Instructional Program Review Template for Academic Year 2013‐2014 (fields will expand as you type) Please provide a concise response to all questions, and include relevant details in direct support of your responses. Bulleted lists may be used to clearly organize information. Section 1 ‐ Program Information 1.0 Name of Program: Mathematics Date: November 8, 2013 Program Review Authors (include names and campus locations): Dave Arnold (EKA), Mike Butler (EKA), Mike Haley (DN), Steve Jackson
(EKA) Tami Matsumoto (EKA), Todd Olsen (EKA), Richard Ries (Mendocino), Bruce Wagner(EKA), Kevin Yokoyama (EKA)
(The following were invited to participate in dialogue for this program review: Eureka, Del Norte, Mendocino Coast, Klamath-Trinity associate
faculty in this discipline as well as site leadership )
1.2 Dean’s Signature: Tracey Thomas
Date: November 8, 2013 1.3 Individual Program Information # of Degrees offered: 2 (Mathematics LA.A.AA & Mathematics LA.B.AA) # of Certificates offered: 0 1.3.1 State briefly how the program functions support the college mission: The Math Department puts student success first by providing outstanding developmental and transfer education.
We continually assess student learning to improve our program. Mathematics faculty work with community K-16 educators and students and
contribute to lifelong learning needs in the District.
1.3.2 State briefly program highlights/accomplishments: Added additional sections of Math 194 and worked with advisors/counselors to advise students to Math 194
Faculty worked to refine assessment and placement process.
Revised Pre-Algebra textbook and solution manual.
Faculty continue to explore the use of R in Math 15, will continue discussion about whether it is an advisable direction for department.
Test banks created in Math 15.
Delivery of on-line sections of math 15 explored.
T184 programs written and updated.
Hosted outreach for CR students interested in HSU math and was represented at Bayshore Mall for outreach.
cMathematics 2013‐14.docx 3/6/2014 Page 1 Section 2 ‐ Data Analysis 2.1 Enrollment & Fill Rate Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Enrollments & fill rates Comment if checked: Enrollment ☒ Enrollments in transfer-level math classes at DN and MC have declined due to lack of staffing to offer classes in ITV
format. At CRDN Math 15, 25, 30 were offered locally (which is not likely to happen again soon because of the low numbers
of students there), but enrollment dropped to 0 in 2012-13 at CRDN for Math 50A, 50B, 50C, and 55. At CRMC, enrollment
dropped to 0 in 2012-13 for Math 25, 30, 50A, 50B, 50C, and 55.
Comment if checked: Fill Rate ☐ 2.2 Program Majors Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Majors Comment: 2.3 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Success & Retention Success ☒ Comment if checked: Success rate in mathematics has gradual increasing trend over the last 5 years while District has remained steady,
hovering around 67-69%.
Success in Mathematics (63%) is within 7 percentage points of the District Success rate of 69%.
Retention in Mathematics (88%) is comparable to District (87%).
Retention ☐ Comment if checked: 2.4 Persistence Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: Persistence rate in mathematics (85%) is comparable to District (89%). Reasons for slightly lower
cMathematics 2013‐14.docx 3/6/2014 Page 2 rate may be due to population; students under consideration who completed 9+ units of mathematics in
2011-12 may include higher proportion of students near the end of their time at CR than in District overall
2.5 Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Persistence & Completion rates Comment: Completion rate in mathematics (20%) is comparable to District (21%).
2.6 Program Completers Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: # of Completers Comment: Low number of completions in mathematics degrees may be due to lack of engineering, and physics courses/programs.
Cancellations of Physics 4C and Math 55 & 4 due to low enrollment may impact student abilities to start and complete a
physics sequence and math sequence. (impact of course cancellations for low enrolled courses send messages to potential
students about the likelihood that a major prep course may be cancelled)
Student Equity Group Data 2.7 Enrollments Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below the Enrollments & fill rates Comment: 69% of math enrollments are due to students placed in basic skills math. Many of those students are students who are counted
multiple times.
49% of district wide enrollments are due to students who place in basic skills math. Many are due to students who did not
need to take math classes.
Math enrollment percentages in most categories were similar to district wide enrollments; areas with differences were not
found to be important
2.8 Success & Retention Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp by group Select your program and click on ~ by Student Equity Group below success & retention Comment: We need additional information in order to more fully understand the data that indicates the success of students who are
cMathematics 2013‐14.docx 3/6/2014 Page 3 African Americans and perhaps students are athletes.
