Victor Valley College
Instructional PRAISE Report
(Mathematics, 1701)
Handbook definition of PRT:
The PRT will be comprised of the following members:
 Department chair, director, facilitator and/or discipline expert

One or more area/subject experts

Other faculty and staff as deemed necessary
All faculty and staff within a program are encouraged to participate in the program review
process.
Stephen Toner, Dept. Chair
Lyudmila Shved
Nichole DuBal
Submission Year: 2014
Budget Development Year: 2015-2016
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The mission of Victor Valley College is to

cultivate intellectual growth, social responsibility, environmental stewardship, cultural
enrichment, and economic development.

create exceptional and accessible lifelong learning opportunities that afford students
within our expanding communities the attainment of knowledge and skills necessary for
success in the global economy.

embrace difference in our communities by integrating their wealth of multicultural
knowledge and wisdom into a cohesive and resourceful learning environment for all.

inspire innovative teaching and service with imaginative uses of collaboration and
technology, fostering vibrant programs that are measurably effective in addressing
student learning and community needs.

empower each student to learn by modeling academic integrity, democratic citizenship,
and meaningful contribution to society.
The Vision of Victor Valley College:
Victor Valley Community College uplifts the diverse communities we teach and serve by
promoting educational excellence, enhancing local prosperity, and ensuring environmental
leadership.
The goals of Victor Valley Community College are as follows:

Fiscal Stability. The College’s financial resources will remain sufficient to support quality
programs and services, and the ongoing improvement of all college operations.

Student Success. The College’s courses, programs, and support services advance student
success.

Accreditation Recommendations. All recommendations from the ACCJC will be fully
addressed to reaffirm and maintain the College’s accreditation status.

Image. The College’s reputation among High Desert residents will be that of a quality
institution of higher education.
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The Institutional Learning Outcomes for Victor Valley College are as follows:
Communication: Read and write analytically including evaluation, synthesis, and
research; deliver focused and coherent presentations.
Computation: Apply complex problem-solving skills using technology, computer
proficiency, decision analysis (synthesis and evaluation), applications of mathematical
concepts and reasoning, and the analysis and use of numerical data.
Creative, Critical and Analytical Thinking: Apply procedures for sound reasoning in the
exercise of judgment and decision making; demonstrate intellectual curiosity and a
respect for learning; solve problems through analysis, synthesis, evaluation and
creativity; identify, evaluate and appropriate use of multiple sources of information.
Social and Personal Responsibility: Evaluate the relationship between natural, social
and economic systems and the significance of sustainability; demonstrate responsible
attitudes toward cultural diversity, citizenship, personal contribution to local and
international communities, and the effect of human actions on the environment.
Information Competency: Students demonstrate information competency and critical
thinking skills through their ability to effectively locate, retrieve, evaluate and utilize use
library and information resources within the guidelines of academic standards to meet
collegiate and personal information needs.
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Program Mission:
The Mathematics Department offers a variety of courses to meet the needs of our diverse student
population. It is a vital and growing program, providing reasoning skills to help students function
in a wide range of sciences: social, biological, physical, behavioral, and management.
Mathematics is necessary for understanding and expressing ideas in science, engineering, and
human affairs. Mathematics is integrally related to computer science and statistics, which have
proven invaluable to advancing research and modern industrial technology. The Mathematics
curriculum academically prepares the student to transfer to a 4-year university to complete a
Baccalaureate degree; it is also an integral part of many certificates and degrees offered at VVC.
In addition, we offer a Math AS-T degree for students who wish to major in mathematics.
The Mathematics Department is also a key component that integrates relevant knowledge and
addresses questions across a wide range of basic mathematics, applied mathematics, statistics,
and other disciplines. Our students gain knowledge and skills to construct, analyze, and interpret
mathematical models for a variety of real-life problems, drawing on a wide range of
mathematical tools and concepts.
Program Learning Outcomes (for programs that offer degrees and/or certificates):
Students will be able to:
1. calculate arithmetic, algebraic, geometric, spatial, and statistical quantities using
appropriate technology.
2. estimate arithmetic, algebraic, geometric, spatial, and statistical solutions.
3. solve arithmetic, algebraic, geometric, spatial, and statistical expressions, equations,
functions, and problems using appropriate technology.
4. represent mathematical information numerically, symbolically, graphically, verbally, and
visually using appropriate technology.
5. interpret mathematical and statistical models such as formulas, functions, graphs, tables,
and schematics, drawing conclusions and making inferences based on those models.
6. develop mathematical and statistical models such as formulas, functions, graphs, tables,
and schematics using appropriate technology.
7. communicate mathematical theories and ideas clearly and concisely to others in the oral
and written form.
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II. The Components of the Instructional Program Review PRAISE report
A. Section 1: The Program Overview
The Program Overview should be brief (2-3 pages) and reflect the consensus of the members
within the program. It is meant to provide a broad understanding of the program and its relations
to the overall mission of the college.

Describe how the program’s mission serves to meet the overall mission and/or vision of
Victor Valley College (refer to the college mission and vision on page 2).
The Math Dept. cultivates intellectual growth (VVC mission statement #1), provides
learning opportunities that afford students the attainment of knowledge and skills
necessary for success in the global economy (VVC mission statement #2), inspires
innovating teaching with technology affective in addressing student learning (VVC
mission statement #4) and empowers students to learn (VVC mission statement #5).

Describe how the program’s mission is aligned with the ILO’s of the college (refer to the
college ILOs on page 2).
The Math Dept. addresses the Computation and Creative, Critical and Analytical
Thinking ILO’s most directly. We teach students to apply complex problem-solving
skills using technology as well as the analysis and use of numerical data. The Math Dept.
teaches reasoning skills to promote intellectual curiosity and how to solve problems
through analysis, synthesis and creativity. Our advanced and honors courses also focus
students on information competency.
The Math Dept. is increasing its use of technology for mastery learning through the use
of programs such as MyMathLab and Connect Math.

Describe the current trends related to the program’s mission.
The Math Dept. was approved to offer its AD-T in Mathematics beginning in the summer
of 2012. Since then, the math department has been increasing its offerings to help enable
more students to graduate with this degree by increasing the frequency of offerings and
numbers of sections of its upper math courses (both Math 228 and Math 231 are now
offered in both the fall and spring terms).
In collaboration with the CIS department, the Math Dept. now offers Math 119, Finite
Mathematics, which is necessary for students completing the AD-T in CIS.
In an effort to help students fast-track through our math courses, the department plans to
begin offering Math 66 in the fall 2015 semester. This six-unit course will cover the
content of both Math 42 and Math 90 for students seeking a quicker path.
In an effort to meet the diverse needs of our math students, the Math Dept. opened the
Math Success Center in the fall 2012 term and is dedicated to increase tutoring support
for VVC students. Beginning in the spring 2015 term, the department will pilot a
Supplemental Instruction (SI) Program to further meet the needs of our Basic Skills
students. Students in selected sections will have the opportunity to meet weekly with a
trained tutor to help further the success in their math course.
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The Math Department continues to self-assess each term, looking at our courses, updating
and reviewing our departmental policies, as well as analyzing SLO data to look for areas
in need of improvement. This self-analysis keeps the department aligned with the
department’s goals as well as promoting excellence in our teaching.
At the November 21, 2014 department meeting, the math department approved the
development of a new, non-STEM course, Pre-Statistics Mathematics, to provide an
alternate pathway for students to reach the college transfer courses Intro to Statistics
(Math 120) and Ideas of Mathematics (Math 132).

