discipline, Course-Section) are archived (e.g, Division Office, Dean’s
Office). This is required to provide accreditation documentation of the District’s assessment activities.
Departmental electronic repository and web site.
11. Curriculum Update
Identify curricular revisions and innovations undertaken
a.
in the last year.
Course Outlines:
Last year, the department revised the Math 4 course outline (Matlab Programming), and will be working this year to make sure that
this course is rearticulated to the UC system. Math 115 (Math Confidence) was also resurrected with a new course outline. This
semester, Math 115 is being taught as a linked course with one of our Math 376 sections.
All mathematics course outlines are posted for our students in an easy-to-read format at
http://msenux.redwoods.edu/mathdept/outlines/
Prealgebra Textbook and Testbanks:
In a major initiative last year, the math department created a new Prealgebra textbook for use in its Math 376 course. The textbook
was authored by David Arnold, with additional exercises and editorial help contributed by other faculty in the department, including
associate faculty. This textbook is designed to help students meet the student learning outcomes for Math 376. The first edition was
finalized in summer of 2009, and is now being used during the current fall semester. The department provides the entire textbook and
solutions manual on CD to its students, and it is also available online at
http://msenux.redwoods.edu/PreAlgText/
Math 376 instructors will meet monthly this semester and recommend revisions for the second edition to be used next spring.
In conjunction with the Prealgebra textbook, a large set of testbanks for Math 376 were also created for use with our locally-authored
online testing system.
Annual Program Review Template, Approved Spring 2009
Page 31 of 58
10/4/2009
5.1 b
Core-course schedule:
Every spring semester, faculty in the Mathematics, Science, and Engineering (MSE) division meet to revise its two-year plan for
scheduling "core" math and science classes. These classes are typically offered in only one or two sections and correspond to classes
needed by students majoring in the fields of biology, science, chemistry, physics, engineering, and mathematics. The MSE division
tries to schedule core classes to avoid conflicts, a difficult process to say the least. Therefore, when each two-year schedule is
finalized, it represents a commitment on the part of the MSE division to try to offer these courses at these days and times during the
school years 2009-2010 and 2010-2011. The two-year schedule thus provides an opportunity for math, science, and engineering
students to plan out their course sequences in advance. Students and other faculty may also provide comments about the schedule to
help with future revisions. The most recent schedule is posted at
http://msenux.redwoods.edu/surveys/corecourseschedule2009-11.html
Evening calculus sections:
Last year, Math 50C (Multivariable Calculus) and Math 55 (Differential Equations) were taught at 5:30 PM on MWF to allow
members of our community who work during the day to enroll in these classes. These courses were also broadcast via interactive
television from the Eureka campus to the other campuses. This schedule was a continuation of our plan to teach our upper level
courses during the evenings on a three-year rotating basis, so that once every three years people who work during the day will be able
to complete the sequence of upper level math courses. The evening calculus sequence will begin again in Fall 2010.
Televised courses to the branch campuses:
In Fall 2008, the department offered Math 50A, 50C, 15, and 25 as interactive television courses to the branch campuses. In the Spring
2009, the department offered Math 50B, 55, and 30. These courses allow students at the branch campuses to meet transfer level GE
requirements, complete the requirements for the AA degree (mathematics emphasis), and prepare to be math and science majors upon
transfer to 4-year colleges and universities.
Online and hybrid courses:
We continued to offer Math 15 (Statistics), Math 25 (Trigonometry), and Math 120 (Intermediate Algebra) as online courses, and we
continued to offer Math 25 and Math 30 (College Algebra) in a hybrid format (2/3 in class, 1/3 online). We also created new hybrid
versions of Math 120 and Math 380 (Elementary Algebra). The online and hybrid formats allow more students to fulfill their GE
requirement for the AA or AS degree, or GE transfer level math requirement, because they are able to fit these classes into their
schedules.
Annual Program Review Template, Approved Spring 2009
Page 32 of 58
10/4/2009
5.1 b
Math 101 schedule change:
Math 101 is a combined review course for students who have completed either Elementary Algebra or Intermediate Algebra. It is a
1/2-credit, 9-hour, Pass/NoPass course offered each summer. This past summer (2009), we changed the schedule to 3 hours per day on
Monday-Tuesday-Wednesday of the week before the fall semester begins. The schedule change was very successful. It resulted in a
full class of 35 students, and they found the review course to be very beneficial.
