2012-13
Truckee Meadows
Community College
Division of Sciences
MATHEMATICS
PROGRAM/UNIT REVIEW SELF STUDY
TRUCKEE MEADOWS COMMUNITY COLLEGE
PROGRAM/UNIT REVIEW
SELF-STUDY SUMMARY
PROGRAM/UNIT REVIEWED: MATHEMATICS
Division: Division of Sciences
Year of Review: 2012-13
Date Submitted to Dean: December 3, 2012
Self Study Committee Members:
Name
Title
Bill Gallegos
Professor
Jim Winston
Professor
Shannon McCool
Instructor
Paula Farrenkopf
Professor
Chris Herald
UNR Faculty/Math Core
Coordinator
Monica Roes
Student
Janet Bricker
Administrative Assistant
Self Study Committee Chair:
Name
Title
Ted Plaggemeyer
Self-Study Summary
Interim Department Chair
Signature
Date
Signature
Date
Major Findings and Conclusions of the Program Review:
The Self Study Team consisted of all members of the Mathematics Department. The official self study members signing
above were spokespersons for each of the sub groups assigned to provide the analysis for that section of the report. The
following items are key findings and conclusions of the various work groups:
1. The budget situation at TMCC is a significant factor affecting curriculum. Performance-based funding concepts will
likely put tremendous pressure on the Department to increase student pass rates, potentially at the expense of student
success as it relates to outcomes and standards.
2. The Department is committed to encouraging student use of available academic support services such as tutoring and
supplemental instruction, but larger institutional investment will need to be made in these services for increased
student success and accessibility.
3. Another significant factor affecting curriculum is the proliferation of Massive Open Online Classes, (MOOCs), which
could allow under-prepared students to gain access to TMCC Mathematics courses if MOOCs are accepted as
equivalent to TMCC prerequisites. It is imperative that institutional and departmental policies be established which
require students to show prerequisite skills in the absence of institutionally recognized articulation agreements.
4. The general acceptance of the Complete College America recommendations will decrease the relevancy of the current
set of course outcomes relative to the aims of the recommendations. What will likely result is a need to re-design
course outcomes so foundational skills, (Developmental skills), can be woven into the college level outcomes while
maintaining acceptable college-level Standards for Intellectual Development. A process for re-designing the course
outcomes will need to be implemented to address the lack of prerequisite skills. In order for this process to be
completed successfully, additional Professional Development opportunities for Faculty will need to be made available
5. There is a clear break in the data beginning in the fall 2009 semester. The percentage of students taking a
developmental math class prior to completing 12 credits fell from 86% to 76%. This is due to TMCC restructuring its
developmental offerings. Many fewer sections of math 095 and 096 were offered, and math 093 is no longer offered
at TMCC. One effect of this is to delay enrollment in a developmental math class at TMCC. This is not necessarily
negative, since it includes students taking classes who are in the Skills Center and who thus delay enrolling in a
developmental class.
6. Over the past 5 years, the Math Department has seen an increase in retention rates for developmental classes (41%
Fall 07 to 64% Spring 12) as well as for college classes (58% Fall 07 to 68% Spring 12). The department continually
reviews the data and assesses each course on a continual basis in order to make adjustments to the curriculum, course
requirements, Accuplacer cut scores and teaching methods that will help improve retention and student success. As
we look towards the future, this assessment of the data must continue and is imperative to meeting the demands of the
students while maintaining a high level of rigor in the courses offered in the department.
7. The department will also look to increase the enrollment of female and Hispanic students in the STEM focused
university parallel courses as these groups tend to be underrepresented across the nation. As mentioned in the
demographic findings, we already see a higher percentage of these groups in developmental courses, but our target
would be to increase the percent of these groups in STEM math courses with completion of the math emphasis.
8. Cooperation and communication with local high school students is an important task of the college and the math
department. As such, it is suggested that this work continues.
9. In the coming years, the department plans on offering more mini sessions available for a greater variety of courses.
Currently, we offer mini sessions for Math 95 and Math 96, but are in the planning process to offer it for Math 120,
Math 126, and Math 127. Additionally, this will help meet the needs of the students since they will potentially be able
to complete the required math classes in one semester. The department is also currently looking into offering stretch
courses as well to help shorten the time it takes students to complete the math requirements. These stretch classes will
incorporate developmental and college level math class material in within one semester. All of these new course
offerings will need to be assessed in the coming years to determine their effectiveness.
Self-Study Summary
10. As a large department, it is necessary to maintain communication with part-time faculty. Current work by math faculty
is being done in conjunction with the college to create a best practices document for working with part-time faculty to
improve communication with students and to ensure the curriculum is being covered and assessed. It is suggested that
work continues on this document and is made available for all faculty to review and implement in the coming years.
11. With a full-time/part-time ratio of roughly 60/40 we are doing well compared to the college average which is 53/47.
With the difficulties associated with finding qualified part-time faculty in mathematics, we hope to keep the ratio at its
present level or improve it further.
Self-Study Summary
Mathematics
DESCRIPTION OF PROGRAM/UNIT
The Mathematics Department is a unit operating within the TMCC Division of Sciences.
Mission Statement
The mission of the TMCC Mathematics Department is to provide students with the mathematical skills and
conceptual understanding needed for success in college-level courses, to help students succeed in their chosen fields
of study, to give students life-long problem solving and analytical thinking skills, and to increase the math literacy of
the student population.
Degrees, Certificates, and/or Non-Credit Courses offered
All programs of study leading to a degree at TMCC include Mathematics or Quantitative Reasoning among the
General Education requirements for the degree. For the vast majority of these programs, the Mathematics or
Quantitative Reasoning General Education requirement is satisfied by one or more mathematics classes. The
Mathematics Department thus plays an essential role in the satisfaction of General Education requirements for TMCC
students.
The Mathematics Department offers an Emphasis in Mathematics. “This is a two-year transferable program leading to
an associate of science degree with an emphasis in mathematics. This program will provide students with the
necessary background in calculus and differential equations needed for a bachelor’s degree in mathematics and will
also provide the computer science needed for a Bachelor of Science degree at UNR. All courses recommended will
partially satisfy the degree requirements for any of the bachelor’s degree options offered by the Mathematics
Department at the University of Nevada, Reno” (2011-2012 TMCC Catalog, p. 125).
Primary Goals and Objectives
The primary goals of the department are found in its mission statement: “The mission of the TMCC Mathematics
Department is to provide students with the mathematical skills and conceptual understanding needed for success in
college-level courses, to help students succeed in their chosen fields of study, to give students life-long problem
solving and analytical thinking skills, and to increase the math literacy of the student population.” These goals tie in
directly with the mission of the institution: “Truckee Meadows Community College promotes student success,
academic excellence and access to lifelong learning by supporting high-quality education and services within our
diverse community.” Current objectives aligned with the department’s goals include more judicious placement of
students, standardization of curriculum and assessment, and acceleration of course sequences.
Factors Expected to Affect Future
National and state trends continue to show an increasing number of students in need of developmental math classes
when they enter college. National trends also continue to show a high workforce demand for MSET (Math, Science,
Engineering, and Technology) graduates. These two factors will continue to keep enrollment in math classes strong.
The rising popularity of online instruction, driven by economic and social factors and the rising computer literacy of
the student population, will demand careful attention to the modalities of offering such classes, especially in the
Program/Unit Review Self Study | Description of Program/Unit
1.1
2012-13
PROGRAM UNIT REVIEW
developmental program. The current national and state pressure to increase completion and persistence in math
programs, together with the continuing mathematical weakness of entering students, will continue to engage the
department to give careful attention to matters of placement, curriculum and standards.
D2
Description of Program/Unit | Truckee Meadows Community College
MATHEMATICS
2012-13
CURRICULUM
Program/Unit Review Assessment Reports
APR
APR
2016-17
APR
2015-16
APR
2014-15
APR
2013-14
APR
2012-13
2009-10
APR
2011-12
2008-09
SS
2010-11
2007-08
Degree/emphasis: University Parallel Math
Program
2006-07
2005-06
List title(s) of past Program/Unit Reviews;
indicate programs (degrees, emphases, and
certificates) and disciplines.
Degree/emphasis: Associate of Science,
Mathematics Emphasis
Discipline: Mathematics
Discipline: Developmental Mathematics
SS
SS=Self Study APR=Annual Progress Report
The Mathematics Department’s last Program Unit Review took place in 2005 (Developmental) and 2006
(University Parallel). These programs have been since merged into a single unit for Program Unit Review
purposes. Numerous curricular changes have been made based on recommendations made in the last Program
Unit Reviews. Several large changes have been made and many smaller changes have been implemented. A
summary of these changes follows.
•
•
•
•
•
•
•
•
It was found that only a small percentage of students starting in Math 091 and 093 ever passed a
university-level math class. To address this problem these classes were discontinued and replaced with a
self-funded math skills center that is separate from the Mathematics Department. Skills Center students
must now place into the developmental math courses by attaining a sufficient score on the
ACCUPLACER Exam.
Course outcomes for all mathematics courses have been revised to reflect TMCC standards and all math
classes are now assessed on an annual basis.
Four new tenure-track faculty members were hired by the department in 2012.
Through the new PeopleSoft enrollment system the enforcement of prerequisites has been greatly
improved.
To address the low success rate of online developmental classes, new policies have been put into effect.
Only Math 96 is now offered online. Students cannot enroll in an online class if they have previously
failed or withdrawn from the class (unless their overall GPA is above 3.0). They must have an A or B in
the Math 95 and satisfy a more rigorous placement standard which includes a reading and writing
component.
ACCUPLACER cut scores for classes have been made based on both our own data and recommendations
from the ACCUPLACER handbook.
The scheduling of mini-term classes has been expanded. The two 4-week term summer sessions have
been replaced with a single 7-week session.
