Program Planning and Assessment (PPA) for Academic Programs Comprehensive Review, Annual Review & Action Plan Spring 2014 The purpose of Program Planning and Assessment at Hartnell College is to obtain an honest and authentic view of a program and to assess its strengths, opportunities, needs, and connection to the mission and goals of the college. The process is based on the premise that each academic program reviews assessment data and uses these data to plan for improvement. The results of these annual cycles provide data for a periodic (every five years) comprehensive review that shows evidence of improvement and outlines long-range goals. The Program Planning and Assessment process will improve and increase the flow of information about student learning, student success and student behavior at Hartnell College. The result of the process will also improve institutional effectiveness. Program/ Discipline Mathematics Date Completed (must be in final form by 3/31/14)* 3/31/14 Date Submitted to Dean 3/31/14 *Please note that you should work with your colleagues and dean to ensure that this report is completed, revised as needed, in its final form and submitted no later than the end of March. List of Contributors, including Title/Position Silvia Millán – Instructor Chris Moss – Instructor Johnny Perez - Instructor Jim Riley – Instructor Senorina Vazquez - Instructor This PPA report is organized in 3 sections and 11 subsections as follows: I. II. III. Comprehensive Review – a. Overall Program Effectiveness, b. Instructional Staffing, c. CTE Programs – Labor Market & Achievement, and d. Program Goals. Annual Review – a. Course Data & Trends, b. Teaching Modality, c. Curriculum, d. Outcomes, and e. Previously Scheduled Activities. Annual Action Plan – a. New Activities and b. Resource Requests. INSTRUCTIONS è For programs/disciplines scheduled for comprehensive review in spring 2014, please complete Sections I, II, and III. è For programs/disciplines scheduled for annual review, please complete Sections II and III. I. COMPREHENSIVE REVIEW Please complete this section for programs/disciplines scheduled for comprehensive review in spring 2014. Go to Section II for programs/disciplines scheduled for annual review in spring 2014. A. OVERALL PROGRAM EFFECTIVENESS 1. Describe your program in terms of its overall effectiveness over the past several years. Please consider the questions below in describing your program/discipline/area. · · · · · · · · · · How are students/employees served by the program? What are the unique aspects of the program? How does the program relate to the needs of the community? How does the program interface/collaborate with other programs on campus?) What is working well in the program/discipline? If there is a sequence of courses in your program, what process or framework is used to ensure alignment? How is consistency maintained between/among multiple sections of a single course? Has the program explored alternative scheduling approaches? Do prerequisites, co-requisites and strongly recommended skills continue to meet program needs? Are there special considerations regarding capabilities of incoming students? What professional activities have faculty recently (last three years) participated in? [Begin response here] 2|P ag e B. INSTRUCTIONAL STAFFING 1. In the table below enter the number of sections offered and the number of full time and adjunct faculty in your program/discipline by term over the past several years. Term No. of Active Sections Full-time Faculty Adjunct Faculty 2. What staffing factors/challenges have influenced the effectiveness of the program? [Begin response here] 3|P ag e C. CTE PROGRAMS – LABOR MARKET & ACHIEVEMENT Please complete this section if the program is Career Technical Education (CTE). Go to subsection D if the program is not CTE. 1. Describe the demonstrated effectiveness on the program over the past several years with levels and trends of achievement data, including degree/certificate completions (awards) and employment statistics. [Begin response here] 2. Describe the number of, activities of, and recommendations resulting from advisory committee meetings that have occurred over the past two years. What information and/or data were presented that required or currently require changes to be made to your program? (Please attach copies of meeting minutes over the past two years and a list of committee members and their respective industries/areas.) [Begin response here] 3. Does labor market data and/or the need for additional education indicate that changes should be made to your program? Does the program (continue to) meet a labor market demand and/or fulfill an important step toward higher/additional education? [Begin response here] 4|P ag e D. PROGRAM GOALS 1. List and describe program/disciplinary goals for the next comprehensive review cycle—Fall 2014 through Fall 2018. Be sure to highlight innovative, unique, or other especially noteworthy aspects. A new mission and vision is currently before the board for approval in February. In considering your program’s future goals, please review the proposed new mission and vision statements. VISION STATEMENT Hartnell College will be nationally recognized for the success of our students by developing leaders who will contribute to the social, cultural, and economic vitality of our region and the global community. MISSION STATEMENT Focusing on the needs of the Salinas Valley, Hartnell College provides educational opportunities for students to reach academic goals in an environment committed to student learning, achievement and success. 