Native American students are significantly lower in success in mathematics compared to district.
Success rates in mathematics are slightly lower than district in all categories. To understand this better, we have asked for the
data to be separated, in future, into three groups: support courses (math review and math lab), Transfer-Level academic
courses, and Below-Transfer-Level academic courses. The low rates here may be due, in large part, to math lab being
included with all academic courses.
2.9 Completers by group Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on ~ by Student Equity Group next to persistence Comment: Skip this item. Data not provided. Faculty Information 2.10 Faculty Review and interpret data by clicking here or going to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Faculty (FT/PT) & FTES/FTEF Comment:
FT faculty percent has significant decreasing trend since 2009.
Increasing numbers of full-time mathematics faculty in district could assist in meeting enrollment goals and numerous other
District goals.
Mathematics is more efficient than the district overall.
The region covered by our district is rural. This impacts the availability of a high number of qualified part time faculty. This
magnifies the importance of increasing the numbers of full-time faculty positions in mathematics.
Recent data indicates that when all sections of most math classes were fully enrolled with full waitlists on the Eureka campus,
it was not possible to create additional sections to serve the student need at Eureka due to lack of sufficient faculty.
Data shows that years with higher FTES had correspondingly higher percentage of PT faculty. But 2011-12 and 2012-13 had
lower FTES and still had high percentages of PT faculty, indicating the severe need for more FT faculty on the Eureka
campus. Enrollment information indicates that an evaluation of the distribution of faculty resources across the district needs
to be conducted.
cMathematics 2013‐14.docx 3/6/2014 Page 4 CTE/Occupational programs The following Labor Market section should be completed by all CTE/Occupational programs. Only CTE/Occupational programs need to complete this section (2.9). 2.11 Labor Market Data Refer to the California Employment Development Division: http://www.edd.ca.gov/ www.labormarketinfo.edd.ca.gov Provide a narrative that addresses the following: a. Documentation of labor market demand b. Non‐duplication of other training programs in the region c. Effectiveness as measured by student employment and program completions. Narrative: Summary of Section 2 Overall, what did you learn from the data provided in this section? Be sure to indicate if your discoveries apply to the entire district, or if they vary by site. Section 3 – Critical Reflection of Assessment Activities Curriculum & Assessment Data What courses, if any are not on track with regard to a 2‐year assessment cycle? Explain if this is a consequence of how often the course is offered or other mitigating factors such as outcome updates that may have changed the assessment cycle. # of course SLO reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. # of degree/cert (PLO) reports submitted during 2012‐2013. Reports submitted in 2012‐13 up to the Sept 15, 2013 deadline were included in 2012‐2013. % of Course Outlines of Record up to date. Includes approvals through spring 2013. Explain any mitigating circumstances. Indicate if you have submitted updated Course Outlines of Record this fall. If there is no plan for updating outdated curriculum, when will you inactivate? View curriculum status: click here or go to: http://www.redwoods.edu/District/IR/Program_Select.asp Select your program and click on: Curriculum Status Did the Program Advisory Committee Meet in the last year? Y/N Click here to view the Program Advisory Committee webpage cMathematics 2013‐14.docx 3/6/2014 Page 5 Courses are on track
41
4
100%
NA
3.1 What changes have been made to the program based on assessment findings? You may include results from your closing the loop reports that map to your program. Course learning outcomes were revised, as a result of assessment, to improve program and to clarify strategies to improve assessments of multiple
sections of same course.
3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support. Statistics for the math lab courses skew the results for the math courses overall because caps are set very high and are not meaningful.
Authors recommend separating college level courses (courses number <100)
To clarify, we request future IR data for math courses to be split into three categories:
Math Lab courses (currently 120L, 372L, 376L, 380L, 52),
Transfer-level math courses (with course numbers < 100), and
All other math courses. Thank you.
Summary of Section 3 Provide any additional explanations for items described in section 3. In the 2012-13 the Program Review Committee recommended the following:
S.5. PRC recommended: future math plans clarification of how the program intends to implement multiple measures must be addressed.
The following process is in place for multiple measures in mathematics.
First Two Weeks of the Semester— “Student thinks they are misplaced”
STEP #1 Instructor refers student to practice tests on the Web.
STEP #2 Student believes they are ready for the next course in the sequence.
STEP #3 Instructors refer students to the Advising Office.