Stricter policies for calculator use in some of the classes have been adopted to address the concern that
new calculators and other personal electronic devices shortcut a student’s practice with basic
mathematical concepts needed in later classes.
Program/Unit Review Self Study | Curriculum
2.1
MATHEMATICS
•
•
•
•
•
•
2012-13
All math classes with multiple sections now have generic syllabi which contain catalog course
descriptions and course outcome statements.
Curricular changes have been made to several classes to address overlaps. For instance, linear equations
and systems of linear equations are taught in Math 095.
The Tutoring and Learning Center was brought to a new level of organization and training under a full
time coordinator. Special Instruction tutors now attend classes and hold special sessions for many of the
classes. Students can now receive help on both a drop-in basis and through appointments.
Full-time faculty members are now represented at the various education centers.
Stretch courses, which allow stronger developmental students to take augmented university-parallel
classes, are now being developed and tested. These classes allow some students to accelerate their plans
of study.
An AS with an emphasis in Mathematics is now offered. This emphasis is designed to provide students
with the first two years of a bachelor’s curriculum in either Mathematics or Statistics.
Course Assessment Report Summaries
Course
Number
MATH 90
Title
Continuing Studies
In Math
Most
Recent
Date of
Approved
CAR
Established
CAR
Assessment
Cycle
Date(s)
Assessment-driven Course
Modifications
SLO
Approval
Date
SLO
Review
Due
2010
Yes
MATH 91
Basic Mathematics
2009
Yes
MATH 92
Algebra Review
2009
Yes
MATH 93
Pre-Algebra
2009
Yes
MATH 95
Elementary Algebra
2010-11
MATH 96
Intermediate
Algebra
2010-11
MATH 096L
MATH 97
MATH 100
MATH 105R
MATH 106
Intermediate
Algebra Success
Skills
Elementary and
Intermediate
Algebra
Math For Allied
Health Programs
Math for Radiologic
Technicians
Geometry
2010-11
2010-11
2010-11
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'12, S'13,
F'14, S'15
F'12, S'13,
F'14, S'15
F'12, S'13,
F'14, S'15
2010
2010
2010
Yes
2010
Yes
2010
2010
2010
Program/Unit Review Self Study | Curriculum
2.2
MATHEMATICS
Course
Number
Title
MATH 107
Real Estate Math
MATH 108
Math For
Technicians
MATH 120
Fundamentals of
College
Mathematics
MATH 122
MATH 123
Number Concepts
for Elementary
School Teachers
Statistical and
Geometrical
Concepts for
Elementary School
Teachers
Most
Recent
Date of
Approved
CAR
2009-10
2010-11
MATH 126
Pre-Calculus I
MATH 127
Pre-Calculus II
2010-11
MATH 128
Pre-Calculus and
Trigonometry
2011-12
MATH 176
Elements Of
Calculus
2010-11
MATH 181
Calculus I
2010-11
MATH 182
Calculus II
2011-12
MATH 190
Math For Electronics
Applications
Established
CAR
Assessment
Cycle
Date(s)
F'12, S'13,
F'14, S'15
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'13, S'14,
F'15, S'16
F'11, S'12,
F'13, S'14,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
Assessment-driven Course
Modifications
2012-13
SLO
Approval
Date
SLO
Review
Due
2010
2010
2009
Yes
2011
2011
2009
Yes
2009
Yes
2009
Yes
2009
Yes
2005
Yes
2009
Yes
2010
Yes
Program/Unit Review Self Study | Curriculum
2.3
MATHEMATICS
Course
Number
MATH 283
MATH 285
STAT 152
SKC 1
SKC 80
SKC 85
Title
Calculus III
Most
Recent
Date of
Approved
CAR
2010-11
Differential
Equations
Introduction to
Statistics
Established
CAR
Assessment
Cycle
Date(s)
F'11, S'12,
F'12, S'13,
F'13, S'14,
F'14, S'15,
F'15, S'16
S'13, F'13,
F'14, S'15
Assessment-driven Course
Modifications
2012-13
SLO
Approval
Date
SLO
Review
Due
2009
Yes
2009
Yes
2009
Yes
Skills Center
Skills Center
Mathematics Level I
Skills Center
Mathematics Level
II
Yes
2012
Yes
2012
Yes
The course assessment cycles for each course can be found in the tables above. Course assessment reports are
included in Appendix C of this report. Assessment results and recommendations from those results are contained
in the course assessment reports. Recommended changes can also be found in the section titled Assessment
Driven Improvements below.
Assessment Driven Improvements
The Mathematics program at TMCC now offers an Associate of Science, Emphasis in Mathematics that gives
students the first two years of a BA or BS in Mathematics. This program provides students with the necessary
background in Calculus and Differential Equations needed for a Bachelor's degree in Mathematics and will also
provide the computer science needed for a Bachelor of Science degree at UNR.
All full- and part-time faculty members conduct outcomes assessment data collection. The following are some
changes motivated by student learning outcomes assessment:
Math 95 (2008 – 2011)
Instructors have been working to revise outcome 3 (finding an equation of a line given two points). For one year
they revised the problem to check whether dealing with fractions was causing poor results. The following year,
they chose a problem that involved no fractions but found there was still no improvement. This year they will
once again revise the assessment question for outcome 3. Their goal is to figure out exactly where students have
problems with this procedure.
Math 96 (2010-11)
The department piloted a comprehensive department final during the Fall 2010 and Spring 2011 semesters which
was the main method of assessing the student learning outcomes. This final was found to have deficiencies in the
grading format, limited problem set and/or the delivery rules. Math 96 instructors are currently assessing 3 course
outcomes with a few common final exam questions.
Program/Unit Review Self Study | Curriculum
2.4
MATHEMATICS
2012-13
Math 120 (2009-10)
Over the past 5 years, a custom written textbook, lecture videos and homework software were introduced.
Student feedback on these items has been very positive and assessment results support the conclusion that
they have improved student success.
Developing a set of strategies based on student feedback, a large lecture class was taught without any
measurable detrimental effect to student success; in fact the success rate improved.
Instructors also attempted to provide Math 120 in a hybrid format. One of the strategies referred to previously was
to provide all course lectures on video. This allowed the class to meet for 1 hour and 15 minutes a week instead of
the usual 3 hours a week, putting the rest of the instruction in an online format. Those students who were
successful in this format reported that it was an excellent option; unfortunately overall success rates were
noticeably lower. Most students found that it was difficult for them to provide the additional time outside of class
needed to compensate for the lowered contact time. Based on these results it has been decided to cease offering
the hybrid format at this time. In the future this option may be offered with the criterion used for online classes,
i.e. students must have a B or better in the previous course and students cannot have failed or withdrawn from this
course in either this format or an online format.
Math 181 (2010-11)
Math 181 instructors have decided that outcome 3 (related rates problem) can have just one component for this
year.
Math 182 (2010-11)
Math 182 instructors are working to adjust outcome 3 (Determine Convergence for Series) because they found
that this outcome had many components making it susceptible to partially incorrect work.
Evaluating Relevancy of Curriculum
The mathematics curriculum provides the foundations for quantitative work in STEM fields. TMCC has
approximately 120 STEM graduates per year. Mathematics also provides the foundation for work in other nonSTEM fields such as business, finance and accounting. In addition to the support that the mathematics curriculum
provides for other fields, the study of mathematics is important in its own right. Logical thinking skills that are
relevant to all areas of life can be learned in the study of abstract mathematics. The difference between
correlation and causation is studied in statistics courses. The relationship between hypotheses and conclusions
and the importance of precise definitions is studied as part of the deductive reasoning process.
Course Content
Discussions are taking place about altering the focus of the mathematics courses. Currently, much emphasis is
placed on computational procedures. Less emphasis has been placed on logic and deductive and inductive
reasoning. Some instructors are putting greater emphasis on the latter topics.
Program/Unit Review Self Study | Curriculum
2.5
MATHEMATICS
2012-13
Degree/Certificate Requirements
The Mathematics program does not have a degree, but an emphasis. The Emphasis in Mathematics could best
be described as a pathway through the Associate of Science. The emphasis follows all of the degree
requirements for the AS but prepares the student for transfer without a loss of credits or shortage of
prerequisites. Since community colleges are not allowed to offer majors, the emphasis has been selected as an
advising tool for students wishing to major in mathematics at the Bachelor’s level. Most students following this
blueprint but often choose to utilize the AS, General option for a degree because they can fulfill the AS,
General option quicker.
The emphasis from the 2012-13 catalog is included in Appendix B. The emphasis was revised in the fall 2012
semester to reflect changes in the NSHE general education requirements. Those changes will be printed in the
2013-14 catalog.
The course sequence is also included in Appendix B. This graphic assists the student in selecting the proper
math courses and prerequisites necessary to complete the appropriate course(s) for their academic goals.
Methods of Instruction
TMCC offers math classes in a variety of formats to accommodate varying student needs and preferences.
Students are encouraged to check with the Mathematics Department when in doubt as to the format of a
particular class.
Lecture format. Class meets twice a week for one hour and fifteen minutes on one of the TMCC sites.
Traditional and/or non-traditional learning/instruction methods may be used (lecture, group work, discovery
modules, in-class exercises, question-and-answer sessions, etc.). A lecture math class may include an online
component (for example, homework and quizzes).
Computer-based format (Math 95 and 96). These classes meet in a classroom equipped with computers.
Students work with interactive software, completing homework and assessments on the computer. Faculty
instruct on an individual and/or small group basis. Access to a computer outside of class time is required in
order to complete coursework. Computer-based math classes are described in the TMCC class schedule as:
"COMPUTER-BASED CLASS: ASSIGNMENTS WILL BE COMPLETED ON A COMPUTER.
STUDENTS NEED COMPUTER ACCESS OUTSIDE CLASS TIME."
Online format. Syllabus, class notes, videos, homework, quizzes, practice tests, etc. are delivered online.
Students interact with the instructor and with their classmates online. Students must come to the college to take
their midterm and final exams (unless proctoring arrangements have been made with the instructor).