Student and instructor resources:
Last year, the department created and organized a new department web site that contains common student and instructor resources for
all of its courses. See
http://msenux.redwoods.edu/mathdept/courses.php
This web site helps instructors to plan and conduct their courses, especially in multi-section courses, and helps students obtain the help
they need. While this site is always a work in progress, many courses now have substantial and very useful course pages and resource
collections.
For example, various help resources were added for Math 120 students, including a web site for practicing inline formulas,
instructional videos to help students make effective use of the textbook on CD, web sites for help with the graphing calculator, online
practice exercises, and illustrative java applets. See
http://msenux.redwoods.edu/mathdept/courses/math120.php
Similar resources are available for Math 376 at
http://msenux.redwoods.edu/mathdept/courses/math376.php
and for Math 380 at
http://msenux.redwoods.edu/mathdept/courses/math380.php
Online videos and office hours:
As a supplement to the online Math 15 and Math 120 courses, Michael Butler and Aeron Ives added to our large set of instructional
videos. The videos were posted on the Internet and were accessible by course students from any computer with an Internet connection.
These videos are a great way to provide additional instruction to students in online classes, answer questions that may not be covered
in class due to limited time constraints, provide extra examples, exam reviews, and more. The videos have proved to be very popular
with students in both online and regular classes.
Annual Program Review Template, Approved Spring 2009
Page 33 of 58
10/4/2009
5.1 b
Michael Butler has also been using CCCConfer to hold online office hours in Math 15. This allows students to ask for and receive
help without having to come to campus.
Online testing system:
The department has continued to improve and extend Optimath, an online testing system developed by faculty from our department.
Among the enhancements last year were improvements and more flexibility in the creation of paper quizzes and assignments.
Extensive testbanks for Math 376 were created to accompany the new textbook, and many additional questions and solutions were
created in testbanks for Math 120, 25, 30, and 50A. The system now has extensive testbanks for six courses: Math 376, 380, 120, 25,
30, and 50A. In 2008-2009, the Optimath system delivered almost 32,000 online assignment to students, and also generated about 350
paper quizzes. For usage statistics, see
http://msenux.redwoods.edu/online/usage.pdf
Graphing calculator rentals and online help:
The department has augmented its TI Calculator rental program with the purchase of additional calculators. We now have a set of 130
TI graphing calculators that we rent to students at a cost of $20/semester. By bringing the cost of education down, this provides greater
access to our mathematics courses. To help students and associate faculty learn how to use of the graphing calculator, Kevin
Yokoyama created an online TI Calculator tutorial site in 2007-2009. Students and instructors can log on to this site to get step-by-step
instructions on how to use the TI graphing calculator to accomplish several important tasks ranging from basic calculator usage to
finding least squares regression equations to model different sets of data. The link for this site is:
http://online.redwoods.edu/INSTRUCT/KIYOKOYA/TIHelp/index.htm
In 2008-2009, this site was accessed over 2500 times.
Textbook loans and rentals:
The Math Department is very concerned about the exorbitant cost of textbooks for our students. Therefore, the department has taken a
number of steps in the last few years to reduce this cost in some of its courses:
• (new this year) As detailed above, the department now provides its department-authored Math 376 textbook free-of-charge online
and via CD. Printed copies, for those students who want them, are also available for $26.50. This initiative saves our students about
$100,000 per year.
• The department continues to provide its department-authored Math 120 textbook free-of-charge online and via CD. Printed copies,
for those students who want them are also available for $40. This initiative saves our students about $100,000 per year.
Annual Program Review Template, Approved Spring 2009
Page 34 of 58
10/4/2009
5.1 b
• (new last year) The department purchased about 50 copies of an older edition of a College Algebra and Trigonometry book for Math
30 and Math 25, and these are available for rent for $5 per semester. The book can also be purchased online for about $5. This
initiative saves our students about $50,000 per year.
• With the support of block grant funds, the department purchased many copies of an older edition of the Calculus textbook. These
books are loaned to the Calculus students each semester. This initiative saves our students about $15,000 per year.