5|P ag e II. ANNUAL REVIEW This section must be completed for ALL academic programs, including those scheduled for a comprehensive review in spring 2014. A. COURSE DATA & TRENDS 1. Please evaluate the 3-year trend of enrollment and success of courses in your program/discipline. Identify the courses you are choosing to examine this current year in the list below. You do NOT need to evaluate trends for each course every year. Course Number Course Name Does the course have any DE (online or hybrid) sections? 3A 3C 4 121 Analytic Geometry and Calculus I Analytic Geometry and Calculus III Linear Algebra Elementary Algebra No No No Yes Please use the data that have been provided. Analyze trends that you observe with respect to the data for the identified courses and answer the following questions. ENROLLMENT 2. Review the enrollment data. Describe and analyze any patterns or anomalies that you notice. What do you make of these patterns or anomalies? What actions should be taken to ensure continuous improvement? For Math 121, our enrollments are much higher in the fall than in the spring. One reason for this anomaly is the fact that we get a big influx of high school students during the falls. This also means that many high school students who have already taken Elementary Algebra (Algebra 1 and 2) are placing at a level that is lower or the same than the last math class they took. As a department, we want to work with the high schools to better articulate their curriculum with the material assessed in the placement test. Enrollments for both Math 3A and Math 3C have been growing rapidly. One possible explanation is that our various STEM outreach and activities is helping our programs grow. However, in order to help our growing STEM community, we need to offer additional sections of all levels of calculus to keep a learning environment that is most conducive to learning. To offer additional math classes, we will need to hire additional math faculty as well as gain access to additional classrooms. SUCCESS 3. Review the success data. Describe and analyze any patterns or anomalies that you notice. What do you make of these patterns or anomalies? What actions should be taken to ensure continuous improvement? 6|P ag e The success rate for Math 3C is slightly higher in the fall semesters than in the spring semesters. One possible explanation is that students taking Math 3C in the fall are not concurrently enrolled in Math 4, so this group of students is having a less challenging time compared to students who are potentially enrolled in both Math 3C and Math 4 in the spring semesters. Starting in Spring 2014, Math 3C and Math 4 will be taught at the same time so that only students who have completed Math 3C can enroll in Math 4. Overall, the success rates of all 4 math classes involved needs to be improved. This shows that our students can benefit from a stronger academic support system, including the Math Learning Center that we hope to launch in the 2014-15 academic year. In addition, student success rates in developmental math courses are a challenge that requires additional measures. Traditional lecture sections, where students must assimilate a large number of topics in 17 weeks – soon to be 16 weeks – simply move too quickly for some of our students, even if they are receiving outside help. (A case could be made that Math 121 requires students to learn more new material in one semester than any other math course we offer, despite being a developmental course.) It’s critical to continue and even expand the L series math classes, which allows students to spread the developmental courses in Prealgebra, Elementary Algebra, and Intermediate Algebra over two semesters. The Math Academy is another program that has contributed strongly to math student success, both in developmental courses and, more recently, in transfer-level courses. We definitely hope to continue that program and to expand it to serve even more students. DEGREES AND CERTIFICATES 4. Describe the demonstrated effectiveness of the program over the past several years with levels and trends of achievement data, such as degree and certificate completions/awards. Here is the number of associate degrees awarded in math in each of the last three academic years: 2010 – 2011: 6 2011 – 2012: 19 2012 – 2013: 8 With the exception of the year 2011-12, with 19 degrees awarded, the number has been fairly consistent. Since math is often a stepping stone for achievement – including transfer – in other STEM majors, the number of math degrees is not necessarily an indicator of how effective the program