STEP #4 Student meets with an Advisor for “Intake questions” and appropriate Optimath assessment
STEP #5 If student passes Optimath assessment with a 70%, the Multiple Measures Math Form is completed
STEP #6 Faculty will work in coordination with student for drop and add using an add card and indicating section change.
STEP #7 Add Card only requires Administrator signature if after census date.
cMathematics 2013‐14.docx 3/6/2014 Page 6 Section – 4 Evaluation of Previous Plans 4.1 Describe plans/actions identified in the last program review and their current status. What measurable outcomes were achieved due to actions completed. Action plans may encompass several years; an update on the current status, or whether the plan was discarded and why. Click here to view completed program reviews from last year. Actions Taken Develop a pilot involving Math 376
and/or Math 380 placed first year
college students of a streamlined
remediate path for students who place
below what their high school math
experience indicates.
Evaluate course prerequisites for Math
15 and Math 5 in order to consider
developing alternative developmental
course pathways to address student goals
and needs better.
Develop a Math Department Technology
Plan
Current Status Impact of Action (describe all relevant data used to evaluate the impact) Faculty continue to investigate how this is being
handled at other colleges
Did it result in accurate placement of
students, was there a significant
improvement for student who were
required to meet with advisor. Follow up
will be needed with IR to assess results.
Intake questions were revised for Accuplacer to flag
students who may not be appropriately placed and
improve multiple measures for math at Math retreat
Spring 2013 to discuss pilot of outcomes for the intake
questions.
Faculty continues to investigate how this is being
handled at other colleges.
Unknown at this time
Faculty are investigating whether new accelerated
courses that might provide alternatives to the current
Math 5 & math 15 courses will meet transfer
requirements to CSU/UC’s. If they do not have an
explicit Intermediate Algebra requirement.
An updated server is needed in order to support online
textbook and Optimath.
Measure Q funds 2013 will be requested.
A more comprehensive plan needs to be developed for
future program upgrades and technology support.
cMathematics 2013‐14.docx 3/6/2014 Page 7 Math faculty and Associate Dean to
discuss long and short term options with
district technology staff and planning
about long term sustainability of math
servers.
In discussion of the technology plan and
how to continue to upgrade technology to
support the online text book, brief
discussion took place with regard to the
nominal fee associated with the online
textbook. Math faculty and Associate
Dean will meet with bookstore, EOPS to
determine strategies to address use of
book vouchers and state agency book
voucher fees for paying for math text
books.
Advertise on website that free/low cost
textbooks for math classes are provided.
Replace 7 year old msemac server which
runs math lab program. Replacement 7
year of msenux linux server. The msenux
runs Optimath for degree-level courses,
hosts online Math 120 textbook, and
repositories for version control for
textbook and Optimath development.
Revitalize Mathematics Faculty
Outreach Directly to Local High School
Students
Promoted Math Jam
Increase involvement with high schools to
align program offerings
4.2 (If applicable) Describe how funds provided in support of the plan(s) contributed to program improvement: Section – 5 Planning Click here to link to Institutional Planning Documents 5.1 Program Plans Based on data analysis, student learning outcomes and program indicators, assessment and review, and your critical reflections, describe the actions to be taken for the 2013‐2014 academic year. Use as many rows as you have actions, and add additional rows if you have more than 5 actions. Please number all rows that you add. Please be specific. This section and section 6 should include a detailed justification so that the resource prioritization committees understand your needs and their importance. * Not all actions in this program plan section may require resources, but all resource requests must be linked to this section. Action # Action to be taken: cMathematics 2013‐14.docx Relationship to Institutional Plans 3/6/2014 5.1 Program Plans Expected Impact on Program/Student Learning Page 8 Relationship to Assessment Resources Needed (Y/N) Include the specific plan and action item relevant to your action to be taken. For example: Annual Plan 2013‐
2014 Theme: Persistence; or List the specific action Goal 1: Student Success: to be taken in enough EP.1.6.2 Develop a plan for narrowing the achievement gap detail so that someone outside of your area can for underrepresented student populations. understand. Support 3-4 Math
faculty attending
trainings in
acceleration through
3CSN to develop
curriculum for a PreStatistics
(Path2Stats)course to
be piloted Fall 2014
1
2
3
Develop Non-credit
courses in
collaboration with
for-credit, discipline
faculty.