Describe the characteristics of the program.
The Mathematics Department is the largest department on campus, serving approximately 3350
students each semester. In terms of FTES production, the department generated 1135.92 FTES in
the last three terms (F13, Sp14 and Sum14, all teaching formats combined), which is 30% more
than the English department, the second leading FTES generating on campus during the same
sampling frame.
The Math Department has courses leading to its own AD-T degree, a math/science degree, as
well as supporting other disciplines, such as the requirements for entrance into the VVC nursing
program. Math 90 is a graduation requirement for all students.
Staff
Type
F/T
Faculty
P/T
Faculty
10 Years
Ago
4 Years
Ago
3 Years
Ago
2 Years
Ago
1 Year
Ago
Current
Year
Percent
Change
15
12
13
13
12
12
-20%
26
25
25
27 *
28 **
7.7% inc
The Mathematics Department has 7 classrooms on the main campus, which are booked solid
from 8:00 am until the end of the work day. We also run classes at the Hesperia High School
campus every semester (8 classes in fall 2014).
Of the 139 sections offered in the fall 2014 semester, 34 were offered online and 8 were hybrid
sections. Of the 139 sections offered in fall 2014, 44 were offered in a traditional setting, while
96 sections used an online component from a publisher (such as MyMathLab, Connect Math, or
WebAssign).
Currently, the Math Department has 12 full-time (down from 15 ten years ago) and 28 adjunct
teachers. Each semester we are severely overloaded and need additional faculty.
Overload
Overload
Spring 2014 Fall 2014
7
2
F/T Faculty
5
1
P/T Faculty
The Mathematics Department runs the Math Success Center on a shoe-string budget, as there are
not funds dedicated annually toward the efforts. In the fall 2013 semester, no tutors were hired
until the fifth week. In the fall 2014 term, there was only 1 tutor for the first five weeks of the
term. The temporary location of the Math Success Center is in the Academic Commons
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building, but there is talk of moving its location to the Advanced Technology building in 2015
when construction of the new wing of the Science building is complete.
The Math Department maintains currency in state and national trends with membership in
AMATYC, the American Math Association of Two-Year Colleges. Faculty representatives are
sent to its national convention each year. Several faculty also attend meetings of CMC, the
California Math Council.
Each year, student representatives attend the MAA conference in San Diego, in which they
attend workshops and participate in poster contents. They have won numerous awards over the
years for their presentations.

List the short-term and long-term goals for the program. Indicate with which of the
District goals (Fiscal Stability, Student Success, Accreditation and/or Image) the program
goal is aligned.
Goal #1: The Math Dept. needs additional full-time, tenure-track faculty; we also request
a full-time tenure-track math faculty member to run the Math Success Center full-time
instead of just a facilitator (student success).
Goal #2: The Math Dept. needs dedicated funding for tutors in the Math Success Center
(student success and VVC image).
Goal #3: The Math Dept. needs an additional classroom in order to expand its offerings
to meet the needs of all the waitlisted students (student success).
Goal #4: The Math Dept. seeks funding for either a statistical software license for its
Math 120 class and for 1 class set of TI-84 graphing calculators.
Goal #5: Increased homework completion in our math courses (student success).
Goal #6: Increased student attendance, especially after the last day to drop (student
success).
Goal #7: The mathematics department would like an additional Instructional Assistant in
the Math Success Center in order to avoid a gap in coverage during lunch time and in
order to be able to expand its hours of operation into the evening. If the current Senior
Instructional Assistant were to retire, we would recommend two part-time assistants
instead (student success and VVC image).

How has analysis of SLO/PLO data and the Student Enrollment data for the program
contributed to the identification of these goals?
The Math Dept. has assessed SLOs in each of its courses since the spring 2012 term, and
PLOs since the spring 2013 term. Each term, we dedicate time during our department
meetings to discuss the results and teacher comments submitted with the SLO and PLO
data.
Every term, the same two comments seem to appear among the comments: students are
not putting in the effort to complete their homework assignments, and attendance in class
really is a problem after the last day to drop a course. Goals 5 and 6 (homework and
attendance, above) are a direct result of these reoccurring comments.
Student Enrollment data, including waitlists, indicate a high demand for additional
sections of math to be offered every term. We are also mandated by the Student Success
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Act to provide these sections in order for students to meet the goals of the educational
plans. This high demand is the driving force behind Goals 1 through 3, as well as Goal 7.
The math department has been having somewhat weak SLO and PLO results resulting
from our Math 120, Intro to Statistics, course. Discussions at department meetings over
the past two years relating to the SLO and PLO results demonstrate the need for Goal 4.

How can each of the goals above be achieved?
Goal #1: The Math Dept. needs additional full-time, tenure-track faculty in both the math
department as well as the Math Success Center; while we will continue to stress this as
our main goal of the department, the decision to hire is out of our hands.
Goal #2: The Math Dept. needs dedicated funding for tutors in the Math Success Center;
while we will continue to stress this goal, we are at the mercy of the Administration. We
urge the Administration to develop a funding source and strategy for tutoring on campus.
Goal #3: The Math Dept. needs an additional classroom in order to expand its offerings
to meet the needs of all the waitlisted students; the department hopes that when the
addition to the Science building is complete there will be an additional classroom
available for additional math sections.
Goal #4: The math department will seek augmentation and grant funds for statistical
software and a class set of graphing calculators to meet this need. The department also
seeks funds for an SI program for Intro Stats students (Basic Skills funds will not support
classes at this level).
Goal #5: Increased homework completion in our math courses; in discussing this issue as
a department, several suggestions to teachers include assigning quizzes to students based
upon their homework, requiring homework (if not already doing so), as well as
emphasizing use of an online homework system such as MyMathLab or Connect Math.
Goal #6: Increased student attendance, especially after the last day to drop; in discussing
this issue as a department, some teachers have found success with a class participation
portion of the grade. It has been pointed out that if faculty are dynamic and hold students
accountable, students will want to come to class.
Goal #7: Math Success Center Assistants; the decision to hire is out of our hands.

Enter any additional information here.
The Math Department once had 15 full-time faculty members. We are down to 12 fulltime faculty at this time, with the possibility of a few retirements in the next few years.
As the department serves the largest proportion of students on campus, wait lists continue
to increase. Coupled with the mandate by the Student Success Act that VVC provide
courses to ensure students are able to complete their educational goals within 2 years, we
find the need for additional full-time faculty to be very pressing.
The cost productivity for the Math Department is one of the lowest on campus. In terms
of FTES generation, hiring Math Faculty is a winning proposition, fiscally speaking.
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B. Section 2: Program Assessment
The Program Assessment provides a concise assessment of the program and includes the
following subsections:
Faculty and Staff

What is the management, faculty, and classified staffing structure of the program?
The math department currently consists of 12 full-time and 28 adjunct faculty.

What is the full-time to part-time ratio of faculty within the program? (Determine the
ratio of sections taught by full-time faculty to part-time faculty.).
Fall 2014: 12 FT to 28 adjunct

How does the current staffing structure/ratio affect, positively or negatively, the
program’s ability to fulfill its mission, goals, and student success?
The Math Dept. is in desperate need of both FT and adjunct faculty. We are unable to
expand our offerings without additional space and faculty. Student wait lists give
increasing evidence for the need for additional math faculty. The Student Success Act
requires that enough sections be offered to meet the needs of students’ educational plans.
Since adjunct faculty do not have office hours, there is less faculty-student contact in
those sections taught by adjunct. The proportion of adjunct faculty who have distance
education experience and qualifications is much less than that of full-time faculty,
affecting the out-of-classroom experience of many of our students.
It should be added over the last few years, as other campuses have been hiring, we have
lost several faculty to other schools. 11 of the P/T faculty who taught in the fall 2013
term are no longer with us. All of our F/T faculty teach over 100% load. Almost all of
the adjunct faculty cannot fit an additional class in without going over load.
Overload
Overload
Spring 2014 Fall 2014
7
2
F/T Faculty
5
1
P/T Faculty
In each of the past 4-5 terms, sections have either been cancelled or additional classes have not
been added due to lack of faculty.
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
What changes in management, faculty, and staff are needed to make this program more
effective and focused on student success?
As described above, more full-time, tenure-track faculty are needed. We have requested
an additional four FT math faculty in each of the last five PRAISE reports. While the
department had one FT hire three years ago, we also lost a FT professor to retirement. As
shown in the table above, each term, faculty are over load.
The Math Success Center has one Senior Instructional Assistant, which allows the lab to
be open from 8:30 am – 5:00 pm. We would welcome an additional assistant, and in the
event of the loss or retirement of this employee, we would like to hire two part-time
assistants so that there would not be a gap in coverage during lunch time and so that the
lab could remain open for extended hours.
The Math Department also recommends the hire of one full-time tenure-track faculty to
work in the Math Success Center.
Curriculum and Instruction

Which educational paths do your course offerings provide in terms of degree, certificate,
transfer, certification, or employment?
Our Math Program offers two degrees: the AD-T in Mathematics, and a math/science
degree with the science departments. We also provide math preparation for students in
the nursing and science classes, as well as key courses for General Ed requirements.
Starting in the fall 2015 term, the department intends to begin offering a non-STEM
pathway to Introductory Statistics (Math 120) and Ideas of Mathematics (Math 132).