is. Many students complete the most advanced courses required for the associate degree in math (Math 4 and Math 5) and then transfer without ever taking that degree. In Spring 2014, for example, there are several dozen students who are taking both Math 4 and Math 5, but it will be unprecedented if they all take associated degrees in math. 7|P ag e B. TEACHING MODALITY 1. Enter the number of Distance Education Courses, both fully online and hybrid sections, along with the number of full-time and adjunct faculty. Term Summer 2012 No. of DE/ Online Sections 3 Fall 2012 4 Spring 2013 3 Summer 2013 0 Fall 2013 3 Spring 2014 4 No. of Hybrid Sections 30 (L series) 45 (L series) 90 (L series) 30 (L series) 120 (L series) 104 (L series) Fulltime Faculty 2 Adjunct Faculty 4 2 4 2 0 2 3 2 5 2 2 2. Compare student success in the DE teaching environment with success in the faceto-face teaching environment in the same course. Are there differences? To what do you ascribe the differences in your program? Discuss any other relevant factors regarding diverse teaching modalities and environments, such as specific locations. For Prealgebra and Elementary Algebra, success rates in the traditional lecture sections (Math 201 and 121, respectively) and in the final module of the corresponding hybrid L series sequences (Math 201L3 and Math 121L4, respectively) have been roughly the same over the last several semesters. For Intermediate Algebra, success rates in the lecture sections (Math 123) have been somewhat higher than in the last module of the corresponding L series sequence (Math 123L4). We need ways – such as the kind of support a Math Learning Center would provide – to help students nearing the end of Intermediate Algebra in the L series maintain their forward progress and complete the course. There are three courses that are offered both in fully online and face-to-face modalities, namely Math 121 (Elementary Algebra), Math 123 (Intermediate Algebra), and Math 13 (Elementary Statistics). Unfortunately, the data needed in order to compare success and retention rates for those modalities on a course-by-course basis was not available to us, so we’ve instead done an overall comparison of face-to-face classes to DE classes. A comparison of the overall retention rates in face-to-face versus online math classes showed that face-to-face retention rates were roughly 10 percent higher than online retention rates. A similar examination of overall success rates in face-to-face versus online math classes showed no clear correlation between success rate and teaching modality (face-to-face versus online). 8|P ag e 3. Describe the process to change and improve student success in DE courses/sections in your program, and any other relevant factors regarding diverse teaching modalities and environments, such as specific locations. This is a process we need to discuss further as a department and put into writing. However, various methods are already in use to increase success in these classes. One such method is the use of online video tutorials created by members of the department to go along with the online course. We need to do a better job of advising students about the expectations of online math classes. Many students who take math classes online could benefit from in-person lectures and dynamic classroom discussions, but choose or need to take classes online because of factors such as unpredictable work schedules. 9|P ag e C. CURRICULUM Complete the following tables pertaining to courses scheduled for review. Courses scheduled for review during AY 201314 as previously specified Faculty member(s) responsible for coordinating Math 10 (Math for Liberal Arts) Math 3C (Analytic Geometry and Calculus III) Math 4 (Linear Algebra) Mark Weber Math 121 (Elementary Algebra) Ken Rand 10 | P a g e (a) Was the course reviewed and (b) taken through the curriculum process? Leti Contreras (a) Yes (b) Yes Silvia Millán (a) Yes (b) Yes Date of approval (or anticipated approval) by Curriculum Committee By the end of Spring 2014 11/7/2013 10/17/2013 By the end of Spring 2014 Courses scheduled for review during AY 201415 Faculty member(s) responsible for coordinating Target semester and year—Fa 2014 or Sp 2015 Math 121L1 (Elementary Algebra Level 1) Math 121L2 (Elementary Algebra Level 2) Math 121L3 (Elementary Algebra Level 4) Math 121L4 (Elementary Algebra Level 5) Math 123L1 (Intermediate Algebra Level 1) Math 123L2 (Intermediate Algebra Level 2) Math 123L3 (Intermediate Algebra Level 3) Math 123L4 (Intermediate Algebra Level 4) Math 151L1 (Technical Mathematics Level 1) Math 151L2 (Technical Mathematics Level 2) Math 151L3 (Technical Mathematics Level 3) Math 200L (Arithmetic of Whole Numbers) Math 201L1 (PreAlgebra Level 1) Math 201L2 (PreAlgebra Level 2) Math 201L3 (PreAlgebra Level 3) Jim Riley Fall 2014 Jim Riley Fall 2014 Jim Riley Fall 2014 Jim Riley Fall 2014 Leti Contreras Fall 2014 Leti Contreras Fall 2014 Leti Contreras Fall 2014 Leti Contreras Fall 2014 Senorina Vazquez Spring 2015 Senorina Vazquez Spring 2015 Senorina Vazquez Spring 2015 Senorina Vazquez Spring 2015 