• The department arranged for a custom paper edition of the Math 380 textbook. While still expensive, it’s much cheaper than the
complete textbook would be. This initiative saves our students about $40,000 per year.
b.
planned for the coming year.
Each semester, the department plans to offer two sections of its online version of Math 15 and two sections of its evening hybrid Math
380. It also plans to continue to offer a hybrid version of Math 120 and evening hybrid sections of Math 25 and 30.
The department will offer interactive TV sections of Math 50A, 50B, 50C, 55, 15, 25, and 30 for the branch campuses.
The department will develop a schedule for revising course outlines on a regular basis.
The department will seek funds to purchase a large quantity of previous edition textbooks for Math 372. These books will then be
added to our textbook loan program, thus substantially reducing the educational costs for Math 372 students.
The department will request the hiring of a permanent full-time Math Lab coordinator.
Math 115 (Math Confidence) was reactivated, and this year the department is offering one section linked to one of the Math 376
sections (so those students must be enrolled in both sections). Also, some of the mathematics basic skills classes in Fall 2009 are
linked to the corresponding Math Lab sections. After the semester, we can compare success rates in the linked classes vs. success rates
in the unlinked classes.
The department will continue assessment of student learning outcomes in various courses. In particular, the department is in the
process of constructing appropriate assessments for course learning outcomes for Math 15. It will measure across all sections of the
course and a standardized rubric will be used. Implementation of this assessment will begin in Spring 2010. We continue to meet with
all faculty teaching the course and will develop appropriate Optimath testbanks.
Annual Program Review Template, Approved Spring 2009
Page 35 of 58
10/4/2009
5.1 b
In Math 15, student assessment of research reported in the mass media/peer-reviewed journals have been required. A timeline has
been created for these projects, detailing deadlines for submission. A grading rubric, incorporating course learning outcomes, has also
been created for this writing assignment. Students are required to analyze a given set of data and use descriptive/inferential statistics to
present their results in a written report. In Statistics, probability is correctly interpreted as relative frequency (Frequentist
Interpretation). Students typically find this concept to be quite abstract. Todd Olsen has been writing hands-on activities involving
simulations to give students hands-on experience with this idea.
testbanks.
c. Complete the grid below. The course outline status report can be located at:
http://www.redwoods.edu/District/IR/Reports/Curriculum/Curriculum_Course_Outlines.htm
(To add additional rows to this table, press Tab when the cursor is in the far right-hand cell)
Course
Math 101
Math 115
Math 372
Math 372L
Math 376
Math 376L
Math 380
Math 380L
Math 120
Math 120L
Math 5
Math 15
Math 25
Math 30
Annual Program Review Template, Approved Spring 2009
Page 36 of 58
Year Course Outline Last Updated
2007
2009
2007
2008
2007
2008
2008
2008
2007
2008
2007
2007
2007
2007
Year Next Update Expected
2012
2014
2012
2013
2012
2013
2013
2013
2012
2013
2012
2012
2012
2012
10/4/2009
5.1 b
Math 50A
Math 50B
Math 50C
Math 45
Math 55
Math 4
Math 40
Math 52
2007
2007
2007
2007
2007
2009
2008
2008
2012
2012
2012
2012
2012
2014
2013
2013
If the proposed course outlines updates from last year’s annual update (or comprehensive review) were not completed, please
explain why.
All updates were completed.
12. Action Plans
List any action plans submitted since your last annual update. Describe the status of the plans. If they were approved, describe
how they have improved your area.
None
13. Goals and Plans. Address either item a. or b. in the section below
a. If you have undergone a comprehensive review, attach your Quality Improvement Plan (QIP) and address progress made on the
plan and list any new plans that have been developed (using a new QIP form).
QIP Attached
N/A
Annual Program Review Template, Approved Spring 2009
Page 37 of 58
10/4/2009
5.1 b
b. If you do not have a QIP, refer to the goals and plans from your previous annual update.
For each goal and/or plan, comment on the current status of reaching that goal and/or completing the plan.
(i) The department plans ongoing assessment of one or more of the course learning outcomes in many of its classes during the spring
semester (Objective 3.1 of Goal 3 of the Strategic Plan).