How do these offerings contribute to or affect the overall program’s mission and Victor
Valley College’s mission and vision (refer to college mission on page 2)?
Foremost, the Math Department strives for innovating teaching and service. We are
making every effort to improve success and retention rates with the introduction of hybrid
courses, coupling the best of both online and on-site methodologies. We strive to serve
our students through the Math Success Center.
Our Math Success Center is where we foster different learning styles as well as a sense of
responsibility for one’s classmates. By empowering our upper division students to tutor,
we hope we are modeling academic integrity as well as meaningful contributions to our
college.

Have course outlines of record been updated within the past three years? And what
changes, if any, were made? If not, when is the next curriculum review scheduled for the
program?
All courses have been reviewed and updated within the last 3 years. All textbooks are
up-to-date, and all SLO’s are current.
The math department has introduced Math 116 (Preparation for Calculus) and Math 119
(Finite Mathematics) within the last three years. The department has Math 66 working
through CurricuNet with plans to offer the course starting in the fall 2015 term.
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As the math department is beginning to introduce hybrid offerings, courses are being
updated to include DE offerings if they weren’t already set to be offered in a DE format.

What methods are used for evaluating the relevance, need, currency and variety of the
program’s offerings?
The department monitors the success rates of students in its courses to determine any
changes that might be needed. For example, the prerequisites for Math 42 (formerly
Math 50) were changed to require a B or better in Math 10 based on data showing a
significantly lower success rates in Math 42 for students earning a C in Math 10, as
compared to those earning a B in Math 10.
The department is also a member of AMATYC, the American Math Association for TwoYear Colleges, and sends representative to its conferences each year. We maintain
currency in our offerings and adjust our policies accordingly. For example, we have
aligned our proctoring policy for online classes to be consistent with the corresponding
AMAYTC position papers.
The department also follows the offerings of other nearby schools. We have modeled the
curriculum of the Math 116 course to be similar to that of Cal Poly Pomona. We are also
following closely the successes and failures of LA Harbor College is attempting to
develop a pre-statistics curriculum track.
The Math department has also determined that online courses in Math 105 have not been
as effective as those offered on campus. Starting in the fall 2013 term, we no longer
offered Math 105 as an online course and have substituted these sections out with hybrid
offerings. We are in the process of doing the same with our online Math 120 sections.

What are the program’s strengths and weaknesses in the areas of curriculum and
instruction?
Strengths: We are up-to-date on all courses. We were also the first department on campus
to establish a transfer degree. The Math Department has created a Department Handbook
for all its faculty, listing the current course descriptions, SLO’s, sections to be covered, as
well as departmental policies and forms. It is a one-stop reference for math faculty.
Weaknesses: Not all faculty are trained in CurricuNet and curriculum matters, as the
department chair handles most of these matters on behalf of the department.

What changes in the areas of curriculum and instruction are needed to make this program
more effective?
While the department has found that students who are required to do their homework
with an online management system has generally been more successful than not using an
online system, and has desired to move in that direction for most of its introductory
courses, there has been resistance from some faculty to using online materials.
The department has a course outline in Math 120 well beyond the C-ID descriptors.
Since we cover so much material, it is difficult to find texts that have the extensive set of
material. We are in the process of weeding out a few of the topics of study that are
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beyond the scope of the C-ID descriptors in order to be able to better focus the limited
time with the classes on material that students typically find difficult.
Also, we have found that many of our students do not want to take classes late at night.
While there is a stronger demand for additional daytime sections, when additional
sections are added in the evening, students will not enroll. This is part of the reasoning
for our request for an additional dedicated mathematics classroom.
We have also found that Friday or Saturday course offerings (non-hybrid) have much
lower success and retention rates. An additional dedicated math classroom will also
enable us to minimize these less-effective class offerings.

What instructional strategic methods (such as in technology, distance education, etc.)
have been used to improve instruction within the program?
More of our math courses have been using MyMathLab and Connect Math in recent
years, with the result that students are learning that a greater time commitment is needed
for success in these courses.
In the fall 2013 term, the math department began to offer hybrid courses to improve
success rates over standard online courses. We have altogether eliminated the Math 105
online course in favor of hybrid or on-campus courses. We are in the process of
developing a hybrid Math 120 course to replace the online sections of this course.
Five years ago, the Math Department purchased document cameras for all its classrooms.
This has drastically changed how we teach, as we are now able to teach while facing our
students and are better able to interact with our students.
Several math faculty have also started creating video lectures for the classes to meet the
needs of Effective Contact for DE courses. Several faculty are using Smart Pens to both
deliver lecture content as well as explanations to their students. We also have three Mobi
Interactive devices for use by faculty for interactive delivery of instruction in the
classroom.
The Math Department embraces new technology and seeks to meet students at their point
of need, realizing that the days of the pure lecture format are a thing of the past and not
having the desired impact with our students.
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Program Effectiveness and Student Success