Participate in
Professional
Development
activities which will
cMathematics 2013‐14.docx Describe the expected impact in a way that someone outside the program can understand. The impact should be measurable. Include all assessment results that indicate that this action will yield the desired impact on the program. If the assessment has yet to be conducted, explain when and how it will be conducted. Expose more faculty to the
pedagogical and teaching styles that
are improving student success in
Mathematics.
Simplify course
sequencing for
students who need
transfer level math.
A yes here requires a corresponding request in the next section. Basic Skills 2013-2014
Action Plan Support
acceleration efforts in
Mathematics
Annual Plan 2013-2014
Action Planning SP.1.5.1
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit)
Basic Skills 2013-2014
Action Plan Support for basic
skill non-credit course
development and
coordination
Annual Plan 2013-2014
Action Planning SP.1.5.1
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit)
Basic Skills 2013-2014
Action Plan
3-4 Mathematics faculty task force in
collaboration with Julia Peterson
establish non-credit COR’s for
foundational skills in Math 372 &
376 as well as establish a framework
for assessment of students to
transition to credit courses for pilot
implementation spring 2014.
Improvement of success of
underrepresented populations.
Annual Plan 2013-2014
3/6/2014 Page 9 Simplify course
sequencing for
students who assess
at basic skills level
math.
Expose faculty to
the pedagogical and
teaching styles that
are improving
Y
BSI funding
Additional
faculty
needed
Y
BSI funding
Additional
faculty
needed
Y
BSI funding
additional
faculty
improve basic skills
student success.
4
5
6
Provide tutoring
support for Math Jam
accelerated courses
for math placement in
2013-14
Purchase servers
which deliver
department textbooks,
online testing, and
Optimath for students
district wide and
develop a long term
technology plan for
mathematics servers.
Offer transfer level
cMathematics 2013‐14.docx Action Planning SP.1.5.1
Implement alternative basic
skills curriculum (e.g.
acceleration, non-credit).
EP1.5 Professional
development programs will
improve educational
effectiveness. SP1.4 Enhance
student support and student
engagement
Basic Skills 2013-14 Action
Plan
Annual Plan 2013-14 Action
Planning SP1.5.1 Implement
alternative basic skills
curriculum and continued
support for for acceleration
efforts in Math and tutoring
of basic skills students.
SP.3.2.34 Implement a
budget cycle for capital
repairs and maintenance &
SP.3.2.3 Implement a budget
cycle for equipment
replacement "
EP.4.1.1 EP.4.4.1 Implement
minimum technology specs
for all new or retrofitted
classrooms. SP4.1 Lab
equipment and technology
effectively supports
instruction SP1.4 Enhance
student support and student
engagement EP4.4
Effectively utilize technology
in teaching SP4.4 Improve
efficiency through
technology
EP4.4 Effectively utilizes
3/6/2014 student success in
Math through
professional
development
activities that meet
CCCCO
requirements.
Increase in number of new students
starting in college level Math courses.
Increase success of student’s
performance and success of
underrepresented populations.
Replacing the servers will continue to
help mathematics serve all students
who take math courses at CR,
particularly Math 376, 380 & 120.
The textbooks alone will save
students over 1.5 million dollars over
the expected 5 year lifespan of the
equipment requested.
More students throughout district will
Page 10 needed
Simplify course
sequencing for
students who assess
at basic skills level
math
Y
BSI funding
Increase success of
student’s
performance and
success of
underrepresented
populations.
Increase program
Y
Measure Q
Y courses and courses
needed for program
completion
throughout the district
via interactive TV.
technology in teaching SP4.4
Improve efficiency through
technology SP1.4 Enhance
student support and student
engagement. SP4.1 Lab
equipment and technology
effectively supports
instruction
have the opportunity to complete
program and recruit more student
throughout district.
completion rates
and numbers
5.2 Provide any additional information, brief definitions, descriptions, comments, or explanations, if necessary. Section 6 ‐ Resource Requests 6.0 Planning Related, Operational, and Personnel Resource Requests. Requests must be accompanied by an action plan in the above section. Requests should include estimated costs. Submit a support ticket if you do not know the estimated costs. If you are requesting personnel resources, you must also include the “Request for Faculty or Staffing” forms, located at inside.redwoods.edu/program review. Submit one form for each request. Additional Instructions: 
Put down the full amount you are requesting in the “Amount” column. Put down the annual amount of any ongoing or recurring costs in the “Annual Recurring” column. For example, a personnel request for a permanent position might show an Amount of $30,000 and an Annual Recurring Cost of $30,000. A request for equipment might show an Amount of $5,000 and an Annual Recurring cost of $200. A professional development request might show an Amount of $800 and a recurring cost of $0. 