Hybrid format. In this format, a class is delivered online class but also meets on campus one day per week for
discussion.
Self-paced lab format. Class meets twice a week for one hour and fifteen minutes in a math lab. Students
work individually and at their own pace. Homework isn't collected. Students take exams after studying the
appropriate sections of the textbook. The instructor helps students on an individual and/or small group basis.
Program/Unit Review Self Study | Curriculum
2.6
MATHEMATICS
2012-13
The latest change has been to offer “stretch courses” to students who almost place into a college-level math
course. These courses will review part of the prerequisite course in the subsequent course. The hope is that
these courses will reduce the time to graduation by a semester
Faculty Qualifications
The qualifications of the Math Department faculty can be found in the Resources section of this report. No
changes have been made in this area.
Post Completion Objectives (transfer, job placement, etc.)
Courses offered by the Mathematics Department are structured to be transferrable as similar courses to nearly any
accredited two or four year college. Course Descriptions are very specifically worded to make articulation easy
for individual courses to College and Universities outside the NSHE.
Within the NSHE, courses offered by the TMCC Mathematics Department, with the exception of designated “B”
courses, adhere to the “Common Course Numbering” requirements as established by the System. Thus, TMCC
Mathematics Courses transfer seamlessly to other System institutions, as do their common numbered courses into
TMCC.
A recent “Post-requisite” study with data from 2005 through 2009 as completed by the System office shows that
the TMCC Mathematics courses, Math 120, Math 126 and Math 181 continue to serve as effective pre-requisites
based on student completion of the post-requisite course in the next academic semester both at TMCC and UNR.
The data for Math 120 has showed a better than 50% overall success rate in post-requisite courses throughout the
time of the study. For Biology 100, for example, students completing Math 120 at TMCC had a next-semester
success rate of between 74.4% and 86.4% during the time of the study on large combined sample sizes between
the two institutions. The data for Math 126 also showed better than 50% overall rate of completion in postrequisite courses in the next semester during the time of the study, with the only Academic Year 2008-2009
Physics 151 as an exception with 28% overall success on 25 students. The two students who attended UNR for
PHYS 151 both passed the course, however. Finally, data for Math 181 also showed this course to have better
than 50% overall completion rate in post-requisite courses during the time of the study. Student completion in
Physics 180 ranged between 64.3% on 14 students in AY 2005-2006 to 89.5% on 19 students during AY 20062007. When only Physics 180 at UNR is considered, TMCC Math 181 students proved to be between 87.2% and
100% successful. A total of 47 TMCC Math 181 students took PHYS 181 at UNR between AY 2005-2006 and
AY 2008-2009.
The actual studies are included in Appendix D.
The AAS Math Emphasis degree satisfies the UNR/UNLV Core Curriculum and provides a degree earner the
flexibility to choose any one of the Mathematics or Statistics Bachelor’s degrees offered at those institutions. The
transferability of the degree outside of the NSHE and its usefulness as a potential terminal degree would be
Program/Unit Review Self Study | Curriculum
2.7
MATHEMATICS
2012-13
greatly enhanced by including a course in Linear Algebra and a course in Discrete Mathematics. Unfortunately,
NSHE Common Course Numbering prohibits TMCC’s Mathematics Program from offering these courses as
equivalent and transferrable to other system institutions.
Secondary Student Preparation Efforts
Students are placed into TMCC math classes either by testing into the class or by having completed an appropriate
prerequisite class.
ACCUPLACER, ACT and SAT test scores are accepted per NSHE Board of Regents policy for placement into
TMCC math classes provided that these scores are not more than two years old. If a student's test scores are more
than two years old and the student has not completed an appropriate prerequisite class with a grade of "C" or
better within the past two years, the student must re-test to place into a math class.
Success First Program
Many TMCC math instructors are involved in the TMCC Success First Program. One instructor worked with the
program during the summer and many instructors are working with the Summer Bridge Students during the
semester.
The Success First program goal is to increase the college readiness, persistence, retention and graduation rates of
first-time, full-time, first generation students at TMCC. The program utilizes a summer bridge program to give
students a jump start to college, gain information about science technology, math and engineering, growing career
fields, and academic/motivational support during their first year at TMCC.
Math Skills Center
The TMCC Skills Center provides foundation level mathematics education for entering students whose math
placement scores indicate preparation levels below Math 095 (elementary algebra). The primary goal of the Skills
Center program is to prepare students to place into Math 095 and to develop the mathematical foundation
necessary to succeed in this and other college-level mathematics courses. However, the Skills Center also
provides training in basic mathematics skills for students taking occupational courses and others who want to
develop these skills for other purposes.
Students who enroll in the Skills Center are first given a comprehensive diagnostic assessment to determine
exactly what they already know and what they are ready to learn. Then, each student is paired with a math
instructor who is a specialist in developmental education. This instructor will design an individualized program
for each student so that the program matches the student's needs. Students will then progress through this program
at their own individual pace until they have mastered the skills and gained the knowledge necessary to succeed in
Math 095. A portfolio will be maintained in the Center for each student as a record of the individualized program
and the student's progress.
TMCC High School
TMCC High School is a Washoe County School District high school located on the Dandini Campus. A current
high school student can enroll in TMCC High School and earn college credit while still attending high school. The
combined high school and college atmosphere gives students the opportunity to achieve academically and accept
responsibility in a safe and comfortable environment.
Program/Unit Review Self Study | Curriculum
2.8
MATHEMATICS
2012-13
External Review
A meeting was held with the math faculty of UNR to discuss the possibility of making the Emphasis in
Mathematics more flexible. Due to the small number of sections of required classes offered it is very difficult for
a student to satisfy the requirements. Since not all of the requirements of the TMCC Emphasis in Mathematics are
required for all of the UNR math degrees it was agreed that some flexibility is warranted. For example, everybody
attending the meeting agreed that a core science class could replace CS202 without setting the student back in the
Math Major. Because of the small number of students affected, this is currently being handled through course
substitutions on an individual basis.
Non-credit Training Offered
Beginning in the fall semester of 2011, two Developmental Mathematics Courses, Math 091 and Math 093, were
removed from the curriculum. Students who place at the level of these courses are now encouraged to utilize the
“Mathematics Skills Center” to develop skills needed at this level in order to gain placement into Math 095 from
the ACCUPLACER test.
The Skills Center is a non-credit option for students which uses a combination of the automated delivery system
ALEKS, (Assessment and Learning in Knowledge Spaces), and individualized instruction/workshops by
instructors qualified for developmental math using traditional arithmetic and pre-algebra materials as appearing in
nationally accepted textbooks from major publishers. Students who sign up for Skill Center pay a fee to utilize the
center and then are required to purchase an ALEKS code for access to the ALEKS website. In a manner similar to
Math 090, student are assessed for initial placement into the ALEKS curriculum tree designed to replicate what
was formerly offered in Math 091 and Math 093. They them begin progress toward curriculum completion. When
students have completed their ALEKS curriculum, they may then attempt the ACCUPLACER test. Individual
student success in Skill Center is defined by successful placement into Math 095 or Math 096.
Beginning in spring of 2013, students will now earn credit hours for Skill Center through newly created courses,
SKC 080 and SKC 085.
Curriculum Strategic Plan
The following section summarizes the findings above related to curriculum and outlines the self-study
committee’s recommended targets for improvement to be implemented over the next five year period.
Assessment Findings and Strategies
Generally, TMCC Mathematics courses have been assessed using the embedded assessment concept as
established as part of the General Education Outcomes Assessment approach in 2005. The Department has
Program/Unit Review Self Study | Curriculum
2.9
MATHEMATICS
2012-13
used a Lead Instructor for each course since prior to the University Parallel Program Review of 2006. It is
within this structure that assessment and revision of Course Outcomes takes place. As the tables and summaries
above indicate, TMCC Mathematics Courses are generally assessed at least once every academic year with
improvements made as a result of assessment as guided and facilitated by Lead Instructors. While the Lead
Instructor system has proved effective at course level assessment and improvement, it does not provide a
cohesive way to facilitate curricular and course design/redesign on a larger scale.
All TMCC Mathematics Courses are recommended for review each year. Stat 152, in particular, will undergo
an outcomes and assessment revision during the spring of 2013.
With the exception of Stat 152, all existing outcomes remain relevant. There is currently a plan to implement
outcomes changes in Stat 152 through the existing Lead Instructor system. This revision will be completed by
spring of 2013 with assessment to take place during spring of 2013.
Outcome Review Plan
All TMCC Mathematics Courses are recommended for review each year. Stat 152, in particular, will undergo
an outcomes and assessment revision during the spring of 2013.
External Resource Recommendations and Implementation Plans
The TMCC Mathematics Department is not subject to any external accrediting body exclusive of the entire
institution. The Department does maintain an institutional membership in the American Mathematical
Association of Two Year Colleges and recognizes the AMATYC Standards in the curricular design of its
courses.
Anticipated Factors Affecting Curriculum and Strategies
The budget situation at TMCC is a significant factor affecting curriculum. Performance-based funding
concepts will likely put tremendous pressure on the department to increase student pass rates, potentially at the
expense of student success as it relates to outcomes and standards. Given our current outcomes, the pressure
will most likely be to lower standards. The department is committed to encouraging student use of available
academic support services such as tutoring and supplemental instruction, but larger institutional investment
will need to be made in these services for increased student success and accessibility. Another significant
factor affecting curriculum is the proliferation of Massive Open Online Classes, (MOOCs), which could allow
under-prepared students to gain access to TMCC Mathematics courses if MOOCs are accepted as equivalent to
TMCC prerequisites. It is imperative that institutional and departmental policies be established which require
students to show prerequisite skills in the absence of institutionally recognized articulation agreements. The
general acceptance of the Complete College America recommendations will decrease the relevancy of the
current set of course outcomes relative to the aims of the recommendations. A central concept of these
recommendations is to allow underprepared students access to college courses in order to increase overall
degree and certificate completion rates by removing semesters in Mathematics. Since Mathematics curriculum
is heavily dependent on the development of sequences of computational, problems solving and conceptual
skills with higher levels of sophistication, allowing underprepared students access to courses in the current
Program/Unit Review Self Study | Curriculum
2.10
MATHEMATICS
2012-13
model puts the entire model at risk, even with increased contact time, stretch courses, etc. What will likely
result is a need to re-design course outcomes so foundational skills, (developmental skills), can be woven into
the college level outcomes while maintaining acceptable college-level Standards for Intellectual Development.