Describe the trends in Retention, Success, Headcount, and FTES for this program for the
past three years. Identify strengths and weaknesses in each of these categories.
70% of the courses in the math department are currently offered face-to-face (F2F), 25%
are offered online, and 5% are offered in a hybrid format (using the fall 2014 term as a
baseline). Altogether, the number of courses and sections offered has increased at a
higher rate than that of the institution in all terms, noting that a slight shift from online to
hybrid offerings has deliberately occurred in the department.
For face-to-face offerings, all measures exceed that of the institution significantly in fall
and spring terms, except for a slight dip in success rates in the spring terms.
Generally speaking, retention rates in online classes are about 6-7% lower than face-toface classes, while the retention rates for the institution tend to be between 4-5% lower
than face-to-face classes each term.
Generally speaking, success rates tend to be about 8-10% lower than the institution for
face-to-face courses and 7-12% lower for online courses.
Analysis: The Math Department is extremely successful in its face-to-face offerings, and
continues to generate a high percentage of the FTES for the college. The Department
notices that success and retention rates are lower than the college in its offerings, but this
is to be expected since math anxiety is so prevalent. Despite these lower numbers, the
department has seen increases in success and retention rates over the past several years.
The Math Department recognizes that success and retention rates is lower in its online
courses (as is the case for the institution) and is seeking to transition some of its online
offerings to a hybrid format. Math 105 is no longer offered online but rather in a hybrid
format, and the plan is for Math 120 to follow suit in the fall 2015 term. Initial (limited)
data from hybrid offerings is showing a slightly lower retention rate than online courses,
but higher success rate. Rates are more promising when you compare the data subjectby-subject rather than as aggregated data.
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Required Data for Instructional Program Review - F2F
MATHEMATICS
(Fall)
2011
2012
2013
Change from 2011-2013
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
3,362
11,311
3,483
10,640
3,337
10,177
-0.7%
-10.0%
Enrollment (Duplicated)
Enrollment:
3,388
28,689
3,506
26,513
3,355
24,855
-1.0%
-13.4%
# of Courses
11
526
12
531
13
511
18.2%
-2.9%
# of Sections
90
1,072
98
1,072
99
1,034
10.0%
-3.5%
FTES (Credit)
396.48
3,756.46
414.94
3,507.37
386.42
3,302.57
-2.5%
-12.1%
Overall Retention Rate
91.5%
92.2%
92.4%
90.7%
94.0%
91.9%
2.5%
-0.3%
Overall Success Rate
57.3%
66.7%
57.4%
67.1%
60.4%
68.4%
3.1%
1.7%
Success:
MATHEMATICS
(Spring)
2012
2013
2014
Discipline
Institution
Discipline
Institution
Discipline
Headcount (Unduplicated)
3,578
11,234
3,410
10,192
Enrollment (Duplicated)
3,626
28,275
3,486
25,213
Change from 2012-2014
Institution
Discipline
Institution
3,322
9,680
-7.2%
-13.8%
3,383
23,435
-6.7%
-17.1%
-8.3%
Enrollment:
# of Courses
12
564
15
527
15
517
25.0%
# of Sections
101
1,147
103
1,058
100
1,042
-1.0%
-9.2%
FTES (Credit)
426.93
3,557.30
405.13
3,248.48
383.42
3,065.36
-10.2%
-13.8%
Overall Retention Rate
90.0%
89.4%
90.7%
90.5%
92.1%
92.0%
2.1%
2.6%
Overall Success Rate
56.1%
63.9%
54.8%
66.3%
54.1%
65.2%
-2.0%
1.3%
Success:
MATHEMATICS
(Summer)
2012
2013
2014
Change from 2012-2014
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
310
2,764
601
2,922
732
3,234
136.1%
17.0%
Enrollment (Duplicated)
311
3,527
603
3,851
739
4,251
137.6%
20.5%
6
125
7
122
9
149
50.0%
19.2%
Enrollment:
# of Courses
# of Sections
14
152
21
168
28
218
100.0%
43.4%
FTES (Credit)
37.31
452.66
69.21
491.48
76.18
528.46
104.2%
16.7%
Overall Retention Rate
91.6%
92.5%
93.9%
93.9%
91.2%
92.6%
-0.4%
0.2%
Overall Success Rate
64.3%
76.3%
65.8%
77.4%
67.9%
75.4%
3.6%
-0.9%
Success:
14
Required Data for Instructional Program Review - ONLINE
MATHEMATICS
(Fall)
2011
2012
2013
Change from 2011-2013
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
1,018
3,441
1,134
3,563
982
3,442
-3.5%
0.0%
Enrollment (Duplicated)
1,020
5,880
1,135
5,977
982
5,754
-3.7%
-2.1%
6
94
6
94
5
95
-16.7%
1.1%
Enrollment:
# of Courses
# of Sections
38
213
42
223
37
222
-2.6%
4.2%
FTES (Credit)
115.34
588.70
133.35
608.76
111.79
580.28
-3.1%
-1.4%
Overall Retention Rate
88.6%
89.0%
87.9%
86.3%
86.8%
87.5%
-1.9%
-1.5%
Overall Success Rate
52.6%
59.0%
52.1%
56.7%
45.7%
55.9%
-6.8%
-3.0%
Success:
MATHEMATICS
(Spring)
2012
2013
2014
Change from 2012-2014
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
1,178
3,713
1,021
3,479
924
3,495
-21.6%
-5.9%
Enrollment (Duplicated)
1,182
6,425
1,024
5,941
924
5,971
-21.8%
-7.1%
# of Courses
6
104
6
101
5
99
-16.7%
-4.8%
# of Sections
42
227
40
231
38
235
-9.5%
3.5%
FTES (Credit)
135.73
645.76
121.94
606.76
104.99
600.88
-22.6%
-6.9%
Overall Retention Rate
83.7%
86.2%
87.6%
88.7%
85.2%
87.8%
1.5%
1.5%
Overall Success Rate
44.4%
55.9%
46.5%
58.3%
45.2%
57.1%
0.8%
1.1%
Enrollment:
Success:
MATHEMATICS
(Summer)
2012
2013
2014
Change from 2012-2014
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
301
1,351
329
1,590
344
1,761
14.3%
30.3%
Enrollment (Duplicated)
302
1,731
329
2,034
344
2,290
13.9%
32.3%
# of Courses
5
48
5
51
4
60
-20.0%
25.0%
# of Sections
11
71
14
85
13
98
18.2%
38.0%
FTES (Credit)
34.95
179.24
37.89
206.47
37.54
232.01
7.4%
29.4%
Overall Retention Rate
83.4%
88.7%
87.8%
90.3%
86.9%
88.3%
3.5%
-0.4%
Overall Success Rate
57.0%
65.2%
60.2%
66.1%
56.7%
63.6%
-0.3%
-1.5%
Enrollment:
Success:
15
Required Data for Instructional Program Review - HYBRID
MATHEMATICS
(Fall)
2011
2012
2013
Change from 2011-2013
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
32
1,113
33
1,300
153
1,286
378.1%
15.5%
Enrollment (Duplicated)
32
1,249
33
1,440
153
1,421
378.1%
13.8%
# of Courses
1
29
0
31
1
31
0.0%
6.9%
Enrollment:
# of Sections
1
47
1
56
5
54
400.0%
14.9%
FTES (Credit)
4.31
176.16
4.02
225.31
19.20
191.36
345.5%
8.6%
Overall Retention Rate
90.6%
88.6%
69.7%
86.0%
81.7%
88.4%
-8.9%
-0.2%
Overall Success Rate
40.6%
55.4%
39.4%
56.3%
48.4%
60.4%
7.7%
5.0%
Success:
MATHEMATICS
(Spring)
2012
2013
2014
Change from 2012-2014
Discipline
Institution
Discipline
Institution
Discipline
Institution
Discipline
Institution
Headcount (Unduplicated)
0
1,353
0
1,430
139
1,696
N/A
25.4%
Enrollment (Duplicated)
0
1,538
0
1,617
139
1,942
N/A
26.3%
# of Courses
0
33
0
36
2
43
N/A
30.3%
# of Sections
0
64
0
69
5
80
N/A
25.0%
FTES (Credit)
0.00
214.57
0.00
239.98
16.95
262.07
N/A
22.1%
Overall Retention Rate
0.0%
87.7%
0.0%
86.3%
83.5%
88.3%
N/A
0.6%
Overall Success Rate
0.0%
57.7%
0.0%
58.5%
54.0%
58.9%
N/A
1.1%
Enrollment:
Success:

What changes are needed to make the program more effective in the student retention,
student success, headcount, and FTES categories?
Without a doubt, the most effective change to address retention and success will be a dedicated
budget for the Math Success Center. WE NEED (not just want) A DEDICTED TUTOR
BUDGET.
Additional full-time tenure-track faculty will also help to address all of these issues. A full-time
faculty in the Math Success Center will help to bring continuity and FTES generation to the
Center.
There are many students out there who are unable to take math classes due to overcrowding (as
evidenced by large wait lists). Additional math offerings is an inexpensive source of dramatic
FTES production. However, we are limited to 7 classrooms. If an additional classroom (or
two) were to become available when the new wing of the science building is completed,
along with faculty to staff these classrooms, additional FTES could be realized
immediately.
Following the supply-and-demand of course offerings over the last two years we have seen that
the proportion of online offerings is maximized; students wish to have additional sections
offered prior to 5:30 pm. While we have attempted to offer additional evening sections,
students would rather not take the course than take a class offered at 7:30 pm. We have also
noticed an influx of students seeking higher-level courses (trigonometry, statistics and calculus);
this need also points to the need for more full-time faculty.
16

What has the program done to establish and maintain links with support services (such as
counseling, DSPS, EOPS, Early Alert, library support, and tutoring services) for
students?
The Math Department fully cooperates with DSPS and EOPS. We actively participated
in the Early Alert in the fall 2014 term. Copies of all of our texts are available on reserve
in the library (which isn’t really necessary for those courses using an online homework
system in which an e-book is provided). The department offers tutoring services at the
Math Success Center, although there is no annual dedicated budget established. We
would like to establish additional tutoring services in the evenings and summer.

How do the program’s goals integrate with educational master planning? Based on this
and previous discussions, identify resources necessary to fulfill this integration.
These goals are fully aligned / integrated with the Department Goals listed below.
Math Department Goals
Master Planning Program Goals
Goal 1: Fully functioning
math lab with tutors.
Goal #1: The Math Dept. needs
additional full-time, tenure-track
faculty; we also request a full-time,
tenure-track math faculty to run the
Math Success Center.
Goal #2: The Math Dept. needs
dedicated funding for tutors in the Math
Success Center
Resource:
Additional faculty
Goal 2: Additional FT
tenure-track faculty.
Resource:
Additional
faculty
Resource:
Additional tutors
Resource: Dedicated
Tutoring Budget
Goal #3: The Math Dept. needs an
additional classroom in order to expand
its offerings to meet the needs of all the
waitlisted students
Goal #4: The Math Dept. seeks funding
for either a statistical software license
for its Math 120 class or for 1 class set
of TI-84 graphing calculators. The
department also seeks funds for an SI
program for Intro Stats students (Basic
Skills funds will not support classes at
this level).
Goal 3: Funding to consider
course and program redesigns.
Resource: Additional
classroom
Resource:
Additional tutors
Resource:
Augmentation Funds
Goal #5: Increased homework
completion in our math courses.
Resource: none
Goal #6: Increased student attendance,
especially after the last day to drop.
Resource: none
Goal #7: The mathematics department
would like an additional Instructional
Assistant in the Math Success Center in
order to avoid a gap in coverage during
lunch time and in order to be able to
expand its hours of operation into the
evening. If the current Senior
Instructional Assistant were to retire,
we would recommend two part-time
assistants instead.
Resource:
Additional
faculty,
Instructional
Assistant
17
Resource:
Additional
faculty