If you have a grant or some other source of funding, include in the “Request” column a brief description of the source of funds and the dollar amount that is expected to be covered by the other source and if the other source covers any of the annual recurring costs. 
Note in the “Request” column if this is a repeat request, and how many times you have submitted this request. The item number must match the corresponding action # from section 5. Add rows as necessary. Action # use # above Request Describe your request here in a way that someone outside the program can understand. cMathematics 2013‐14.docx 3/6/2014 Planning To be reviewed by Prioritization Committees of the Budget Planning Committee Type of Request (Check One) Operational
Personnel
To be To be reviewed and reviewed by grouped by Faculty Associate Prioritization Deans. Committee. Professional Development To be reviewed by the Professional Development Committee Page 11 $ Amount
$ Annual Recurr
ing Costs Contact Person (Name, email, phone) #5
Purchase 2 servers which deliver department
textbooks, online testing, and Optimath for
student district wide students in mathematics.
X
Measure Q
#4
Provide tutoring support for Math Jam accelerated
courses for math placement in 2013-2014 district
wide.
X
BSI
#1,2,3
Full time Math faculty (Eureka)
#1,2,3
Provide Basic Skills initiative funds to support
faculty in non- credit and acceleration course
development
#6
11,000
N
10,000
BSI
N
80,000
Y
X
BSI
5,000
BSI
N
X
unknown
Y
x
x
Provide technology and staff resources necessary
to offer transfer level math courses to remote
locations via interactive TV of Del Norte and
Mendocino
Bruce Wagner Bruce‐
wagner@r
edwoods.
edu 476‐4207 Tracey Thomas tracey‐
thomas@r
edwoods.
edu 476‐
4325 Tracey Thomas tracey‐
thomas@r
edwoods.
edu 476‐
4325 Tracey Thomas tracey‐
thomas@r
edwoods.
edu 476‐4325
Dave Arnold dave‐
arnold@re
dwoods.e
du 476‐4222
Section 7‐Author Feedback Provide any constructive feedback about how this template or datasets could be improved. Authors observed that the Program Review template does not have a place for general operations and ongoing maintenance resource requests, for
example, faculty computers which are outdated. Authors commented that it can be confusing to attempt to develop action plans which are based on
data analysis, student learning outcomes and program indicators, assessment and review and critical reflections for resource requests which are
essential for how work is completed in a job.
Authors commented that it would be helpful if there was some way to receive feedback when a resource request is not approved. For example,
servers have been requested before, authors do not know why they were not considered or if they will ever be considered. Additionally, authors are
not sure if there is a recommended approach to address this resource request need.
cMathematics 2013‐14.docx 3/6/2014 Page 12 Authors provided feedback to the request for clarification asked by the PRC last year. Specifically, 2012-13 PRC recommended: future math plans
require clarification of how the program intends to implement multiple measures must be addressed. The authors were unclear as to which section
their feedback should be included so the PRC would know the authors closed the loop. (included in Summary Section 3)
Authors appreciated the opportunity to provide recommendations for how mathematics data may be even more relevant for future program review
data sets specifically (3.2 (Optional) Describe assessment findings/observations that may require further research or institutional support).
How much do you agree with the following statements? (mark your choice with an x ) Strongly Agree Somewhat Agree Neutral Somewhat Disagree Strongly Disagree This year’s program review was valuable in planning for the ongoing improvement of my program. [x ] [ ] [ ] [ ] [ ] Analysis of the program review data was useful in assessing my program. [ ] [x ] [ ] [ ] [ ] Section 8‐ PRC Response by section (completed by PRC after reviewing the program review) 8.0 The response will be forwarded to the author and the supervising Director and Vice President: S.1. Program Information: Completed S.2. Data Analysis: Exemplary. Well done; succinct but detailed. S.3. Critical Reflection of Assessment Activities: Exemplary, especially the 7 step process designed for multiple measures S.4. Evaluation of Previous Plans: Exemplary. Suggestion: Item #4: The “impact of action” column does not identify any data that might be used to assess the impact. S.5. Planning: Exemplary. S.6. Resource Requests: Exemplary. cMathematics 2013‐14.docx 3/6/2014 Page 13