Senorina Vazquez Spring 2015 Senorina Vazquez Spring 2015 Senorina Vazquez Spring 2015 11 | P a g e D. OUTCOMES Use your Program Outcome Maps to assist you in this subsection. As you plan your course assessments, keep the higher level program outcome in mind. While course level assessment serves the purpose of examining the teaching and learning for that particular course, it also provides the data that will be viewed collectively for assessment of the associated program level outcomes. PROGRAM LEVEL OUTCOMES 1. Please complete the following tables. List Program level outcome(s) scheduled for assessment as previously specified What changes have occurred in the program/discipline as a result of dialogue? Was the Program Outcome Assessment Summary completed? Upon successful completion of the Mathematics program, a student should be able to: demonstrate proficiency in solving mathematical problems involving major concepts, theories, and principles including, but not limited to... No change. On the corresponding course-level SLO assessment, 21 of 25 students in Math 5 had the problem substantially correct, which indicates that the existing course of study is working quite well. Yes Not assessed. The SLOs for the corresponding course (Math 4) were rewritten in Fall 2013 and are scheduled for re-assessment in Spring 2015. This PLO was previously scheduled for assessment in Spring 2014. However, we need to discuss whether the course-level SLOs for Math 3B and Math 4 that are mapped to this PLO involve technology appropriately. No 1b: solving 2nd order differential equations 1c: constructing basic mathematical proofs 2: Analyze data using appropriate technology to enhance mathematical understanding 12 | P a g e No List Program level outcome(s) scheduled for assessment in AY 14-15 Have your course level SLOs needed for this program level outcome been assessed or scheduled for assessment? Upon successful completion… 1a: applying derivatives and integrals 1c: constructing basic mathematical proofs Yes Yes 2. Describe how program level outcomes were specifically addressed by the program/discipline during the past year. Data was gathered at the course level SLO for MAT 4 and MAT 5. We discussed the results and noticed that we need to strengthen the SLOs for MAT 4 to better align with the course outline and our program level SLOs. 13 | P a g e CORE COMPETENCIES 3. Describe how Core Competencies were specifically addressed by the program/discipline during the past year. For example, were data gathered at the course level? Was there review and analysis of the data? How did the discipline faculty engage in discussion? Were any interventions conducted? Are there any plans to make changes to courses or improvements in teaching and student learning? Data was gathered at the course level. Then the instructors teaching the same course gathered, analyzed and discussed the data. Discussion occurred within the small groups in person, and then the data and discussion notes were shared with the rest of the department by email and also via the R drive. COURSE LEVEL STUDENT LEARNING OUTCOMES 4. Please complete the following tables. 14 | P a g e List courses scheduled for SLO assessment as previously specified In what term was the course assessed? Was the Course Assessment Summary Report completed? Math 25 (Pre-Calculus) Math 3C (Analytic Geometry and Calculus III) Math 13 (Elementary Statistics) Math 123, 10, 24, 25, 45, and 200L weren’t previously specified, but were also assessed in Fall 2013 Fall 2013 Fall 2013 Yes Yes Fall 2013 Yes Fall 2013 Yes List courses scheduled for SLO assessment in AY 2014-15 Faculty member(s) responsible for coordinating Target semester and year—Fa 2014 or Sp 2015 Math 24 (Trigonometry) Math 3A (Analytic Geometry and Calculus III) Math 121L1 (Elementary Algebra, Level 1) Math 121L2 (Elementary Algebra, Level 2) Math 121L3 (Elementary Algebra, Level 3) Math 121L4 (Elementary Algebra, Level 4) Math 4 (Linear Algebra) Math 5 (Differential Equations) Silvia Millán Greg Perkins or Jim Butler Senorina Vazquez Fall 2014 Fall 2014 Senorina Vazquez Fall 2014 Senorina Vazquez Fall 2014 Senorina Vazquez Fall 2014 Silvia Millán Jim Butler Spring 2015 Spring 2015 Fall 2014 Math 123L1 (Elementary Algebra, Level 1) Math 123L2 (Elementary Algebra, Level 2) Math 123L3 (Elementary Algebra, Level 3) Math 123L4 (Elementary Algebra, Level 4) Leti Contreras Spring 2015 Leti Contreras Spring 2015 Leti Contreras Spring 2015 Leti Contreras Spring 2015 5. Describe course level assessments results and how they will influence your plans moving forward. As a department, we came to the conclusion that the assessment results showed that our goals as a department were met on the whole. Though these goals were met, we noted that we needed to better align the course outlines and our program learning outcomes so that as students complete our program they will be sure to acquire all skills that are described for our program. Based on success rates in the basic skills classes, the math faculty believe that our students would benefit from the extra help that could be provided by having a dedicated Math Learning Center at Hartnell College. 