See item #10 for a detailed discussion of assessment results.
(ii) The department will continue to work towards reducing the cost of textbooks for its students. In particular, planning will begin for
the writing of a College Algebra textbook (Objective 5.7 of Goal 5 of the Strategic Plan).
The department decided that it was more important to write a textbook for Math 376 than Math 30. David Arnold then wrote a
textbook for Math 376 during the spring and summer of 2009. Additional exercises and editorial help were contributed by other
faculty in the department, including associate faculty. This textbook was completed before the Fall semester of 2009, and is currently
being used in all of the Math 376 classes this year. The old Math 376 textbook cost over $150, and we believe that many of our
students could not afford this textbook, even if they tried to purchase a used edition. We are also continuing to use the Math 120
textbook written by members of our department in all of our intermediate algebra courses. As a result of offering these two free
textbooks, we estimate our students are saving a total of nearly $200,000 every year!
Last year, the department also purchased about 50 copies of an older edition of a College Algebra and Trigonometry book for Math 30
and Math 25, and these are available for rent for $5 per semester. The book can also be purchased online for about $5. This initiative
saves our students about $50,000 per year.
We are continuing our loan program of calculus books. This saves our students about $15,000 per year. We are also using a custom
paper edition of the Math 380 textbook, which saves our students about $40,000 per year.
All together, our textbook initiatives save students about $300,000 per year.
Annual Program Review Template, Approved Spring 2009
Page 38 of 58
10/4/2009
5.1 b
(iii) The department will continue development of its course web site, making more information available to both students and
instructors (Objective 5.6 of Goal 5 of the Strategic Plan).
Last year, the department created and organized a new department web site that contains common student and instructor resources for
all of its courses. See
http://msenux.redwoods.edu/mathdept/courses.php
This web site helps instructors to plan and conduct their courses, especially in multi-section courses, and helps students obtain the help
they need. While this site is always a work in progress, many courses now have substantial and very useful course pages and resource
collections.
See item #11 for more details.
(iv) The department plans to teach three sections of Elementary Algebra on the HSU campus on a trial basis during the spring
semester. If these classes are successful, additional Elementary and Intermediate Algebra courses would be taught in the fall of 2009.
This would result in an average of 11 new sections each semester (Objectives 1.5 of Goal 1 of the Strategic Plan).
Initial planning meetings were held between CR and HSU math faculty, but then HSU administration made a decision to have HSU
continue to teach these courses.
(v) The department will try to hire a permanent Math Lab coordinator, streamline Math Lab operations, and work towards establishing
some Math Lab hours at Arcata and Mendocino (Objective 1.2 of Goal 1 of the Strategic Plan).
The department was able to streamline Math Lab operations and recordkeeping through the hiring of a talented temporary assistant.
However, we did not hire a permanent Math Lab coordinator last year. This is still a high priority for our department. We need a
coordinator to set up the lab, handle recordkeeping and grades, hire, train, and supervise student tutors, and set up assignments. We
will also need someone to rent out over 130 TI-calculators, as well as rent out textbooks for Math 25 and Math 30 each semester,
because it is very likely that we will lose our division secretary (Eloise Cottrell) this year. Handling the rentals could be one of the
additional duties of the Math Lab coordinator.
Annual Program Review Template, Approved Spring 2009
Page 39 of 58
10/4/2009
5.1 b
(vi) The department will continue to work on refining our current courses that are offered in the online and hybrid modality, and work
on increasing the variety of online and hybrid course options (Objective 5.6 of Goal 5 of the Strategic Plan).
We continued to offer Math 15 (Statistics), Math 25 (Trigonometry), and Math 120 (Intermediate Algebra) as online courses, and we
continued to offer Math 25 and Math 30 (College Algebra) in a hybrid format (2/3 in class, 1/3 online). We also created new hybrid
versions of Math 120 and Math 380 (Elementary Algebra). The online and hybrid formats allow more students to fulfill their GE
requirement for the AA or AS degree, or GE transfer level math requirement, because they are able to fit these classes into their
schedules.
Members of the department also did a large amount of additional work creating help resources for online and hybrid courses. See item
#11 for details.