Have courses been assessed and recorded in TracDat according to the program’s 6-Year
Assessment Plan? Were changes made to the 6-Year Assessment Plan? If so, describe
them.
All math courses are assessed each term. The department made this decision in order to
improve its program as well as gather data in hopes of grant funding. No changes were
made in the 6 year plan other than adding new courses as they were offered (Math 116,
Math 119).
18
Course-Level Student Learning Outcomes (all programs complete this section)

Identify the courses that were assessed on the course level (SLO) within the most recent
year (spring through fall).
All math courses are assessed each term they are offered.
Refer to the previous year’s assessments, as well as those in the past two Annual Updates, for the following:

Discuss the types of assessment tools that were utilized in the assessments for the various
courses (i.e. quizzes, projects, portfolios, assignments). How do these types of assessment
tools provide meaningful data/feedback to the instructors?
The department has selected problems for each course which are aligned with the SLO’s.
Each semester we review these problems and make changes as needed. Faculty then
include these problems within their final exams and report the numbers of students
successfully mastering each representative SLO problem, along with overall comments
regarding the success/failure of their students. In our first department meeting each term,
we discuss the results of the prior term(s) and determine action plans, curriculum changes
or program changes as necessary.

Discuss the results of the data collected from course level SLOs for courses assessed. In
which courses did the data indicate areas for improvement for the SLOs assessed? In
which courses did the data indicate that students have been successful in the SLOs
assessed?
The math department continues to see two common comments from instructors: students are not
committing themselves to adequate homework and preparation, and student attendance in class
is poor, especially after the drop date each term. To address these concerns, the math
department has continued to dialog on the matters.
Regarding homework completion in our math courses; in discussing this issue as a department,
several suggestions to teachers include assigning quizzes to students based upon their
homework, requiring homework (if not already doing so), as well as emphasizing use of an
online homework system such as MyMathLab or Connect Math.
Regarding student attendance, especially after the last day to drop; in discussing this issue as a
department, some teachers have found success with a class participation portion of the grade. It
has been pointed out that if faculty are dynamic and hold students accountable, students will
want to come to class.
In most areas, SLO results have shown decent proficiency. One trend that needs to be addressed
is the factoring SLO in Math 12, Prealgebra. Part of the problem with this SLO is that the
material it addresses is at the very end of the course and has weak coverage in the texts we use.
It is usually after learning how to factor polynomials using several methods that students
19
become more proficient with the GCF method of factoring. The department seeks to address
this issue.
Here is a summary of the SLO results over recent years.
SLO
Math 6-1
Math 6-2
Math 6-3
Math 6-4
Math 6-5
F 2008
F 2011
Spr
2012
Sum
2012
Apply arithmetic operations to
whole numbers.
Apply arithmetic operations to fracti
ons.
Apply arithmetic operations to deci
mals.
Apply order of operations to
expressions involving whole
numbers, fractions, and decimals.
Solve applications involving whole n
umbers, fractions, and decimals.
SLO
Course offered in Fall 2012 for the first
time.
F 2012
Spr
2013
91.67%
Sum
2013
F 2013
Spr
2014
Sum
2014
86.79%
89.58%
97.37%
96.36%
91.67%
73.58%
81.25%
81.58%
54.55%
100%
81.13%
89.58%
65.79%
69.09%
100%
75.47%
62.50%
78.95%
58.18%
91.67%
73.58%
83.33%
78.95%
48.27%
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
Math 10 - 1
Add, subtract, multiply and divide
whole numbers, fractions and
decimals.
67.35%
79.03%
84.34%
88%
83.01%
88.92%
85.25%
91.03%
85.46%
85.95%
^
Math 10 - 2
Solve percentage problems.
59.72%
66.24%
77.40%
96%
76.77%
71.21%
49.18%
79.66%
76.95%
75.21%
Math 10 - 3
Find the perimeter and area of basic
polygons.
81.36%
82.10%
91%
90%
75.60%
87.63%
77.87%
85.17%
82.27%
99.17%
SLO
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
65.71%
92.86%
85.48%
75.87%
62%
91.39%
86.33%
95.12%
75.27%
79.03%
74%
86.75%
79.86%
82.93%
75.81%
55.65%
58%
77.48%
84.17%
87.80%
66.13%
42.74%
42%
70.20%
64.03%
48.78%
Math 12 - 1
Math 12 - 2
Solve linear equations and
applications.
Perform order of operations using
signed numbers.
Math 12 - 3
Perform polynomial operations.
Math 12 - 4
Factor polynomials.
SLO
not
offered
67.57%
46.43%
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
Math 42 -1
Graph linear equations and
inequalities.
58.70%
74.58%
82.81%
84.38%
76.90%
74.46%
87.38%
82.07%
79.26%
79.70%
Math 42 -2
Factor polynomials.
63.40%
75.59%
73.62%
76.69%
82.06%
78.57%
83.50%
78.99%
83.70%
79.08%
Math 42 -3
Solve a system of linear equations.
69.70%
79.26%
76.74%
65.63%
74.62%
72.73%
84.47%
78.62%
77.61%
74.61%
Math 42 -4
Simplify rational expressions.
49.00%
75.59%
76.32%
70.31%
74.48%
72.73%
85.92%
77.36%
83.21%
82.90%
59.10%
78.60%
78.85%
75%
78.68%
79.00%
84.95%
82.25%
85.56%
84.62%
82.52%
81.14%
79.92%
81.22%
Math 42 -5
Math 42 -6
Solve first and/or second-degree
polynomial equations.
Translate words into algebraic
expressions and equations.
SLO
Math 90 - 1
Math 90 - 2
Math 90 - 3
Math 90 - 4
find the domain of polynomial,
radical, rational, exponential and
logarithmic functions.
express sets and inequalities using
set notation and/or interval
notation.
choose an appropriate method
(graphing, substitution, elimination,
row reduction of matrices, or
Cramer’s Rule) to solve a system of
equations or an application
involving a system of equations and
determine whether the solution is
reasonable.
Translate application problems into
algebraic equations.
SLO added in Spring 2013
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
78.66%
73.05%
85.18%
80.17%
77.25%
81%
74.84%
81.67%
82.28%
70.13%
63.83%
73.95%
77.64%
76.03%
70%
79.22%
84.78%
80.67%
75.78%
86.42%
66.67%
74.55%
85.68%
82.64%
83.49%
88.50%
84.18%
83.00%
83.81%
70.89%
78.97%
78.62%
72.84%
SLO added in Spring 2013
20
SLO
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
Math 104 -1
Identify six trigonometric functions
and express them as the ratio of the
sides of a right triangle.
88.70%
96.30%
92.77%
100%
95.45%
84.71%
82.14%
91.18%
95.45%
100%
Math 104 -2
Solve right triangle problems.
71.70%
96.30%
80.72%
95.65%
80.30%
72.94%
60.71%
91.18%
88.64%
78.26%
75.76%
68.24%
67.86%
79.41%
85.23%
69.57%
92.31%
91.30%
Math 104 -3
Math 104 -4
Use trigonometric identities to
evaluate a non-standard angle
without the use of a calculator.
Evaluate the six trig functions at
standard angles without the aid of a
calculator.
SLO
Math 105 1
Math 105 2
Math 105 3
Math 105 4
Recognize, graph and compute
zeros for polynomial, rational,
radical, logarithmic and exponential
equations.
Apply matrix algebra to determine
the solution of a system of linear
equations.
Apply concepts of analytic geometry
to the conic sections.
Demonstrate knowledge of
geometric and arithmetic
sequences.
SLO
Math H105 1
Math H105 2
Math H105 3
Math H105 4
Math H105 5
Math 116 2
Math 116 3
Math 119 2
Math 119 3
Math 119 4
Math 120 2
Math 120 3
Math 120 4
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
77.40%
52.27%
66.35%
84.78%
84.62%
72.22%
62.50%
79.17%
73.80%
88.89%
77.40%
75.28%
77.78%
95.65%
63.29%
76.54%
84.62%
84.90%
87.70%
55.56%
67.90%
68.54%
74.04%
84.78%
61.60%
75.93%
56.92%
79.69%
86.10%
88.89%
71.90%
86.36%
66.83%
93.48%
75.11%
73.46%
70.77%
74.48%
82.80%
80.56%
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
F 2013
Spr
2014
Sum
2014
100%
100%
85.71%
100%
80%
100%
100%
70%
57.14%
F 2013
Spr
2014
Sum
2014
Fall only course.
F 2008
F 2011
Spr
2012
find the sample mean and sample
standard deviation of a given data
set.
find the area under the normal
curve between two x-values.
find and interpret a 95% confidence
interval for a mean.
perform a hypothesis test for the
mean of a population.
Sum
2012
84.62%
100%
69.23%
57.14%
76.92%
100%
84.62%
100%
84.62%
85.71%
F 2012
Spr
2013
Sum
2013
Course offered in Fall 2013 for the first time.
F 2008
F 2011
Spr
2012
solve a system of linear equations
using matrices.
maximize an application problem
subject to constraints using linear
programming and the simplex
method.
solve conditional probability
problems using tree diagrams and
conditional probability.
validate the logic of an argument
using truth tables.
SLO
Math 120 1
F 2008
Evaluate all six trigonometric
functions in both radians and
degrees.
Apply transformation techniques to
quadratic and trigonometric
functions.
evaluate limits in both graphical and
algebraic forms.
SLO
Math 119 1
SLO added in Spring 2014
Recognize, graph and compute
zeros for polynomial, rational,
radical, logarithmic and exponential
equations.
Apply matrix algebra to determine
the solution of a system of linear
equations.
Apply concepts of analytic geometry
to the conic sections.
Demonstrate knowledge of
geometric and arithmetic
sequences.
Apply skills learned to real-life
problems and present solutions in
written and verbal form.
SLO
Math 116 1
SLO added in Spring 2012
Sum
2012
F 2012
Spr
2013
Sum
2013
Course offered in Fall 2014 for the first time.
F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
100%
90.32%
100%
96.46%
93.83%
81.48%
95.08%
77.24%
87.80%
91.67%
77.78%
86.49%
73.45%
62.96%
76.92%
82.79%
69.44%
97.56%
83.33%
74.04%
89.19%
95.58%
92.59%
78.57%
86.89%
80%
67.50%
77.78%
66.83%
94.59%
71.68%
70.37%
84.62%
77.05%
62.07%
84.62%
21
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
88.89%
94.92%
96%
85.71%
93.48%
66.67%
90%
72.73%
92.59%
44.44%
89.83%
96%
77.14%
71.74%
83.33%
95%
77.27%
81.48%
51.85%
69.49%
92%
82.86%
63.04%
66.67%
85%
59.09%
77.78%
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
calculate basic limits.
76.67%
88.46%
91.53%
83.08%
81.48%
89.47%
calculate basic derivatives.
73.33%
84.62%
84.75%
93.85%
85.19%
89.47%
calculate basic integrals.
66.67%
76.92%
84.75%
60%
77.78%
78.95%
apply the derivative and integral to
elementary applications.
48.57%
73.08%
77.97%
90.77%
74.07%
76.32%
F 2011
Spr
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
Sum
2014
72.50%
77.14%
73.33%
80%
67.57%
60%
85.71%
86.67%
46.67%
87.70%
55%
91.43%
73.33%
66.67%
52%
65%
82.86%
66.67%
80%
80.49%
F 2012
Spr
2013
F 2013
Spr
2014
SLO
Math 132 1
Math 132 2
Math 132 3
use Venn diagrams to solve
applications.
use combinations and permutations
to solve probability applications.
find the expected value of a
probability distribution.
SLO
Math 226
1
Math 226
2
Math 226
3
Math 226
4
-
SLO
Math H226
1
Math H226
2
Math H226
3
Math H226
4
Math H226
5
-
Math 227 2
Math 227 3
Math 227 4
Math H227 2
Math H227 3
Math H227 4
Math H227 5
calculate basic integrals.
Math 228 3
75%
100%
Course offered in only in some fall terms.
75%
75%
75%
F 2008
F 2011
Find derivatives and integrals which
include exponential, logarithmic
inverse trigonometric, polar and
parametric functions.
Solve integrals using integration by
parts, partial fraction and
trigonometric substitution.
Determine whether a given
improper integral is convergent or
divergent, and evaluate the integral
if it converges.
Find the convergence of an
elementary infinite series.
Find derivatives and integrals which
include exponential, logarithmic
inverse trigonometric, polar and
parametric functions.
Solve integrals using integration by
parts, partial fraction and
trigonometric substitution.
Determine whether a given
improper integral is convergent or
divergent, and evaluate the integral
if it converges.
Find the convergence of an
elementary infinite series.
Analyze proofs of early calculus
theorems and write proofs using
more than one technique.
Calculate the derivative and integral
for vector-valued functions.
Compute double, triple, and line
integrals.
Compute the gradient, curl and/or
divergence of a vector-valued
function.
SLO
Math 231 1
Math 231 2
Sum
2012
apply the derivative and integral to
elementary applications.
Read, analyze and construct basic
proofs.
SLO
Math 228 1
Math 228 2
F 2008
calculate basic derivatives.
SLO
Math H227 1
F 2008
calculate basic limits.
SLO
Math 227 1
F 2008
Use techniques of Linear Algebra to
solve systems of linear equations.
Apply eigenvalues and eigenvectors
to problems of dynamical systems.
F 2008
F 2011
Spr
2012
Spr
2012
Sum
2012
Sum
2012
Course offered in only some spring terms.
85.71%
80%
85.71%
80%
57%
80%
100%
100%
92.86%
65.63%
90.00%
71.43%
100%
89.26%
F 2008
F 2011
92.30%
Spr
2012
Sum
2012
60%
Spr
2013
F 2011
Spr
2012
100%
F 2012
F 2008
Sum
2012
Sum
2013
Sum
2013
F 2013
Spr
2014
94.12%
86.67%
100%
78.13%
88.24%
70%
73.91%
81.25%
88.24%
86.67%
82.61%
F 2012
Spr
2013
F 2013
Spr
2014
Sum
2013
93.33%
100%
100%
66.67%
92.86%
97.22%
22
Sum
2014
Sum
2014
Sum
2014
SLO
Math 270 1
Math 270 2
Math 270 3
solve first and second order linear
differential equations with initial
conditions.
solve a nonhomogeneous
differential equation by the method
of undetermined coefficients.
solve first and second order nonlinear differential equations with
initial conditions, including the
power series method and Laplace
transformations.