A process for re-designing the course outcomes will need to be implemented to address the lack of prerequisite
skills. In order for this process to be completed successfully, additional professional development opportunities
for Faculty will need to be made available. One example of the clear need for outcomes re-design is the
pending removal of Intermediate Algebra as pre-requisite for Math 120.
Program/Unit Review Self Study | Curriculum
2.11
MATHEMATICS
2012-13
DEMOGRAPHICS AND ENROLLMENT
General Student Demographics
Age
Developmental
5 -year Average Headcount
DEV MATH
TMCC
62%
54%
22%
24%
11%
2%
13%
2%
2%
Under 18 yrs.
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
DEV MATH Avg
TMCC Avg
18-24 yrs.
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
25-34 yrs.
35-49 yrs.
Under 18 yrs. 18-24 yrs. 25-34 yrs. 35-49 yrs.
44
1,396
364
210
2%
68%
18%
10%
26
1,218
468
263
1%
60%
23%
13%
41
1,475
448
232
2%
66%
20%
10%
32
1,357
532
286
1%
60%
24%
13%
93
1,670
505
267
4%
64%
19%
10%
38
1,484
604
318
2%
59%
24%
13%
73
1,495
591
311
3%
58%
23%
12%
28
1,244
513
228
1%
60%
25%
11%
78
903
332
160
5%
60%
22%
11%
22
768
330
142
2%
60%
26%
11%
2%
62%
22%
11%
2%
54%
24%
13%
6%
50+ yrs.
50+ yrs.
37
2%
39
2%
42
2%
45
2%
60
2%
65
3%
86
3%
50
2%
32
2%
26
2%
2%
6%
Total
2,051
100%
2,014
100%
2,238
100%
2,252
100%
2,595
100%
2,509
100%
2,556
100%
2,063
100%
1,505
100%
1,288
100%
100%
100%
The above data show the enrollment by age of students in Developmental Math. It can be seen that a large
percentage of students in the 18 – 24 year range require developmental education. Also, enrollment patterns
based on age are similar to the college as a whole, with the biggest difference being in the 18 – 24 year age
Program/Unit Review Self Study | Demographics and Enrollment
3.1
MATHEMATICS
2012-13
range again. This could be due to the fact that most students enrolling in college soon after high school will
need math as part of their general education requirements. Additionally, many students will forget what they
have learned if there is a gap in time between their high school math class and college enrollment, leading to
the requirement for remediation.
College
5 -year Average Headcount
College MATH
TMCC
65%
54%
22%
24%
13%
8%
3%
2%
Under 18 yrs.
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Collg MATH AVG
TMCC Avg
6%
1%
18-24 yrs.
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
25-34 yrs.
35-49 yrs.
Under 18 yrs. 18-24 yrs. 25-34 yrs. 35-49 yrs.
53
1,098
295
116
3%
70%
19%
7%
36
1,109
332
91
2%
70%
21%
6%
85
1,205
350
112
5%
68%
20%
6%
48
1,051
350
121
3%
66%
22%
8%
46
981
367
96
3%
65%
24%
6%
42
970
331
116
3%
66%
22%
8%
36
963
370
142
2%
63%
24%
9%
50
917
345
159
3%
61%
23%
11%
40
796
335
109
3%
61%
26%
8%
48
826
314
109
4%
62%
24%
8%
3%
65%
22%
8%
2%
54%
24%
13%
50+ yrs.
50+ yrs.
17
1%
14
1%
20
1%
14
1%
23
2%
16
1%
19
1%
28
2%
23
2%
25
2%
1%
6%
Total
1,579
100%
1,582
100%
1,772
100%
1,584
100%
1,513
100%
1,475
100%
1,530
100%
1,499
100%
1,303
100%
1,322
100%
100%
100%
The above data show the enrollment by age of students in College Math. Once again, we see a larger
percentage of students enrolled in college math classes versus the college as a whole in the 18 – 24 year age
range. This could be due to the fact that many students enroll in college directly or soon after graduating from
Program/Unit Review Self Study | Demographics and Enrollment
3.2
MATHEMATICS
2012-13
high school and need math to fulfill the general education requirements for a degree. The lower math
enrollment in the 35 – 49 and 50+ age ranges versus TMCC may be due to the majority of the students
enrolling at a younger age to pursue their goal of earning a degree and advancing into the workplace.
Furthermore, college level math courses are used as prerequisites for other courses outside of the math
department. Therefore, many students will need to complete their math requirements early on in order to move
forward with their degree.
Gender
Developmental
5-year Average Headcount
DEV MATH
59%
TMCC
56%
44%
41%
Female
Male
Female
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
DEV MATH Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
Male
1,235
60%
1,232
61%
1,398
62%
1,360
60%
1,516
58%
1,441
57%
1,493
58%
1,175
57%
804
53%
676
52%
59%
56%
Unreported
816
40%
782
39%
840
38%
891
40%
1,074
41%
1,065
42%
1,057
41%
888
43%
701
47%
612
48%
41%
44%
Total
0
0%
0
0%
0
0%
1
<1%
5
<1%
3
<1%
6
<1%
1
<1%
0
0%
0
0%
<1%
0%
Program/Unit Review Self Study | Demographics and Enrollment
2,051
100%
2,014
100%
2,238
100%
2,252
100%
2,595
100%
2,509
100%
2,556
100%
2,064
100%
1,505
100%
1,288
100%
100%
100%
3.3
MATHEMATICS
2012-13
The above data show the enrollment based on gender for Developmental Math. Enrollment appears to be
similar to that of TMCC as a whole with a female bias of 59% female to 41% male over the five years. The
trends from Fall 07 to Spring 12 show this same bias with the smallest variation being 52% female in the
Spring 12 to the largest variation being 62% female in the Fall 08. This shows a trend of more female students
pursuing a college education than male students.
College
5-year Average Headcount
College MATH
TMCC
56%
54%
46%
Female
Male
Female
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Collg MATH Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
44%
Male
878
56%
876
55%
973
55%
872
55%
825
55%
807
55%
800
52%
795
53%
680
52%
701
53%
54%
56%
Unreported
701
44%
706
45%
799
45%
712
45%
686
45%
666
45%
729
48%
706
47%
622
48%
620
47%
46%
44%
Total
0
0%
0
0%
0
0%
0
0%
2
<1%
2
<1%
1
<1%
0
0%
1
<1%
1
<1%
<1%
0%
1,579
100%
1,582
100%
1,772
100%
1,584
100%
1,513
100%
1,475
100%
1,530
100%
1,501
100%
1,303
100%
1,322
100%
100%
100%
The above data show enrollment based on gender for College Math. Again, we see a similar trend to the
developmental math classes in that there is a female bias in enrollment over the five year average of 54%
Program/Unit Review Self Study | Demographics and Enrollment
3.4
MATHEMATICS
2012-13
female to 46% male. These are similar numbers to enrollment based on gender at TMCC overall. The
numbers stay fairly steady over the five years with female enrollment ranging from 52% to 56% and the male
enrollment ranging from 44% to 48%.
Ethnicity
Developmental
5-year Average Headcount
DEV MATH
TMCC
64% 66%
21%
3% 3%
5% 6%
African
American
Asian
16%
2% 2%
0% 1%
Hawaiian or
Pacific
Islander
Hispanic
Native
American
White
2% 3%
0% 1%
2% 3%
Two or more
races
International
Students
Unreported
African Asian Hawaiian Hispanic Native
White
Two or
InterUnTotal
Fall
N
80
114
384
52
1,327
8
86
2,051
07
%
4%
6%
19%
3%
65%
0%
4%
100%
Spr
N
81
123
346
50
1,320
9
85
2,014
08
%
4%
6%
17%
2%
66%
0%
4%
100%
Fall
N
71
122
445
45
1,462
7
86
2,238
08
%
3%
5%
20%
2%
65%
0%
4%
100%
Spr
N
84
135
439
55
1,468
4
67
2,252
09
%
4%
6%
19%
2%
65%
0%
3%
100%
Fall
N
80
104
47
568
54
1,649
63
12
18
2,595
09
%
3%
4%
2%
22%
2%
64%
2%
0%
1%
100%
Spr
N
108
89
44
525
48
1,610
60
14
11
2,509
10
%
4%
4%
2%
21%
2%
64%
2%
1%
0%
100%
Fall
N
89
99
24
579
50
1,600
84
10
21
2,556
10
%
3%
4%
1%
23%
2%
63%
3%
0%
1%
100%
Spr
N
62
77
22
500
39
1,265
64
9
26
2,064
%
3%
4%
1%
24%
2%
61%
3%
0%
1%
100%
11
Fall
N
31
65
8
341
21
945
58
7
29
1,505
11
%
2%
4%
1%
23%
1%
63%
4%
0%
2%
100%
Spr
N
23
50
4
289
23
816
41
11
31
1,288
%
2%
4%
0%
22%
2%
63%
3%
1%
2%
100%
12
DEV MATH Avg
3%
5%
<1%
21%
2%
64%
2%
0%
2%
99%
TMCC Avg
3%
6%
1.0%
16%
2%
66%
3%
1%
3%
100%
Note: Ethnicity categories were changed in Fall 2009 to align with new IPEDS and NSHE reporting requirements.
