Document 14319709

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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]
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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]
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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]
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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.
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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?
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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.
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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).
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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.
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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
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(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
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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
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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.
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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.
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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.
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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.
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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
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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.
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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.
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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.
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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.
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*** 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.
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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.
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*** 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.
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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.
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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
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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.
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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.
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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.
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