F 2008
F 2011
Spr
2012
Sum
2012
F 2012
Spr
2013
Sum
2013
F 2013
Spr
2014
83.33%
68.18%
77.78%
90.48%
77.78%
55%
Give examples of courses in which the instructor(s) made a change for improvement
based on the results of an assessment. What type of change was made? How and when
will the change be implemented?
In reviewing SLO results and teacher comments, we come together to discuss the results and
some of the teaching strategies teachers are trying. As noted in the comments described above,
we are finding that students are not attending class like they should after the drop date and are
not doing their homework. At the August 30, 2013 meeting, we shared examples of what we do
in our classes to help address these problems. These notes were then emailed to any faculty not
present at the meeting. It is our belief that this sharing of ideas and strategies will help address
these problems. We again addressed these issues in our September 26, 2014 meeting and created
a list of suggestions for faculty.
We also have noticed that scores in Math 120 online and Math 105 online have not been as
successful as the math classes below them. We attribute this to more challenging coursework
and less means of support for higher level classes. As a result we decided not to offer Math 105
as an online class for a while. Instead, we began to offer a hybrid flipped-classroom model for
the coming year to bring together the best of online and on-site classrooms. We intend to the
same in Math 120 in the next two semesters.
For years we have noticed a decline in the preparedness of our Math 226 students. Students have
not mastered trigonometry and algebra to the level that they should in order to be successful in
Math 226. As a result, we have opted to introduce Math 116 (Preparation for Calculus) to
students earning a C in either Math 104 or Math 105.
 Give examples of courses in which loops of assessment have already been closed. Did the
outcome of the change implemented in the classroom improve student learning?
Based on student grade data, we found that in the fall 2011 semester, we found that students
earning C’s in Math 10 were not successful in our Math 50 course, whereas students earning a B
or A were more successful. We went through the process of changing the prerequisite for Math
50 to a B, requiring those earning a C in Math 10 to take Math 12 (Pre-Algebra) prior to Math
50. It took time to change in the course catalog, and just went into effect in the summer 2013
term. Faculty who taught Math 50 during the summer term had much more responsive and
successful classes. We will continue to monitor the improvement.
As a result of discussions based upon fall 2012 SLO results, it was decided to add additional
SLO’s to Math 50 and Math 90 courses dealing with the translation of words into algebraic
expressions and equations.
23
Sum
2014