6. Describe assessment activities that need to be strengthened or improved. What are the challenges to achieving these improvements? It would greatly help the department if we had a developed assessment plan. This plan should include a schedule that indicates when assessments would be given, when the results would be discussed and other details that would have this process run more effectively than it has operated in the past. The challenge that arises with such planning is that instructors would need to come together and set up these time frames, which could be difficult based on where everyone is during different times in the semester. Through planning, though, this goal should be attainable. In some cases, assessment results indicated that we need to change SLOs, add SLOs, and/or adjust how we assess certain SLOs. We need to consider a process for broader review of the action plans in SLO assessments. If a course is taught and assessed by one instructor, who writes an action plan based on his or her experience, then that action plan may or may not be applicable to other instructors who teach the same course subsequently. We need to have ongoing discussions of teaching methods and classroom techniques, which would be motivated and informed by SLO assessment results but wouldn’t necessarily be confined to one course at a time. 15 | P a g e E. PREVIOUSLY SCHEDULED ACTIVITIES This subsection focuses on activities that were previously scheduled. An activity can address many different aspects of your program/discipline, and ultimately is undertaken to improve or enhance your program/discipline, and keep it current. Activity scheduled 1. Math Academy What success has been achieved to date on this activity? This grant funded program has grown to 150 students 2. Free access to youtube.com/hartnellcollegemath over 500 math videos that can be used by instructors and students from Prealgebra to Calculus II. 3. Supplemental Instruction Students had the opportunity to attend supplemental instruction What challenges existed or continue to exist? Will activity continue into AY 1415? Will activity continue into AY 1516?* Funding Yes Yes Promoting the use of the videos Yes Yes Funding, having enough tutors available to meet the demand Yes Yes * For each activity that will continue into AY 2015-16 and that requires resources, submit a separate resource request in Section III. 1. Evaluate the success of each activity scheduled, including activities completed and those in progress. What measurable outcomes were achieved? Did the activities and subsequent dialogue lead to significant change in student learning or program success? Metrics do not currently exist to measure outcomes for these activities. It may be possible in the future to track Math Academy cohorts. 16 | P a g e III. ANNUAL ACTION PLAN This section must be completed for ALL academic programs, whether scheduled for annual or comprehensive review in spring 2014. A. NEW ACTIVITIES This subsection addresses new activities for, and continuing new activities into, AY 2015-16. An activity can address many different aspects of your program/discipline, and ultimately is undertaken to improve, enhance, and or keep your program/discipline area current. A new activity may or may not require additional resources. Activities can include but are not limited to: · · · · · · · · · · NEW CURRICULUM FURTHER DEVELOPMENT OF THE PROGRAM OR SERVICE GRANT DEVELOPMENT AND PROPOSALS FACULTY AND STAFF TRAINING MARKETING/OUTREACH ENROLLMENT MANAGEMENT STUDENT SERVICES ADMINISTRATIVE SERVICES SUPPORT OPERATIONS FACILITIES 17 | P a g e 1. List information concerning new projects or activities planned. Please keep in mind that resources needed, if funded, would not be approved until spring 2015 and provided until FY 2015-16. Ongoing activities involving resources that will no longer be available from grant funds starting FY 2015-16 must be planned for appropriately. Activity Strategic Plan Goal(s) No. & Letter (e.g., 5A)* 2A, 2B Related Courses, SLOs, PLOs, or goals Desired Outcome(s) Resources Needed Person Responsible All math courses and their SLOs; all math PLOs Instructors, instructional specialists, tutors, lab space, computers Jim Riley 2. Strengthening communication to Improve Student Success, Retention & Outreach 1A, 5A & 6A All entry Level Courses Tutors, space, computers, ALEKS licenses, website (communication central), games, guest speakers Senorina Vazquez, Johnny Perez 3. "Flipping the classroom" & other Instructional innovations 2A, 2B, 5A All math courses and PLOs Increased success for the college’s math students at all levels To communicate clear expectations and improve retention, persistence and success through transfer level Math courses. To promote innovative, interactive, and engaging activities in instruction that will lead to improved SLO results. 