List any new goals and plans your area has for the coming year, and indicate how they are aligned with the goals/objectives in
CR’s Strategic Plan. (CR’s strategic plan is located on the web at http://inside.redwoods.edu/StrategicPlanning/strategicplan.asp).
A. We will continue to develop course kits (instructor resources) for each of the courses in our discipline. By having standardized
course kits, student learning performance will be improved by having the same student learning outcomes specified for the courses we
teach. (Objective 3.1)
B. We will continue to assess the student learning outcomes in the courses in our discipline. (Objective 3.1)
C. The department will try to hire a permanent Math Lab Coordinator to manage the Math Lab, as well as to take over the calculator
and textbook rental programs. The Math Lab is a central part of the Department's plan to maintain and improve student success and
retention. Managing this lab requires copious amounts of time that currently is being undertaken by the Math Department Chair.
Under this configuration, there is little time to work on improving the lab (e.g., a tutor training program, etc.). (Objective 1.1 and 1.2
and 5.7)
Annual Program Review Template, Approved Spring 2009
Page 40 of 58
10/4/2009
5.1 b
D. The Math Department suspects, based on anecdotal evidence, that the current placement instrument (Accuplacer) has been placing
incoming students into inappropriate math courses. The department plans to assess the effectiveness of Accuplacer and to investigate
other placement instruments. (Objective 3.1, 3.4 and 3.5)
E. The Math Department was recently awarded a large grant to purchase and install a wireless mobile classroom for the Physical
Science building. Currently, the Math Department has encountered numerous "roadblocks" from CR's IT department. Our goal is to
get this classroom up and running as soon as possible. (Objective 2.3 and 2.4)
F. The Math Department has identified the rapidly rising cost of textbooks as a major impediment to student access to our courses. We
plan to continue lowering textbook costs for our students by purchasing addition textbooks for our rental and loan programs and by
possibly authoring an additional open source textbook. (Objective 5.7)
G. Over the past several semesters, some faculty have expressed concern over the allocation of resources throughout the District. We
plan to develop resource-allocation priorities (using data) for optimal scheduling of time and location of classes. (Objective 1.3 and
3.4)
H. Many members of the Math Department have extraordinary computer skills. As an example, we are the only department on campus
to use version control software (subversion) to manage departmental documents. As another example, we use the mathematical
typesetting software LaTeX to write all of our open source textbooks. The department has as an overarching professional development
goal for all Math faculty to become proficient with these software packages.
Annual Program Review Template, Approved Spring 2009
Page 41 of 58
10/4/2009
5.1 b
Additional Forms
Facilities and Classroom Technology Form
List classroom or instructional space name/number: PS 201
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations:
40
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: The LCD projector in this room
needs to be replaced. It is too dim for students to easily see. The blowers on the roof are right next to the windows, so this room is
too noisy when the blower is running. Because this room is upstairs, it is not ADA compliant. Replace computer, document camera
and LCD projector once every five years: cost = $4,100 once every five years. Replace old desks with new tables and chairs: cost
= $8,000
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 7
Students: 275
Describe how these changes will improve student learning outcomes: By installing a new LCD projector, students will be able to
easily see what the instructor is projecting onto the white board.
Annual Program Review Template, Approved Spring 2009
Page 42 of 58
10/4/2009
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: PS 120
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations:
36
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: Replace computer, document camera
and LCD projector once every five years: cost = $4,100 once every five years. Replace old desks with new tables and chairs: cost
= $7,500
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 6
Students: 210
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 43 of 58
10/4/2009
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: PS 115
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations:
40
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: Replace document camera, computer
and LCD projector once every five years: cost = $4,100 once every five years. Replace old desks with new tables and chairs: cost
= $8000
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 7
Students: 275
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 44 of 58
10/4/2009
5.1 b
Facilities and Classroom Technology Form
List classroom or instructional space name/number: PS 117
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: Replace document camera, computer
and LCD projector once every five years: cost = $4,100 once every five years.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 7
Students: 275
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 45 of 58
10/4/2009
5.1 b
List classroom or instructional space name/number: PS 116
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: Replace 12 computers with special
math software and hardware and laser printer once every five years: cost = $30,000 once every five years.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: open lab
Students: 100
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 46 of 58
10/4/2009
5.1 b
List classroom or instructional space name/number: PS 118
Check if any of the following are not adequate:
Ventilation / room temp
ADA access
Number of seats / work stations
Technology (computers, projectors, internet)
Other (briefly describe):
Describe the specific action and cost to make this space adequate for your instructional needs: Replace computers, document
camera and laser printer once every five years: cost = $12,300 once every five years.