Describe how assessment results of courses assessed led to identification of
new/continuing/increased allocation of resources for the course.
Several years ago, we noticed that our developmental students were not getting enough practice
and tutoring in their classes. After studying models of tutoring programs from around the state
and convincing the facilities committee that we needed a location for our math tutoring, the Math
Success Center was opened in September 2012.
While funding was bleak, we managed to get by the first academic year. Funding, however, has
decreased, and the Math Success Center, which requires at least $66,000 per year to operate, was
only given an $8000 budget for the 2013-14 academic year (compared to a modest $77K for the
English Department’s Writing Center). The VVC Foundation came to our aid in the 2013-14
academic year.
The Math Department insists that baseline funding for the Math Success Center be established
for a minimum of $66,000 per year from the general fund. Studies show that successful
completion of community college programs hinges on student success in mathematics. While we
are continually seeking grant monies to supplement the Math Success Center, grant monies
cannot be relied upon.

Enter any information that the above questions do not address.
The Math Department will begin a Supplemental Instruction program in the spring 2015 term.
Funding will be provided through Basic Skills grant money. The department also hopes to find
the funds for SI support of Math 120 (not covered by Basic Skills grant money).
24
Program-Level Program Learning Outcomes (If applicable per the definition of programs)
List the PLOs for the program:
Students will be able to:
1. calculate arithmetic, algebraic, geometric, spatial, and statistical quantities using
appropriate technology.
2. estimate arithmetic, algebraic, geometric, spatial, and statistical solutions.
3. solve arithmetic, algebraic, geometric, spatial, and statistical expressions, equations,
functions, and problems using appropriate technology.
4. represent mathematical information numerically, symbolically, graphically, verbally, and
visually using appropriate technology.
5. interpret mathematical and statistical models such as formulas, functions, graphs, tables,
and schematics, drawing conclusions and making inferences based on those models.
6. develop mathematical and statistical models such as formulas, functions, graphs, tables,
and schematics using appropriate technology.
7. communicate mathematical theories and ideas clearly and concisely to others in the oral
and written form.

Describe how the SLOs for courses offered within the program align with the PLOs
identified. Is this alignment evident through mapping of the SLOs to the PLOs?
In February 2012, the department met to map the SLOs to the PLOs and ILOs. There is a direct
relationship between the two since the PLOs were developed in a way that summarized the SLOs
in the department. We realize that this process is reversed and that the PLOs should help the
SLOs be developed instead of the other way around, but the SLOs were in place long before we
learned of the need to develop PLOs.
The PLOs were reviewed again in March 2013 at the SLO/PLO department meeting.
Refer to the previous year’s assessments, as well as those in the past two Annual Updates,
for the following:

Describe the unique (authentic) PLO assessment(s) that the program implemented in the
past three years. What type of tool was used and how will the results provide the program
with meaningful information about student success?
The math department decided to assess its PLO’s throughout its upper division courses.
Meetings were held in the spring 2013 term to discuss what exercises and activities within the
courses best exemplified the PLO’s. Faculty in these courses were asked to assess these topics
and activities in their courses and report the results along with their SLO results at the end of the
term. Individual teachers were given the freedom to assess in the means they found best.
The following table lists the PLO’s along with the methods of assessment:
25
Program Learning Outcomes
1. calculate arithmetic, algebraic,
geometric, spatial, and statistical quantities
using appropriate technology.
2. estimate arithmetic, algebraic,
geometric, spatial, and statistical solutions.
3. solve arithmetic, algebraic, geometric,
spatial, and statistical expressions,
equations, functions, and problems using
appropriate technology.
4. represent mathematical information
numerically, symbolically, graphically,
verbally, and visually using appropriate
technology.
5. interpret mathematical and statistical
models such as formulas, functions, graphs,
tables, and schematics, drawing
conclusions and making inferences based
on those models.
6. develop mathematical and statistical
models such as formulas, functions, graphs,
tables, and schematics using appropriate
technology.
7. communicate mathematical theories and
ideas clearly and concisely to others in the
oral and written form.

Methods of Assessment
Math 226 – Student demonstrates ability to calculate
using infinity by adequately finding a limit.
Math 227 – The student must apply Simpson’s Rule
or Taylor’s approximation to a problem which is
unsolvable using other calculus techniques.
Math 270 – The students must show the solution to a
first and a second order differential equations given
initial conditions
Math 105 – The student must analyze a polynomial
graph using mathematical tools developed in the
course
Math 120 – Hypothesis test assignment
Math 228 – The student must use gradient, curl and
divergence to visualize and analyze a multidimensional model.
Math 231 – The student must be able to write a
proof of some property of vector spaces.
Course and program-level outcomes are mapped in TracDat to show the relationship
between them. Has the mapping been evaluated in the past three years? Describe changes
that have been made to improve the relationship between course and program-level
outcomes.
In February 2012, the department met to map the SLOs to the PLOs and ILOs. There is a direct
relationship between the two since the PLOs were developed in a way that summarized the SLOs
in the department. We realize that this process is reversed and that the PLOs should help the
SLOs be developed instead of the other way around, but the SLOs were in place long before we
learned of the need to develop PLOs.
The following table tracks the PLO results for the past three terms:
26
Program Learning Outcomes
Methods of Assessment
Criteria for
Success
70% will pass
assessment item
Data Results
Spring 2013
51 out of 58
passed; 88%
Data Results
Fall 2013
16 out of 20
passed; 80%
Data Results
Spring 2014
28 out of 33
passed; 85%
1. calculate arithmetic,
algebraic, geometric, spatial,
and statistical quantities using
appropriate technology.
Math 226 – Student
demonstrates ability to
calculate using infinity by
adequately finding a limit.
2. estimate arithmetic,
algebraic, geometric, spatial,
and statistical solutions.
Math 227 – The student
must apply Simpson’s
Rule or Taylor’s
approximation to a
problem which is
unsolvable using other
calculus techniques.
70% will pass
assessment item
28 out of 28
passed; 100%
14 out of 15
passed;
93.3%
34 out of 44
passed; 63%
3. solve arithmetic, algebraic,
geometric, spatial, and
statistical expressions,
equations, functions, and
problems using appropriate
technology.
Math 270 – The students
must show the solution to
a first and a second order
differential equations
given initial conditions
70% will pass
assessment item
63 out of 72
passed;
87.5%
Not offered in
fall 2013
14 out of 22
passed; 64%
4. represent mathematical
information numerically,
symbolically, graphically,
verbally, and visually using
appropriate technology.
Math 105 – The student
must analyze a
polynomial graph using
mathematical tools
developed in the course
70% will pass
assessment item
45 out of 59
passed; 76%
66 out of 76
passed;
86.8%
94 out of 130
passed; 72%
5. interpret mathematical and
statistical models such as
formulas, functions, graphs,
tables, and schematics, drawing
conclusions and making
inferences based on those
models.
Math 120 – Hypothesis
test assignment
70% will pass
assessment item
21 out of 32
passed;
65.6%
50 out of 88
passed;
56.8%
124 out of
158 passed;
78%
6. develop mathematical and
statistical models such as
formulas, functions, graphs,
tables, and schematics using
appropriate technology.
Math 228 – The student
must use gradient, curl
and divergence to
visualize and analyze a
multi-dimensional model.
70% will pass
assessment item
15 out of 18
passed; 83%
No results
submitted
19 out of 24
passed; 79%
7. communicate mathematical
theories and ideas clearly and
concisely to others in the oral
and written form.
Math 231 – The student
must be able to write a
proof of some property of
vector spaces.
70% will pass
assessment item
27 out of 39
passed; 69%
Not offered in
fall 2013
20 out of 36
passed;
55.5%
27