1. Math Learning Center iPads, individual white boards, consumable classroom supplies, calculators, color copy paper, Math Retreat pertaining to SLOs, Math conference registration * See Appendix A for a list of the 11 goals in the college’s Strategic Plan. 18 | P a g e Estimated Date of Completion (can be more than one year in length) Ongoing Fall 2015 Fall 2015 Comments Launch of this activity is anticipated in FY 2014-15. This activity will generate FTES. *** Please complete this page for each new activity. *** Activity 1: Math Learning Center 2. This item is used to describe how the new activity, or continuing new activity, will support the program/discipline. Consider: · Faculty · Other staffing · Facilities · Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000), · Software · Hardware · Outside services · Training · Travel · Library materials · Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support. The Math Learning Center will address and meet students' diverse learning needs in mathematics to promote student success in mathematics at all levels. This will be accomplished through direct one-on-one tutorial support, collaborative workshops, instructional technology tailored to different learning styles, multilingual support, and the support of faculty in directing their students to the Math Learning Center. Lab space, an instructor/coordinator, tutors, computers, and software (educational software targeted for math students as time-keeping software for tracking positive attendance hours) are essential to its success. As usage of the center ramps up, it will also be important to have a full-time classified instructional specialist dedicated to the center. b) Describe how this activity supports any of the following: 1) Core Competency 2) Program level Outcome 3) Course level Outcome 4) Program/Discipline Goal 5) Strategic Priority Goal Core competency: In promoting student learning and success in mathematics, the Math Learning Center will support the Critical Thinking core competency (“Students will use quantitative and logical reasoning to analyze information, evaluate ideas and solve problems.”) Program level outcomes: The Math Learning Center will help students in calculus, linear algebra, and differential equations achieve the skills embodied in the program level outcomes for mathematics. 19 | P a g e Course level outcomes: The Math Learning Center will promote success in virtually all student learning outcomes for all math courses, and indirectly will promote success in many other disciplines, both STEM and non-STEM, that depend on mathematical skills and knowledge. 20 | P a g e Strategic Goals 2A and 2B: The Math Learning Center will do exactly what those two strategic priorities call for, specifically in the area of mathematics: it will be an example of a supportive, innovative, and collaborative learning environment that will help students pursue and achieve success in their mathematics education, and will address and meet their diverse learning needs in mathematics. These goals will be accomplished through direct one-on-one tutorial support, collaborative workshops, instructional technology tailored to different learning styles, multilingual support, and faculty dedicated to ensuring the goals are met. c) Does this activity span multiple academic years? YES If yes, describe the action plan for completion of this activity. The Math Learning Center should continue to operate indefinitely. d) What measureable outcomes are expected from this activity? List indicators of success. It is expected that establishing the Math Learning Center will lead to increased student success and retention in math courses at all levels, and in many other disciplines, both STEM and non-STEM, that depend on mathematical skills and knowledge. e) What are the barriers to achieving success in this activity? This activity is based on the assumption that the Math Learning Center will be successfully launched in 2014-15. Failure to achieve that milestone would obviously be a barrier. Fostering an attitude among students that it’s OK to ask for help is important to the Math Learning Center’s success. We can only help those people who show up – but of course outreach to the students is part of the plan. Experience also indicates that having multiple math instructors teaching in the center as part of their teaching load (the classes taught would be Math 205 and 206: Individualized Study I and II) also draws students. Resources – including physical space and faculty teaching time – are essential to the Math Learning Center. A faculty coordinator, preferably dedicated full-time to the center, is required, and a classified instructional specialist who can assist with both tutoring and administrative tasks is also needed. In order for the Math Learning Center to generate FTES through positive attendance, a computer and software for tracking login time is also necessary. Lack of these resources would certainly be barriers to the center’s success. 