List the average number of discipline/program sections scheduled in this room each semester, and the total number of students
enrolled in these sections.
Sections: 6
Students: 210
Describe how these changes will improve student learning outcomes:
Annual Program Review Template, Approved Spring 2009
Page 47 of 58
10/4/2009
5.1 b
Program and Course Learning Outcomes
Math 25
Course SLO Measured: 3, 5, 6
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
All students took a 10-question pretest on the first day of spring 2009 classes. The same questions were
embedded in all finals administered in Math 25.
The pretest also included 10 questions on Math 120 material, to see how well-prepared the students were
at the beginning of the course.
Annual Program Review Template, Approved Spring 2009
Page 48 of 58
10/4/2009
5.1 b
Summarize the overall
results of your
department, including
performance data if
applicable.
The following table summarizes the the pretest/posttest results. Students did significantly better in all
skill areas on the posttest than on the pretest, with the exception of the area of trigonometric identities.
The overall results were good for skills from the first half of the course, and not very good for skills from
the second half.
The table also shows the results of the pretest on Math 120 material. While students did not remember
all of their Math 120 skills, the results were fairly reasonable for an exam at the very beginning of the
semester. The worst results were for skills relating to radical functions. It was clear that many of the
Math 120 skills would need to be reviewed.
Annual Program Review Template, Approved Spring 2009
Page 49 of 58
10/4/2009
5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
Instructors will review Math 120 skills as they are needed. Instructors will devote additional instruction
and classroom assessment to the areas of trigonometric identities and equations. These are among the
harder topics in the course, but they are very important topics for success in calculus. The department
will also design and administer a common exam with a wider variety of questions in these areas.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Review Math 120 skills as they are needed.
Devote additional instruction and classroom assessment to the areas of trigonometric identities and
equations.
Design and administer a common exam with a wider variety of questions in these areas.
Provide a timeline for
implementation of your
top priorities.
Additional review and instruction will commence in the Fall 2009 classes. The common exam will be
implemented in the Spring 2010 classes.
Annual Program Review Template, Approved Spring 2009
Page 50 of 58
10/4/2009
5.1 b
Program and Course Learning Outcomes
Course SLO Measured: 1, 4
Math 25
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Summarize the overall
results of your
department, including
performance data if
applicable.
A survey of the textbook and Optimath system was administered at the end of the Fall 2008 and Spring
2009 semesters.
The results of both surveys were discussed and a summary report will be written and available on the
department website.
Most students had positive comments on the textbook, although some students wanted more examples.
Students were very appreciative of the very low price of the old edition (either by rental or online
purchase), and very few had trouble obtaining this inexpensive version.
Survey results on the use of Optimath, our online testings system, were generally positive. Most students
who used the system found it to be very beneficial, and had few problems using it. There were some some
comments about problems with the ASC computers, which hampered their ability to use Optimath.
Some students also commented on the lack of solutions for some of the questions.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Items from the summary report were shared with Math 25 instructors prior to the first meeting of
Spring 2009 and Fall 2009 classes, in order to make them aware of difficulties students encountered last
year. Strategies to help students with textbook difficulties, including obtaining the textbook, were
instituted at these first meetings. Help pages were improved in Optimath, and web pages were updated
to address student difficulties with the system. In Spring 2009, department faculty spent a great deal of
time and effort writing solutions for most of the questions in the Math 25 Optimath testbanks.
Annual Program Review Template, Approved Spring 2009
Page 51 of 58
10/4/2009
5.1 b
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Communication with instructors and with students.
Help resources for students and instructors.
Writing solutions to testbank questions.
Provide a timeline for
implementation of your
top priorities.