The above data show enrollment based on ethnicity in Developmental Math. For most ethnicities, enrollment
in developmental courses follows the same trends as enrollment at TMCC as a whole. However, Hispanic
Program/Unit Review Self Study | Demographics and Enrollment
3.5
MATHEMATICS
2012-13
enrollment in these courses is significantly higher than the overall trends seen at TMCC, with 21% Hispanic
enrollment in Developmental Math versus 16% at TMCC. Since enrollment at the college does follow a
similar trend to the local community, this would be expected, but the trend should follow closer to the overall
TMCC trend. There also appears to be an increase in Hispanic enrollment in Developmental Math between Fall
09 and Spring 11. This may be due to departmental changes including revising ACCUPLACER cut scores,
although we don’t see these changes in the other ethnicities. This may indicate a need for outreach and
involvement with this ethnic group in the local high schools. The drop in the overall enrollment numbers in
Developmental Math in the Fall 11 and Spring 12 semesters is due to the implementation of the Skills Center.
At this time two developmental courses, Math 91 and Math 93, were no longer offered in the department which
cut developmental math course offerings significantly.
Program/Unit Review Self Study | Demographics and Enrollment
3.6
MATHEMATICS
2012-13
Student Status
Educational Goals
5-year Average Headcount
MATH
TMCC
88%
77%
3%
Earn a Degree
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
MATH Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
5%
0%
2%
Earn a Certificate Improve Job Skills
Earn a
3,039
84%
3,009
84%
3,451
86%
3,258
85%
3,531
86%
3,454
87%
3,760
92%
3,289
92%
2,543
91%
2,388
92%
88%
77%
Earn a
Improve Job
116
14
3%
0%
102
16
3%
0%
111
11
3%
0%
107
14
3%
0%
111
13
3%
0%
102
12
3%
0%
104
2
3%
0%
75
3
2%
0%
46
2
2%
0%
35
6
1%
0%
3%
0%
5%
2%
6%
10%
Personal
Enrichment
Personal
238
7%
251
7%
281
7%
309
8%
312
8%
271
7%
147
4%
118
3%
145
5%
123
5%
6%
10%
2%
3%
Transfer
1%
2%
Undecided
Transfer
Undecided
108
116
3%
3%
94
111
3%
3%
80
83
2%
2%
65
83
2%
2%
58
76
1%
2%
81
57
2%
1%
65
4
2%
0%
70
4
2%
0%
64
3
2%
0%
54
3
2%
0%
2%
1%
3%
2%
Total
3,631
100%
3,583
100%
4,017
100%
3,836
100%
4,101
100%
3,977
100%
4,082
100%
3,559
100%
2,803
100%
2,609
100%
100%
100%
In most categories listed in this section, there is an obvious break in the data between the Spring and Fall 2010
semesters. Prior to Fall 2010, an average of 85% of TMCC math students stated their goal was that they were
seeking a degree. Beginning in Fall 2010, that percent jumped to an average 92% stating a degree to be their
goal for attending TMCC. At the same time, undecided students dropped from 2% to 0% of the math student
population. Students seeking a certificate rather than a degree dropped from 3% to 2%. The number of math
students seeking personal enrichment dropped in the Fall of 2010 from an average 7% before to an average 4%
Program/Unit Review Self Study | Demographics and Enrollment
3.7
MATHEMATICS
2012-13
since. These numbers probably reflect the administration’s project of helping students clarify their goals, along
with the administration’s emphasis on granting degrees that was well underway in Fall 2010. The number of
math students stating improving job skills as their goal has been consistently under 0.5% for the whole period
from Fall 2007 through Spring 2012. The percent of students stating transferring to a four-year college as their
goal remained steady at 2% through the whole period as well.
There is a much higher percentage of math students at TMCC who have a degree as their goal than students at
large, 88% as compared with 77% of the entire TMCC population. Also, a lower percentage (6%) of math
students than general students (10%) have personal enrichment as their goal. This is consistent with
mathematics being a requisite course for a degree.
Program/Unit Review Self Study | Demographics and Enrollment
3.8
MATHEMATICS
2012-13
College
5-year Average Headcount
College MATH
TMCC
64% 66%
18% 16%
2% 3%
African
American
8% 6%
Asian
2% 2%
0% 1%
Hawaiian or
Pacific
Islander
Hispanic
Native
American
White
2% 3%
2% 1%
2% 3%
Two or more
races
International
Students
Unreported
African Asian Hawaiian Hispanic Native
White
Two or
InterUnTotal
Fall
N
37
137
229
30
1,052
33
61
1,579
07
%
2%
9%
15%
2%
67%
2%
4%
100%
Spr
N
30
150
236
32
1,027
43
64
1,582
08
%
2%
9%
15%
2%
65%
3%
4%
100%
Fall
N
41
152
276
29
1,148
41
85
1,772
08
%
2%
9%
16%
2%
65%
2%
5%
100%
Spr
N
29
141
249
24
1,037
31
73
1,584
09
%
2%
9%
16%
2%
65%
2%
5%
100%
Fall
N
36
94
28
263
25
972
51
23
21
1,513
09
%
2%
6%
2%
17%
2%
64%
3%
2%
1%
100%
Spr
N
15
96
29
269
22
960
48
22
14
1,475
10
%
1%
7%
2%
18%
1%
65%
3%
1%
1%
100%
Fall
N
26
107
21
308
13
965
58
23
9
1,530
10
%
2%
7%
1%
20%
1%
63%
4%
2%
1%
100%
Spr
N
35
114
15
285
16
961
51
15
9
1,501
%
2%
8%
1%
19%
1%
64%
3%
1%
1%
100%
11
Fall
N
25
80
14
251
17
849
40
15
12
1,303
11
%
2%
6%
1%
19%
1%
65%
3%
1%
1%
100%
Spr
N
32
96
11
298
20
776
52
20
17
1,322
%
2%
7%
1%
23%
2%
59%
4%
2%
1%
100%
12
Collg MATH Avg
2%
8%
<1%
18%
2%
64%
2%
2%
2%
99%
TMCC Avg
3%
6%
1.0%
16%
2%
66%
3%
1%
3%
100%
Note: Ethnicity categories were changed in Fall 2009 to align with new IPEDS and NSHE reporting requirements.
The above data show the enrollment based on ethnicity for College Math. Enrollment across ethnicities is very
similar in College Math compared to TMCC overall. Enrollment numbers for these courses has been
decreasing in the last few years with the lowest numbers occurring during the Fall 11 to Spring 12 school year,
leaving fewer course offerings at this level. Part of this can be explained again by the increasing
ACCUPLACER cut scores put in place by the department.
Program/Unit Review Self Study | Demographics and Enrollment
3.9
MATHEMATICS
2012-13
Student Status
Educational Goals
5-year Average Headcount
MATH
TMCC
88%
77%
3%
Earn a Degree
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
MATH Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
5%
0%
2%
Earn a Certificate Improve Job Skills
Earn a
3,039
84%
3,009
84%
3,451
86%
3,258
85%
3,531
86%
3,454
87%
3,760
92%
3,289
92%
2,543
91%
2,388
92%
88%
77%
Earn a
Improve Job
116
14
3%
0%
102
16
3%
0%
111
11
3%
0%
107
14
3%
0%
111
13
3%
0%
102
12
3%
0%
104
2
3%
0%
75
3
2%
0%
46
2
2%
0%
35
6
1%
0%
3%
0%
5%
2%
6%
10%
Personal
Enrichment
Personal
238
7%
251
7%
281
7%
309
8%
312
8%
271
7%
147
4%
118
3%
145
5%
123
5%
6%
10%
2%
3%
Transfer
1%
2%
Undecided
Transfer
Undecided
108
116
3%
3%
94
111
3%
3%
80
83
2%
2%
65
83
2%
2%
58
76
1%
2%
81
57
2%
1%
65
4
2%
0%
70
4
2%
0%
64
3
2%
0%
54
3
2%
0%
2%
1%
3%
2%
Total
3,631
100%
3,583
100%
4,017
100%
3,836
100%
4,101
100%
3,977
100%
4,082
100%
3,559
100%
2,803
100%
2,609
100%
100%
100%
In most categories listed in this section, there is an obvious break in the data between the Spring and Fall 2010
semesters. Prior to Fall 2010, an average of 85% of TMCC math students stated their goal was that they were
seeking a degree. Beginning in Fall 2010, that percent jumped to an average 92% stating a degree to be their
goal for attending TMCC. At the same time, undecided students dropped from 2% to 0% of the math student
population. Students seeking a certificate rather than a degree dropped from 3% to 2%. The number of math
students seeking personal enrichment dropped in the Fall of 2010 from an average 7% before to an average 4%
Program/Unit Review Self Study | Demographics and Enrollment
3.10
MATHEMATICS
2012-13
since. These numbers probably reflect the administration’s project of helping students clarify their goals, along
with the administration’s emphasis on granting degrees that was well underway in Fall 2010. The number of
math students stating improving job skills as their goal has been consistently under 0.5% for the whole period
from Fall 2007 through Spring 2012. The percent of students stating transferring to a four-year college as their
goal remained steady at 2% through the whole period as well.
There is a much higher percentage of math students at TMCC who have a degree as their goal than students at
large, 88% as compared with 77% of the entire TMCC population. Also, a lower percentage (6%) of math
students than general students (10%) have personal enrichment as their goal. This is consistent with
mathematics being a requisite course for a degree.