21 | P a g e *** Please complete this page for each new activity. *** Activity 2: Strengthening communication to improve student success, retention and outreach 2. This item is used to describe how the new activity, or continuing new activity, will support the program/discipline. Consider: · Faculty · Other staffing · Facilities · Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000), · Software · Hardware · Outside services · Training · Travel · Library materials · Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support. Strengthening communication is an area that would positively impact awareness among adjunct math instructors, current students, and prospective students equally. Clear expectations, services and resources available are intended to be disseminated through a central location. Furthermore, we would expand our services to include outreach to prospective students by communicating clear expectations regarding our placement policies. In addition enrichment events to support our current STEM students would serve to help with success and retention rates. b) Describe how this activity supports any of the following: 1) Core Competency 2) Program level Outcome 3) Course level Outcome 4) Program/Discipline Goal 5) Strategic Priority Goal Core competency: In promoting student learning and success in mathematics, this activity will support the Critical Thinking core competency (“Students will use quantitative and logical reasoning to analyze information, evaluate ideas and solve problems.”) Course level outcomes: This activity will contribute to the success rates for students in achieving course SLOs. Strategic Goal 1A: This activity "will provide higher education... -- with seamless pathways --... to present and prospective constituent individuals and groups" through the clear communication of expectations. 22 | P a g e Strategic Goal 5A: This activity will "provide ... services that are relevant to the real world needs of its diverse student population" as stated in this strategic priority. Strategic Goal 6A: This activity supports this strategic priority through the outreach that is proposed for prospective students to communicate our placement policies and thus contribute to the "strengthening and furthering of [our] current partnerships...between the college and the community that the college serves." c) Does this activity span multiple academic years? YES If yes, describe the action plan for completion of this activity. This activity should continue indefinitely. d) What measureable outcomes are expected from this activity? List indicators of success. Increased student success and retention in math courses at all levels is expected as a result of this activity. e) What are the barriers to achieving success in this activity? Keeping the math website current as a true "communication central" for staff and students would be an ongoing challenge. 23 | P a g e *** Please complete this page for each new activity. *** Activity 3: "Flipping the classroom" and other instructional innovations 2. This item is used to describe how the new activity, or continuing new activity, will support the program/discipline. Consider: · Faculty · Other staffing · Facilities · Equipment (non-expendable, greater than $5,000), supplies (expendable, valued at less than $5,000), · Software · Hardware · Outside services · Training · Travel · Library materials · Science laboratory materials a) Describe the new activity or follow-on activity that this resource will support. Instructional innovations such as "flipping the classroom" will also address and meet students' diverse learning needs in mathematics to promote student success in mathematics at all levels. Resources requested will be used to develop and carry out interactive and engaging activities in instruction that will lead to improved SLO results. b) Describe how this activity supports any of the following: 1) Core Competency 2) Program level Outcome 3) Course level Outcome 4) Program/Discipline Goal 5) Strategic Priority Goal Core competency: In promoting student learning and success in mathematics, this activity will support the Critical Thinking core competency (“Students will use quantitative and logical reasoning to analyze information, evaluate ideas and solve problems.”) Course level outcomes: Instructional innovations will contribute to the success rates for students in achieving course SLOs. Strategic Goals 2A and 2B: This activity will do exactly what those two strategic priorities call for, specifically in the area of mathematics: it will assist in providing a supportive, innovative, and collaborative learning environment that will help students pursue and achieve success in their mathematics education, and will address and meet their diverse learning needs in mathematics. These goals will be accomplished through direct one-on-one tutorial support, collaborative workshops, instructional technology tailored to different learning styles, multilingual support, and faculty dedicated to ensuring the goals are met. 24 | P a g e Strategic Goal 5A: This activity will "provide ... services that are relevant to the real world needs of its diverse student population" as stated in this strategic priority. c) Does this activity span multiple academic years? YES If yes, describe the action plan for completion of this activity. This activity should continue indefinitely. d) What measureable outcomes are expected from this activity? List indicators of success. Increased student success and retention in math courses at all levels is expected as a result of this activity. e) What are the barriers to achieving success in this activity? A math retreat presents an economic challenge as well as a time commitment challenge. Maintaining iPads and renewing licensing would both represent economic challenges. 