Many of these changes have already been implemented. Work will continue this year on writing
solutions to all of the testbank questions.
Annual Program Review Template, Approved Spring 2009
Page 52 of 58
10/4/2009
5.1 b
Program and Course Learning Outcomes
Course SLO Measured: 2
Math 372
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Each student created his/her own personal math reference book. Starting with a blank book, students
organized information for their own personal uses including definitions, methods, examples, and helpful
hints. Information sources included the textbook, supplementary handouts, and class lectures and
activities.
Summarize the overall
results of your
department, including
performance data if
applicable.
The majority of students successfully displayed the ability to read from the text, think critically, take
good notes, and organize information effectively. Students who were at very low levels of reading and
writing were not as successful with these outcomes, though other students had low success for unknown
reasons.
How will your
department address the
needs and issues that
were revealed by your
assessment?
Instructors will attend more to the process of creating and developing these reference books throughout
the term, assessing them in greater detail.
Instructors will investigate reasons for lack of success.
Instructors will devote additional instruction and classroom assessment to different facets separately.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Instructors will attend more to the process of creating and developing these reference books throughout
the term, assessing them in greater detail.
Instructors will investigate reasons for lack of success.
Instructors will devote additional instruction and classroom assessment to different facets separately.
Additional instruction and assessment of reference books will commence with Fall 2009 classes. In
Spring 2009, closer attention will be paid to assessing individual facets.
Provide a timeline for
implementation of your
top priorities.
Annual Program Review Template, Approved Spring 2009
Page 53 of 58
10/4/2009
5.1 b
Program and Course Learning Outcomes
Course SLO Measured: 1, 2, 3, 5, 7
Math 45
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Instructions for student projects included specific requirements related to the course learning outcomes.
A timeline was created for these projects, detailing deadlines for submission of subtasks throughout the
semester. A uniform grading rubric, incorporating course learning outcomes, was also created for the
projects.
Summarize the overall
results of your
department, including
performance data if
applicable.
This was a very small class of just three students, and the projects were not as good as in past years. In
view of the many excellent projects in previous years, these results can be primarily attributed to the
skill levels of these particular students.
How will your
department address the
needs and issues that
were revealed by your
assessment?
The project instructions, timeline, and grading rubric will be used in the future, with continued
refinement and improvement as results dictate. The timeline should be shifted so that students begin
their projects earlier, and a first draft of the written portion should be included in the grading rubric.
Student learning through the work on these projects would be improved with additional time and
additional feedback between the first and final drafts.
One of the three projects demonstrated good performance in relation to SLO #1. The other two were
acceptable, but had some deficiencies.
All three projects demonstrated good performance in relation to SLO #2.
All three projects demonstrated good performance in relation to SLO #3.
All three projects demonstrated good performance in relation to SLO #5.
Two of the three projects demonstrated good performance in relation to SLO #7. The other project had
some deficiencies.
Annual Program Review Template, Approved Spring 2009
Page 54 of 58
10/4/2009
5.1 b
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Shift the timeline so that students begin earlier.
Include a first draft of the written portion in the grading rubric.
Provide a timeline for
implementation of your
top priorities.
The Fall 2009 Math 45 class has used these suggestions in implementing a timeline for current student
projects. See
http://msemac.redwoods.edu/~darnold/math45/fall2009/projects/ProjectTimeline.pdf
The first part of the project, due three weeks into the class, is an introduction to LaTeX. Students are
required to write up a solution to a system of equations using Gaussian Elimination and back
substitution. Students receive background in the LaTeX language, setup, and writing scientific papers in
an article "Writing Scientific Papers in LaTeX." The requirements for this early assignment can be
found at (view in Firefox 3):
http://msemac.redwoods.edu/~darnold/math45/eliminationModel.php
This has produced excellent early results, as can be seen in the student work located at the following
URL. To view student work on this early project, click the Fall 2009, Introduction to LaTeX, student
links.
http://msemac.redwoods.edu/~darnold/math45/laproj/index.php
Annual Program Review Template, Approved Spring 2009
Page 55 of 58
10/4/2009
5.1 b
Program and Course Learning Outcomes
Course SLO Measured: 1, 2, 3, 4
Math 4
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Instructions for student projects included specific requirements related to the course learning outcomes.