Program/Unit Review Self Study | Demographics and Enrollment
3.11
MATHEMATICS
2012-13
Educational Status
Developmental
5-year Average Headcount
DEV MATH
TMCC
78%
68%
25%
6%
Continuing Students
Fall 06
Spr 07
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
DEV MATH Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
13%
9%
New Transfers
Continuing Students
1,211
59%
1,591
79%
1,290
58%
1,723
77%
1,361
52%
1,970
79%
1,424
56%
1,789
87%
982
65%
1,072
83%
68%
78%
New Students
New Transfers
New Students
127
6%
104
5%
130
6%
131
6%
205
8%
137
5%
196
8%
122
6%
103
7%
69
5%
6%
9%
Total
713
35%
319
16%
818
37%
398
18%
1,029
40%
402
16%
936
37%
153
7%
420
28%
147
11%
25%
13%
2,051
100%
2,014
100%
2,238
100%
2,252
100%
2,595
100%
2,509
100%
2,556
100%
2,064
100%
1,505
100%
1,288
100%
100%
100%
The proportion of continuing students taking developmental math classes is lower than the proportion taking
any TMCC class. The school’s policy of requiring students to finish developmental classes as early as possible
appears to be working in this regard. The proportion of continuing students in developmental classes is also
much lower than in college level math classes. This is consistent with the facts that TMCC serves many
students who could not otherwise qualify to enter college, and that developmental math classes are possible
prerequisites for college math classes.
Program/Unit Review Self Study | Demographics and Enrollment
3.12
MATHEMATICS
2012-13
College
5-year Average Headcount
College MATH
TMCC
86%
78%
5%
Continuing Students
N
Fall 06
%
N
Spr 07
%
N
Fall 07
%
N
Spr 08
%
N
Fall 08
%
N
Spr 09
%
N
Fall 09
%
N
Spr 10
%
N
Fall 10
%
N
Spr 11
%
Collg MATH Avg %
TMCC Avg
%
9%
8%
New Transfers
Continuing Students
1,195
76%
1,375
87%
1,344
76%
1,451
92%
1,282
85%
1,352
92%
1,290
84%
1,417
94%
1,121
86%
1,245
94%
86%
78%
13%
New Students
New Transfers
New Students
109
7%
103
7%
122
7%
81
5%
92
6%
58
4%
91
6%
60
4%
64
5%
48
4%
5%
9%
Total
275
17%
104
7%
306
17%
52
3%
139
9%
65
4%
149
10%
24
2%
118
9%
29
2%
8%
13%
1,579
100%
1,582
100%
1,772
100%
1,584
100%
1,513
100%
1,475
100%
1,530
100%
1,501
100%
1,303
100%
1,322
100%
100%
100%
The proportion of continuing versus new students in college level math classes is much higher than for a
general TMCC class (86% continuing in math vs. 78% continuing in general). Many TMCC students delay
math as long as possible in their class sequence.
Both developmental and college level math class data indicate that a much higher proportion of continuing
students enroll in a math class in the spring than in the fall semester. This is consistent with the fact that most
new students enter TMCC in the fall rather than the spring.
Program/Unit Review Self Study | Demographics and Enrollment
3.13
MATHEMATICS
2012-13
Enrollment Status
Developmental
5-year Average Headcount
DEV MATH
TMCC
48%
37%
23%
21%
19%
15%
14%
12+
9-11.9
12+
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
DEV MATH Avg
TMCC Avg
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
N
%
%
%
22%
293
14%
271
13%
324
14%
332
15%
572
22%
590
24%
587
23%
433
21%
377
25%
310
24%
19%
15%
6-8.9
Credits Earned
9-11.9
6-8.9
393
19%
347
17%
413
18%
428
19%
553
21%
513
20%
593
23%
437
21%
369
25%
274
21%
21%
14%
Less than 6 credits
Less than 6
450
22%
521
26%
577
26%
516
23%
601
23%
562
22%
592
23%
459
22%
316
21%
308
24%
23%
22%
915
45%
875
43%
924
41%
976
43%
869
33%
844
34%
784
31%
735
36%
443
29%
396
31%
37%
48%
Total
2,051
100%
2,014
100%
2,238
100%
2,252
100%
2,595
100%
2,509
100%
2,556
100%
2,064
100%
1,505
100%
1,288
100%
100%
100%
There is a clear break in the data beginning in the fall 2009 semester. The percentage of students taking a
developmental math class prior to completing 12 credits fell from 86% to 76%. This is due to TMCC
restructuring its developmental offerings. Many fewer sections of math 095 and 096 were offered, and math
093 is no longer offered at TMCC. One effect of this is to delay enrollment in a developmental math class at
Program/Unit Review Self Study | Demographics and Enrollment
3.14
MATHEMATICS
2012-13
TMCC. This is not necessarily negative, since it includes students taking classes who are in the Skills Center
and who thus delay enrolling in a developmental class.
College
5-year Average Headcount
College MATH
TMCC
48%
31%
27%
15%
14%
12+
9-11.9
12+
N
%
N
Spr 08
%
N
Fall 08
%
N
Spr 09
%
N
Fall 09
%
N
Spr 10
%
N
Fall 10
%
N
Spr 11
%
N
Fall 11
%
N
Spr 12
%
Collg. MATH Avg %
TMCC Avg
%
Fall 07
22%
21%
21%
367
23%
361
23%
466
26%
414
26%
411
27%
418
28%
454
30%
420
28%
397
30%
408
31%
27%
15%
6-8.9
Credits Earned
9-11.9
6-8.9
305
19%
308
19%
353
20%
372
23%
294
19%
314
21%
355
23%
314
21%
261
20%
294
22%
21%
14%
Less than 6 credits
Less than 6
358
23%
343
22%
412
23%
331
21%
313
21%
312
21%
304
20%
338
23%
277
21%
257
19%
21%
22%
549
35%
570
36%
541
31%
467
29%
495
33%
431
29%
417
27%
429
29%
368
28%
363
27%
31%
48%
Total
1,579
100%
1,582
100%
1,772
100%
1,584
100%
1,513
100%
1,475
100%
1,530
100%
1,501
100%
1,303
100%
1,322
100%
100%
100%
This data set indicates a steady downward trend in the number of students taking college level math prior to
finishing 12 credits at TMCC. In 2007, 77% took math before completing 12 credits or more, while that
percentage decreased steadily to 68% in spring 2012. There is no sharp break corresponding to any significant
policy change. The change may be due to gradual decline in the number of sections offered since the budget
Program/Unit Review Self Study | Demographics and Enrollment
3.15
MATHEMATICS
2012-13
cuts began. But it does mean that more students are taking college level math classes at a later point in their
schooling.
Student Recruitment Activities
The Mathematics Department has participated in several outreach activities to attract and retain students in
mathematics classes. Members of the Math Department have participated in the following recruitment activities
and created the following variety of class formats to allow for flexibility for student enrollment:
· Summer Bridge Program to help prepared students for college math courses
· Yearly campus Welcome Fairs to encourage enrollment in mathematics courses
· Establishment of a Mathematics Emphasis and an Engineering Emphasis at TMCC
· Late Start classes to allow students to take the prerequisite math class if falling behind in a regular semester
class
· Mini-session classes to allow students to complete two developmental classes in one semester
· Hybrid math course that include online and in class work
· Online math courses offered at all levels of mathematics
Additionally, Bill Newhall serves as the Math Liaison for the K – 12 Mathematics Council in Washoe County.
Jim Winston has worked with area high schools for recruitment. Various members of the department are
coordinating with WCSD to allow high school students to take the math placement test, the ACCUPLACER,
while in high school to view their potential college math placement
Underserved Student Populations
All ethnic minorities enrolled in developmental mathematics mirrored college enrollment with the exception of
Hispanics, which were enrolled in developmental math at a slightly higher rate than in the college as a whole.
All ethnic minorities enrolled in college mathematics mirrored college enrollment. The slight variation of 2%
points occurred in the population of Whites, which were enrolled in college math at a slightly lower rate than in
the college as a whole. However, Hispanics and Asian students were enrolled at a rate 2% higher than their
overall enrollment at the college.
Overall, enrollment in mathematics of all ethnic groups, including underserved populations, appears to reflect
the college enrollment.
Program/Unit Review Self Study | Demographics and Enrollment
3.16
MATHEMATICS
2012-13
Enrollment Patterns
Number of Sections
Developmental
Number of Sections: Fall Semesters
145.0
148
141
135.0
125.0
115.0
121
119
105.0
95.0
81
85.0
75.0
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
Number of Sections: Spring Semesters
145.0
146
135.0
130
125.0
115.0
116
105.0
105
95.0
85.0
78
75.0
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
DEV MATH (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 09
Fall
121.0
119.0
148.0
141.0
81.0
122
695
1594
Spr 10
Number of Sections
% Change
--2%
24%
-5%
-43%
-6%
-5%
-4%
Spr 11
Spring
116.0
130.0
146.0
105.0
78.0
115
692
1602
Spr 12
% Change
-12%
12%
-28%
-26%
-7%
-4%
-2%
We can see from the data that the number of developmental section in math increased from Fall 2007 until the
Spring of 2010, with a minor dip in the fall of 2008. However since the Spring of 2010, the number of
Program/Unit Review Self Study | Demographics and Enrollment
3.17
MATHEMATICS
2012-13
developmental sections in math has continued to fall until the last data point in Spring 2012. The highest
number of developmental sections occurred in Fall 2009 with 148 sections. The lowest number of sections is
the latest data point in Spring 2012 with 78 developmental sections.
There has been a decrease in the number of sections offered for developmental math. A policy change by the
Board of Regents dramatically changed the types of developmental sections as well as the number of section
that took place beginning Fall 2010. No longer were sections of Math 91 (Arithmetic) nor Math 93 (PreAlgebra) offered as part of the developmental curriculum. Additionally, the number of sections of Math 95
(Introductory Algebra) decreased as enrollment dropped for this level of Algebra, presumably since student
could no longer matriculate to these courses at TMCC.
In the place of the lowest courses, a Math Skills Center was developed to accommodate students not ready for
Introductory Algebra, Math 95, nor Intermediate Algebra, Math 96.