How has the result of unique (authentic) PLO assessment led to identification of
resources needed to improve and/or maintain the success of the program?
Since the results of the SLO from Math 120 regarding hypothesis tests was also low in the fall
and spring (SLO #4 – 72% and 70%, respectively), we made the recommendation to the Math
120 teachers to emphasize hypothesis testing. We also decided that we would like to look
seriously into cutting the non-parametric statistics chapter from the end of Math 120 in order to
make more time to emphasize hypothesis testing in the course. Since nonparametric statistics is
not included in UC and CSU Intro to Statistics courses which we articulate to, we don’t think this
will be an issue, but we will verify this move before a change is made. As a result of this
emphasis on hypothesis testing, PLO #5 had much better results in Spring 2014. At the
September 2014 department meeting we decided that one of our department goals should be to
seek monies for a class set of graphing calculators and a license for statistical software. The
math department also seeks to start a Supplemental Instruction (SI) section of Math 120 if funds
can be found.
The remainder of the PLO’s seemed to be successful until just recently. Even though PLO #7,
based on an assignment from Math 231 had 69% success, we thought it to be a very challenging
assessment anyway and were not overly concerned. However, in the spring 2014 term, results
began to slide for PLO’s #2, 5 and 7. Each of the courses contributing to these results were
singleton class offerings, which could attribute to the fluctuation from term to term.
 Discuss how the program engages in discussion of SLO and PLO data for program
improvement. Is there a dedicated meeting and discussion time (such as in department
meetings, etc.)? Where are meeting minutes and related documents located?
The department discusses the SLO and PLO data from the previous term(s) at its first
department meeting each semester. Discussion is documented in the department meeting
minutes and is posted in SharePoint. SLO assessment data is posted on the Math
Department web page: http://www.vvc.edu/academic/mathematics/math-assess.shtml for
public viewing.

Enter any information that the above questions do not address.
Click here to enter text.
28
Facilities, Technical Infrastructure, and Resources

How do the size, type, and/or quality of the program’s current facilities and infrastructure
affect the program’s ability to fulfill its mission and support its current offerings? What
changes can be made to support growth or improvement?
We are mandated by the Student Success Act to provide enough sections of courses to meet the
needs of students’ educational plans.
There are many students who are unable to take math classes due to overcrowding (as evidenced
by large wait lists). Additional math offerings is an inexpensive source of dramatic FTES
production. However, we are limited to 7 classrooms. If an additional classroom (or two)
were to become available when the new wing of the science building is completed, along
with faculty to staff these classrooms, additional FTES could be realized immediately.
Following the supply-and-demand of course offerings over the last two years we have seen that
the proportion of online offerings is maximized; students wish to have additional sections
offered prior to 5:30 pm. While we have attempted to offer additional evening sections,
students would rather not take the course than take a class offered at 7:30 pm. We have also
noticed an influx of students seeking higher-level courses (trigonometry, statistics and calculus);
this need also points to the need for more full-time faculty.
Our classrooms in the ATC building only fit 36 students and face a very tiny dry erase board.
We wonder if the technology configuration could be altered in each of these rooms to face one
of the side walls so that faculty could have more dry erase boards installed. A possible new
configuration might also lend itself to seating 40 students instead of 36.

How do the quantity, type, and/or quality of information technology and infrastructure
available to the program affect the program’s ability to fulfill its mission and support its
current offerings? What changes can be made to support growth or improvement?
Most of the full-time math faculty teach online. We would like office computers which could
support two monitors as well as web cameras.
Specific requests: 12 new computers (one for each F/T math faculty), each with two monitors
and web cameras. (This should really be part of the office standard on campus.)

How do the quantity, type, and/or quality of other resources and infrastructure available
to the program affect its ability to fulfill its mission and support its current offerings?
What changes can be made to support growth or improvement?
The lack of consistent funding for the Math Success Center is directly affecting our ability to
offer tutoring to students. The first 5-6 weeks of each fall term have minimal tutor support due
to lack of funds and inefficient processes to handle tutor applications.
Since the OWA access to Microsoft Outlook does not support copying and pasting images into
our emails (necessary to help our students), we would like the ability to access the Outlook
servers from our home computers. This will allow us to paste screenshots into email responses
to our students.
The current workflow is very inconvenient and not meeting with current needs.
29

Referring to the discussions above, specify the program’s projected needs for facilities,
technology, and/or other resources. Shared Governance committees will use this
information for institutional planning recommendations.
We project a need for one large classroom in the ATC building to become the new home
of the Math Success Center when space becomes available due to the opening of the new
wing of the Science building.
At that time, the math department also respectfully requests one additional classroom for
hosting additional sections, as needed to meet student demand for math classes.
We ask that our three math classrooms in the ATC building be oriented to face the long
wall, with additional large dry erase boards for teacher and student use. While the current
set-up may be a somewhat efficient use of space, it is not entirely conducive to a
mathematics classroom.
The Math Department also requests a baseline fund of $66,000 per year for the Math
Success Center tutoring budget for fall and spring terms. We also request an additional
$5500 to support winter and summer tutors in the Math Success Center.
We seek $1500 to be able to run one SI section of Math 120 in fall and spring terms.
As outline in other places in this report, the Math department requests additional full-time
faculty and Instructional Assistants for the Math Success Center.
30
Optional: Service, Community Outreach, and Economic Development
Note: Include this section only if this area is a part of the program’s mission or goals. Faculty
and staff in the program may or may not be tasked with community service, which can include
outreach, consulting or technical assistance, service-based instruction, or economic development.

How is the program’s academic and professional expertise extended to the public in the
surrounding communities?
Click here to enter text.

How are faculty, student, or staff skills linked to challenges, issues, or concerns within
the community the program serves?
Click here to enter text.

In what types of service, community outreach, or economic development activities does
the program engage?
Click here to enter text.

How are vocational advisory committees’ recommendations used by the program?
Click here to enter text.

What are the program’s strengths or weaknesses in the area of service, community
outreach, and economic development?
Click here to enter text.

What changes in service, community outreach, and economic development are needed to
make the program more effective?
Click here to enter text.
31
C. Section 3: Needs Assessment

How has the augmentation the program received last year, or the lack of augmentation,
affected the program?
1. We did not receive any baseline funds to run the Math Success Center. The fall
2014 semester started with only 1 math tutor for the first 5 weeks. There still is
no budget in place for tutors for the spring 2015 term.
2. We asked for travel funds for students to attend the annual MAA conference, but
have not received any.
3. We sought a 10% increase in the supply budget to help with basic math supplies
for the Math Success Center. These monies have not been realized.
4. We have also asked for 4 additional full-time tenure-track math teachers each of
the past five years. While one teacher was hired 3 years ago, we have since had a
retirement.
32

In the following table, list:
o the needed augmentation
o the current status in relation to the needed augmentation
o the page number of the report where the justification(s) for the needed
augmentation can be found. Examples of justification includes assessment and
Student Enrollment data
Below are, but not limited to, areas that should be considered for augmentation:
o Human Resources
o Facilities
o Instructional/Service
o Marketing and Outreach
o Research
o Other
o Technical, Equipment and
Other Resources
Augmentation by Priority
Current Status
1. Dedicated funding for
tutors for Math Success
Center
We are begging for a dedicated source
of tutoring funds. We need $66,000 as
a baseline for each year (fall, spring),
plus $5500 for winter and summer.
2. Four additional full-time,
We are listed on the Faculty Senate
tenure-track teachers
prioritization list for new hires.
3. Additional math classroom We have been asking our dean for 2
for additional sections
years now.
4. Funding for SI support for New request – ongoing funding Math 120 sections
$1500 annually
5. Twelve Office Computers New request – one time only
with dual monitors and
webcams.
6. Statistical software and
New request – one time only
class set of graphing
calculators for Math 120
students
7. Travel funds for students
This is the second year we are
to the annual MAA
requesting this expense. We were
conference
denied last year.
8. Nine large dry erase
New request – one time only
boards, three each for our
ATC classrooms, contingent
upon room re-design
9. 10% increase in supply
This is the second year in a row we
budget to support Math
have requested this. We did not
Success Center
receive any additional funds last year.
33
Page # of
PRAISE for
justification
6, 7, 8, 16,
17, 24, 30,
32
7, 8, 9, 10,
17, 32
7, 8, 16, 17,
29, 30
8, 17, 24, 28,
30
29
7, 17, 28
32
29
32
Checklist for Attachments:
 Program Review Team Member Signature Page (your division dean’s office can help scan
and create a file of the document after signing)
 Budget Development Worksheet
 Five-Year Staffing Profile (Appendix G of Handbook)
 Student Enrollment data sets (data from Office of Institutional Effectiveness and Research)
34