A timeline was created for these projects, detailing deadlines for submission of subtasks throughout the
semester. A uniform grading rubric, incorporating course learning outcomes, was also created for the
projects.
Summarize the overall
results of your
department, including
performance data if
applicable.
How will your
department address the
needs and issues that
were revealed by your
assessment?
All projects demonstrated good to excellent performance in relation to these course learning outcomes.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
Refine the grading rubric to include more detail on the requirements of the presentations.
Continue to look for appropriate course materials in particular textbook options.
Continue to encourage more faculty to include this course in their repertoire.
Construct a Math 4 web site with student and instructor resources.
Department faculty will work on these changes in Spring 2010.
Provide a timeline for
implementation of your
top priorities.
Department faculty will continue to meet and confer on how to improve this course.
Annual Program Review Template, Approved Spring 2009
Page 56 of 58
10/4/2009
5.1 b
Program and Course Learning Outcomes
Course SLO Measured: 1, 2, 3, 5, 6
Math 55
Or PLO Measured :
Describe assessment
tool/ assignments
faculty/staff used to
measure the SLO or
PLO.
Math 55 (Differential Equations) is offered once a year in the spring. The student clientele in this class is
comprised of mathematicians, engineers, and scientists, all of whom have had a minimum of two courses
in calculus.
In order to assess SLO's #1, 2, 3, 5, and 6, students in the Spring of 2009 were assigned a term project.
Students were required to investigate a real-world application of differential equations, write a paper on
the topic, and present a 15-minute talk on their topic, to be accompanied by presentation slides prepared
in advance.
To get the students started, a smaller project was assigned, the purpose of which was to introduce the
students to LaTeX, a document preparation system used by mathematicians and scientists. The
guidelines and requirements for this project can be found online at the following URL:
http://msemac.redwoods.edu/~darnold/math55/model.php
Students are required to use the LaTeX document preparation system to craft both their term paper and
presentation slides.
In addition, the instructor developed a timeline describing due dates and expectations for various stages
of the term paper and presentation. This timeline rubric can be viewed online at the following URL:
http://msemac.redwoods.edu/~darnold/math55/TimelinesAndGrading.php
Summarize the overall
results of your
department, including
performance data if
applicable.
All of the students successfully completed their term projects and presentations on time. Student work,
both term papers and presentation slides, can be viewed at the following URL:
http://msemac.redwoods.edu/~darnold/math55/DEProj/index.php
Please check the links for student papers and presentation slides for the spring semester 2009.
Annual Program Review Template, Approved Spring 2009
Page 57 of 58
10/4/2009
5.1 b
How will your
department address the
needs and issues that
were revealed by your
assessment?
The project instructions, timeline, and grading rubric will be used in the future, with continued
refinement and improvement as results dictate.
List the TOP 3 TO 6
actions/changes
faculty judge will most
improve student learning
A large amount of time was wasted in the opening week or two as students tried to find a suitable model
for their first project. For comparison, students in the Fall 2009 Math 45 (Linear Algebra) class were
assigned a specific task for their opening introduction to the LaTeX document preparation system. This
was highly successful, allowing students to get started with LaTeX much earlier. We recommend that
future instructors in differential equations use this strategy in the future.
The rest of the timeline was very successful. It set specific dates of submission and also set expectations
for each submission. Students were able to receive cumulative feedback from the instructor over the
course of the semester, which helped to improve the quality of their final publications.
Provide a timeline for
implementation of your
top priorities.
Another difficulty that presented itself was the fact the students had a hard time choosing an application
of appropriate difficulty for their term project. Some chose topics that were too trivial, others chose
topics that were too difficult to tackle in a semester's time. For comparison, in the fall of 2009 in Math 45
(Linear Algebra), the instructor hand-picked a number of papers and allowed the students to choose
from this collection during the first class meeting. Hopefully, this strategy will allow students an early
start and they can focus on the learning rather than running about looking for a suitable project on their
own. We'll have more information on the results of this strategy at the end of the fall semester 2009.
These changes will be implemented in the Spring 2010 class.
Annual Program Review Template, Approved Spring 2009
Page 58 of 58
10/4/2009