Program/Unit Review Self Study | Demographics and Enrollment
3.18
MATHEMATICS
2012-13
College
Number of Sections: Fall Semesters
75.0
73.0
71.0
69.0
67.0
65.0
63.0
61.0
59.0
57.0
55.0
53.0
51.0
49.0
47.0
45.0
66
61
57
Fall 07
Fall 08
Fall 09
57
Fall 10
55
Fall 11
Number of Sections: Spring Semesters
75.0
73.0
71.0
69.0
67.0
65.0
63.0
61.0
59.0
57.0
55.0
53.0
51.0
49.0
47.0
45.0
69
60
60
57
50
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
Collg. MATH (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 09
Fall
61.0
66.0
57.0
57.0
55.0
59
695
1594
Spr 10
Number of Sections
% Change
-8%
-14%
0%
-4%
-2%
-5%
-4%
Spr 11
Spring
69.0
60.0
57.0
60.0
50.0
57
692
1602
Spr 12
% Change
--13%
-5%
5%
-17%
-7%
-4%
-2%
The pattern for college sections offered in math is different than that of the developmental sections.
We can see from the data that the number of college section in math increased from Fall 2007 until the Spring
of 2008, then had a minor dip in the Fall of 2008. However since the Fall of 2008, the number of college
Program/Unit Review Self Study | Demographics and Enrollment
3.19
MATHEMATICS
2012-13
sections in math has continued to fall until the last data point in Spring 2012. The highest number of college
sections occurred in Spring of 2008 with 69 sections. The lowest number of sections is the latest data point in
Spring 2012 with 50 developmental sections.
These decreases in sections of college math reflect the economic shortfall preparation and the budget cutting
measures necessary to address the state deficit and the resultant cuts to higher education in Nevada.
Program/Unit Review Self Study | Demographics and Enrollment
3.20
MATHEMATICS
2012-13
Full Time Equivalent Enrollment
Developmental
FTE: Fall Semesters
550.0
525.0
500.0
475.0
450.0
425.0
400.0
375.0
350.0
325.0
300.0
275.0
250.0
517.2
527.6
453.8
416.2
313.4
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
UPDATE D
FTE: Spring Semesters
550.0
525.0
500.0
475.0
450.0
425.0
400.0
375.0
350.0
325.0
300.0
275.0
250.0
456.6
510.1
424.3
407.2
264.9
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
DEV MATH (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 09
Fall
416.2
453.8
527.6
517.2
313.4
445.6
2780
6820
Spr 10
FTE
% Change
-9%
16%
-2%
-39%
-4%
-2%
-1%
Spr 11
Spr 12
Spring
407.2
456.6
510.1
424.3
264.9
412.6
2776
6761
% Change
-12%
12%
-17%
-38%
-8%
-1%
0%
Enrollments in the Developmental Mathematics trended upward until the Spring of 2011, and after this time
enrollments have been trending down. There are several reasons for this:
Program/Unit Review Self Study | Demographics and Enrollment
3.21
MATHEMATICS
2012-13
1. One is the elimination of Math 91 (eliminated Spring 2011) and Math 93 (eliminated Fall 2011).
2. Adjustment of the ACCUPLACER scores to require an arithmetic score of 80 to place into Math 95. This
went into effect in February of 2011 and has affected enrollment for Fall 2011 and thereafter.
3. TMCC F11 enrollments were down overall affecting subsequent enrollments next in sequence.
College
FTE: Fall Semesters
550.0
525.0
500.0
475.0
450.0
425.0
400.0
375.0
350.0
325.0
300.0
275.0
250.0
517.2
527.6
453.8
416.2
313.4
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
UPDATE D
FTE: Spring Semesters
550.0
525.0
500.0
475.0
450.0
425.0
400.0
375.0
350.0
325.0
300.0
275.0
250.0
456.6
510.1
424.3
407.2
264.9
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
DEV MATH (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 09
Fall
416.2
453.8
527.6
517.2
313.4
445.6
2780
6820
Spr 10
FTE
% Change
-9%
16%
-2%
-39%
-4%
-2%
-1%
Spr 11
Spr 12
Spring
407.2
456.6
510.1
424.3
264.9
412.6
2776
6761
% Change
-12%
12%
-17%
-38%
-8%
-1%
0%
Program/Unit Review Self Study | Demographics and Enrollment
3.22
MATHEMATICS
2012-13
College math was mostly flat up until F11 and S12. Perhaps the drop at F11/S12 is due to a drop in TMCC F11
and S12 overall enrollments??
Retention Rates
Developmental
5 year Average Retention Rates
DEV MATH
SOSC
TMCC
72.5%
73.1%
52.4%
Retention Rate
Term
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
DEV MATH (5 year Avg)
SOSC (5 year Avg)
TMCC (5 year Avg)
*SOSC= School of Science
Retention by Semester - Fall 07 to Spring 12
Total Enrollments
Number Retained
2,081
851
2,036
904
2,269
971
2,283
1,014
2,642
1,401
2,553
1,538
2,588
1,615
2,066
1,116
1,581
972
1,329
852
2,143
1,123
134,927
97,826
339,139
247,856
Retention Rate
41%
44%
43%
44%
53%
60%
62%
54%
61%
64%
52.4%
72.5%
73.1%
The department has seen an increase in the retention rates for developmental math classes of over 50%. This
increase is likely due to three factors (1) the adjustment of the ACCUPLACER cut scores, (2) the elimination
of Math 91 and 93, and (3) increased pressure on faculty from the administration to raise retention rates. It is
not surprising that the retention rate in developmental math falls well below the division and college average.
This is to be expected because many of our developmental students come from the Washoe County School
District with weak skills in math, and they are frequently unable to follow the faster pace of a Math 95 or 96
course.
Program/Unit Review Self Study | Demographics and Enrollment
3.23
MATHEMATICS
2012-13
College
5 year Average Retention Rates
College MATH
SOSC
TMCC
72.5%
73.1%
61.3%
Retention Rate
Term
Fall 07
Spr 08
Fall 08
Spr 09
Fall 09
Spr 10
Fall 10
Spr 11
Fall 11
Spr 12
Collg MATH (5 year Avg)
SOSC (5 year Avg)
TMCC (5 year Avg)
*SOSC= School of Science
Retention by Semester - Fall 07 to Spring 12
Total Enrollments
Number Retained
1,599
933
1,596
919
1,792
1,036
1,595
984
1,530
888
1,487
904
1,548
955
1,517
963
1,313
892
1,335
910
1,531
938
134,927
97,826
339,139
247,856
Retention Rate
58%
58%
58%
62%
58%
61%
62%
63%
68%
68%
61.3%
72.5%
73.1%
The retention rates for college math classes show an upward trend as well, particularly at the end of the period
(F 11 and S12). This is likely due to the more rigorous ACCUPLACER cut scores that went into effect in the
Spring 2011. Another reason may be the increased pressure on faculty from the administration to raise
retention rates.
Program/Unit Review Self Study | Demographics and Enrollment
3.24
MATHEMATICS
2012-13
Student to Faculty Ratios
Developmental
Student to Faculty Ratio: Fall Semesters
25.0
24.0
23.0
22.0
21.0
20.0
19.0
17.0
16.0
19.5
19.1
18.0
17.9
17.2
18.4
15.0
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
UPDATE
Student to Faculty Ratio: Spring Semesters
25.0
24.0
23.0
22.0
21.0
20.0
19.0
19.7
18.0
17.0
17.6
17.6
17.5
Spr 08
Spr 09
Spr 10
16.0
17.0
15.0
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
DEV MATH (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Fall
17.2
19.1
17.9
18.4
19.5
18
20
21
Student to Faculty Ratio
% Change
-11%
-6%
3%
6%
3%
3%
3%
Spr 11
Spr 12
Spring
17.6
17.6
17.5
19.7
17.0
18
19
21
% Change
-0%
0%
13%
-13%
0%
3%
2%
Student-to-faculty ratios for both Developmental Math and College Math have remained fairly constant
throughout the period. The maximum class size for developmental courses is 22 and that of college level
classes is 33. This explains why the developmental ratio is lower than the college ratio.
Program/Unit Review Self Study | Demographics and Enrollment
3.25
MATHEMATICS
2012-13
College
Student to Faculty Ratio: Fall Semesters
30.0
29.0
28.0
27.0
26.0
25.0
27.2
26.2
26.8
27.2
24.0
23.9
23.0
22.0
21.0
20.0
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
UPDATE
Student to Faculty Ratio: Spring Semesters
30.0
29.0
28.0
27.0
26.0
26.6
25.0
26.7
26.1
25.3
24.0
23.0
22.0
23.1
21.0
20.0
Spr 08
Academic Years
2007-08
2008-09
2009-10
2010-11
2011-12
Collg MATH (5 yr Avg)
SOSC (5 yr Avg)
TMCC (5 yr Avg)
*SOSC = School of Science
Spr 09
Fall
26.2
27.2
26.8
27.2
23.9
26
20
21
Spr 10
Student to Faculty Ratio
% Change
-4%
-1%
1%
-12%
-2%
3%
3%
Spr 11
Spr 12
Spring
23.1
26.6
26.1
25.3
26.7
26
19
21
% Change
-15%
-2%
-3%
6%
4%
3%
2%
Please see comments under Developmental Student to Faculty Ratio for observations.
Program/Unit Review Self Study | Demographics and Enrollment
3.26
MATHEMATICS
2012-13
Number of Declared Degree/Emphasis Seekers
The data shows that since TMCC began offering the A.S. Mathematics degree program, there have been 65
students declare Mathematics as there degree.
Total Active Declared Degree/Emphasis Seekers
Since the Fall of 2007, there have been 61 students that have declared Mathematics as their major. The data
here shows 65 students, but that number is not consistent with number declared in the next section, according
to the Office of Institutional Research. The number declared in the following section excludes summer terms.