25 | P a g e B. RESOURCE REQUESTS If new/additional resources are needed for your program/discipline, it is important that you identify them and project their cost, and that these resources and costs be considered through the College’s integrated planning (governance, budget development, funding decision making, and resource allocation) processes. A resource is likely to be something needed to support an activity that you have identified in IIIA. above, in which case you must link the resource with a specific activity number (first column below). ). All resource requests completed in the various columns of a specific row must be linked to the new or continuing activity numbered on the first column of that same row. A resource could also be something necessary for your program/discipline to function properly to improve student learning, such as updated equipment in a classroom; in such case be sure to note that the resource is NOT tied to a specific activity. Activity No. 1. Math Learning Center 2. Strengthening communication to Improve Student Success, Retention and Outreach 3. "Flipping the classroom" and other Instructional innovations 26 | P a g e Personnel Classified Staff/ Faculty (C/F/M)* 90,000(F) (coordinator), 60,000 (other math faculty teaching in the center), 60,000(C) (instructional specialist), 28,000 for student tutors 4,000 Supplies/ Equipment (S/E)** Technology Hardware/ Software (H/S)*** 5,000(S) 15,000(H) 10,000(S) 4,000 7,200(S) ALEKS 45,000(H) iPads Contract Services Training Travel Library Materials Science Labs Projected Costs 268,000 (partly offset by FTES) 6,000 21,200 22,000 9,700 76,700 * Personnel: Include a C, F, or M after the amount to indicate Classified Staff, Faculty, or Manager. ** S for Supplies, E for Equipment. If additional supplies, for example, are needed for ongoing activities, this should be requested through the budget rollover process. *** H for Hardware, S for Software. 27 | P a g e APPENDIX A. Strategic Priorities & Goals (from Hartnell College Strategic Plan 2013-2018) Priority 1: Student Access Goal 1A: Hartnell College will provide higher education, workforce development, and lifelong learning opportunities—with seamless pathways—to all of the college’s present and prospective constituent individuals and groups. Priority 2: Student Success Goal 2A: Hartnell College will provide a supportive, innovative, and collaborative learning environment to help students pursue and achieve educational success. Goal 2B: Hartnell College will provide a supportive, innovative, and collaborative learning environment that addresses and meets the diverse learning needs of students. Priority 3: Employee Diversity and Development Goal 3A: Hartnell College is committed to 1) increasing diversity among its employees; 2) providing an environment that is safe for and inviting to diverse persons, groups, and communities; and 3) becoming a model institution of higher education whose respect for diversity is easily seen and is fully integrated throughout its policies, practices, facilities, signage, curricula, and other reflections of life at the college. Goal 3B: To attract and retain highly qualified employees, Hartnell College is committed to providing and supporting relevant, substantial professional development opportunities. Priority 4: Effective Utilization of Resources Goal 4A: To support its mission, Hartnell College is committed to the effective utilization of its human resources. Goal 4B: Hartnell College is committed to having its physical plant, furnishings, and grounds maintained and replaced in a planned and scheduled way to support learning, safety, security, and access. Goal 4C: Hartnell College will maintain a current, user-friendly technological infrastructure that serves the needs of students and employees. Goal 4D: Hartnell College is committed to maximizing the use and value of capital assets, managing financial resources, minimizing costs, and engaging in fiscally sound planning for future maintenance, space, and technology needs. 28 | P a g e Priority 5: Innovation and Relevance for Programs and Services Goal 5A: Hartnell College will provide programs and services that are relevant to the realworld needs of its diverse student population, while also developing and employing a culture of innovation that will lead to improved institutional effectiveness and student learning. Priority 6: Partnership with Industry, Business Agencies and Education Goal 6A: Hartnell College is committed to strengthening and furthering its current partnerships, in order to secure lasting, mutually beneficial relationships between the college and the community that the college serves. 29 | P a g e