To be consistent it should be reported that 61 students were counted as degree-seeking students of the A.S. with
an emphasis in Mathematics from the Fall of 2007 to the Spring of 2011. The A.S. Mathematics is a relatively
new degree, since it was first introduced in the Fall of 2007. Since that time, of the 61 students have declared
Mathematics as their major only 1 has graduated with an A.S. Mathematics Emphasis. This may be for various
reasons. (1) The degree is rigorous and by the time students are able to enroll in 200-level math course, they
may have completed all transferable courses for a four year institution; thus, transferring before completing the
degree. (2) The degree requirements begin at Math 181, and students may declare a Math Emphasis before
realizing the sequence of courses needed to even begin the emphasis. (3) Students may really be interested in
other math-related fields such as Education and Engineering and may declare Mathematics as their major as a
gateway to other fields. (4) The degree requires two courses in Computer Science. If students struggle with
these courses, they may give up on the degree before completion.
Program/Unit Review Self Study | Demographics and Enrollment
3.27
MATHEMATICS
2012-13
Student Success Rates
Number of Students Earning a Degree
2007-2011
1
0
0
0
2007-08
2008-09
2009-10
2010-11
Number of Graduates by Academic Year
2007 - 2011
Year
# of Graduates
2007-08
0
2008-09
0
2009-10
1
2010-11
0
Number of Declared Degree/Emphasis Seekers
Fall 2007 - Spring 2011
Degree
Number of Students*
AS Mathematics
65
*Unduplicated
# of Grads
1
The Mathematics Department has offered an A.S. with an emphasis in Mathematics since the 2007-2008
academic school year. Since then, the total number of graduates with a declared emphasis in Mathematics is
one from the 2009-2010 academic school year.
Program/Unit Review Self Study | Demographics and Enrollment
3.28
MATHEMATICS
2012-13
Transfer Status
Transfer Students from the Mathematics Program
Fall 07 thru Spring 12
Transfers
41%
Non Tranfers
59%
# Non
Tranfers to Other 4 yr
# Transfers % Transferred
Transfers
UNR
Institution
54
32
22
41%
13
6
*Declared MATH-AS Students enrolled between fall 07 to fall 11 (unduplicated)
# Declared *
Other 2 yr
Institution
3
The table above shows that 54 students have declared Mathematics as their major since the Fall of 2007. This
is a slight decrease from the previous section which showed 61 students declared math as their major from Fall
of 2007 through Spring of 2011. This means that 7 students either changed their major from the Spring of
2011 to the Fall of 2011 or did not enroll in the Fall of 2011. Since TMCC has offered an A.S. with a
Mathematics Emphasis, 19 (35%) of the 54 students that declared Mathematics as their major have successfully
transferred to a four year institution, and 3 (6%) have transferred to another two year institution. Of the
remaining 32 (59%) of students that have not transferred, there are a couple possible reasons for this. (1) Some
students may still be completing the degree. (2) Students who major in mathematics may declare a dual major
in another related field such as Engineering or Education. These students may be completing requirements for
another such degree and thus, have yet to transfer.
Enrollment Strategic Plan
The following section summarizes the findings above and outlines the self-study committee’s
recommended targets for enrollment improvement to be implemented over the next five year period.
Demographic Findings and Strategies
According to the data, students enrolled in both Developmental and College Math classes are similar to those
enrolled at the college as a whole. These students are young (18 – 24 years old) with a majority being female
(59% for Developmental Math and 54% for College Math). The classes are filled with a diverse group of
students, but with a larger percentage of Hispanic students enrolled at the developmental level (21%) than are
Program/Unit Review Self Study | Demographics and Enrollment
3.29
MATHEMATICS
2012-13
enrolled at the college overall (16%). The department serves a large number of students due to the subject
matter being a general education requirement and a prerequisite for many classes outside of the department.
The department will need to continue meeting the changing needs of these various groups as is mentioned in
other sections of this report. Furthermore, the department and college will need to continue to participate in
outreach to the local K-12 and business communities to make sure all age, gender, and ethnic groups are
reached and understand the requirements of enrolling in math classes at TMCC. Work is currently underway to
include a strong math component for the Summer Bridge program in the coming years. This will help reach
underserved student populations.
Student Status Findings and Strategies
The percentage of continuing students taking a developmental math class (68%) is lower than the percent of
continuing students on campus, but is higher for college math classes (86%). This seems to be in line with the
college policy of students being required to complete developmental courses within the first 30 credits. Most
new students will be advised to begin their developmental math sequence immediately. A June 7, 2012 article
in the Reno Gazette Journal states that a high percentage of WCSD math students, over 90%, need
remediation. Since many students start in Math 95 or need to repeat a developmental course, it is no surprise
that we still see a high number of continuing students still in the developmental sequence and then in turn, in
college level math classes. Since the requirement to complete the developmental sequence early on in a
student’s education is relatively new, it is suggested that the department and the college receive continual
updates as to how this is effecting student success. Retention rates have increased during this time, but more
review of the data in the coming years will be necessary to review the policy.
Since math is a required course to earn a degree, we see that there is a high percentage of students whose
educational goal is to earn a degree; higher than the college as a whole. However, it can be noted that math
students have other goals such as personal enrichment or to improve job skills. This is in line with the college
mission statement of TMCC which includes access to lifelong learning.
It has been noted that the department and the college are involved in many recruitment activities. Currently,
there is work being done to incorporate a strong math component to the Summer Bridge program for the
Summer 13 session. It is suggested that work continues on this to help underserved student populations come
to school prepared to begin their math sequence required for their degree. Additionally, faculty are involved
with the Washoe County School District in order to recruit students and to make sure they understand what is
necessary and required to become a college students and more specifically, how to enroll in math classes. This
cooperation and communication with local high school students is an important task of the college and the
math department. As such, it is suggested that this work continues. Many of the other recruitment activities
will be discussed in the findings for other sections as they pertain to retention and success as well as the status
of the student.
One faculty member, Kurt Ehlers, is currently advising all students who show an interest in majoring in
mathematics. Another recommendation at this time would be to consider more math faculty involvement in
advising students. This could be in an informal or formal manner, but would help students enroll in the correct
classes, continue on the correct math path and move the students towards reaching the goals they have set for
themselves.
Program/Unit Review Self Study | Demographics and Enrollment
3.30
MATHEMATICS
2012-13
Enrollment Patterns and Strategies
Program
Data
Sections
Student FTE
Retention Rate
Mathematics
Spring 2008
FullParttime
Time
17.0
10.6
Spring 2009
FullParttime
Time
17.7
10.1
Fall
2007
188
744.3
47%
Faculty and Staff FTE
Spring 2010
FullParttime
Time
16.0
11.6
Fall
2008
191
822.5
48%
Fall
2009
207
844.8
54%
Spring 2011
FullParttime
Time
16.0
9.2
Fall
2010
198
837.5
62%
Fall
2011
136
585.8
64%
Spring 2012
FullParttime
Time
16.0
9.2
Over the past 5 years, the Math Department has seen an increase in retention rates for developmental classes
(41% Fall 07 to 64% Spring 12) as well as for college classes (58% Fall 07 to 68% Spring 12). This can be
attributed to many factors and changes in policies within the math department. Math faculty continue to
research and develop methods to improve student success and retention. As a part of the college mission,
academic excellence is a key component to the department as a whole and to faculty members individually.
The department continually reviews the data and assesses each course on a continual basis in order to make
adjustments to the curriculum, course requirements, ACCUPLACER cut scores and teaching methods that will
help improve retention and student success. This assessment has allowed the department to implement policies
that effect online classes as well. Online enrollment requirements and limited developmental online course
offerings have been implemented with positive results. As we look towards the future, this assessment of the
data must continue and is imperative to meeting the demands of the students while maintaining a high level of
rigor in the courses offered in the department.
It has been noted that enrollment has dropped in math courses, but this is primarily due to the creation of the
Skills Center and a temporary reduction in sections during the fall of 2011. In the coming years, the
department plans on offering more mini sessions available for a greater variety of courses. Currently, we offer
mini sessions for Math 95 and Math 96, but are in the planning process to offer it for Math 120, Math 126, and
Math 127. Additionally, this will help meet the needs of the students since they will potentially be able to
complete the required math classes in one semester. The department is also currently looking into offering
stretch courses as well to help shorten the time it takes students to complete the math requirements. These
stretch classes will incorporate developmental and college level math class material in within one semester.
All of these new course offerings will need to be assessed in the coming years to determine their effectiveness.
One restriction on course offerings is limited classroom space available. One solution for this would be to look
into more hybrid course offerings to open up that space for more class sections. Online course offerings help
with this issue, but may need to continue to be somewhat limited since, according to the data, most students are
more successful in a traditional classroom setting than online. It is necessary for the department to be flexible
with the variety and format of course offerings in order to meet the changing needs of the students.
Additionally, the college is currently undergoing a resource allocation analysis which may help address the
limited classroom space. Student demand is high for math classes and it is necessary that the department is
able to offer as many classes as possible to meet the demand.
Program/Unit Review Self Study | Demographics and Enrollment
3.31
MATHEMATICS
2012-13
Student Success Rates and Strategies
The student success rate, measured by the percent of students that have graduated with an A.S. with an
emphasis in Mathematics is 1.6% (1 out of 61). The only other programs that offer an A.S. are Biology,
Computer Science, Elementary Education, Engineering, Geoscience, and Environmental Science. The average
among the other programs of graduates since 2007 is 1.83. The program with the highest number of graduates
with an A.S. is Engineering. This is only the most vocational degree of all the A.S. degrees. There have been
301 students that have earned an A.S. degree since 2007, but few have declared an emphasis. Even though, one
out of 61 declared emphasis seekers seems like a low graduation rate, it could be that many of these students
simply finish an A.S. degree without the Mathematics emphasis. Completion of the A.S. with a Mathematics
emphasis, as stated earlier, is rigorous. Many students may have the requirements completed to simply declare
an A.S. without completing the requirements for the Mathematics emphasis. At this point, these students most
likely transfer to another institution. The transfer rate (41%) is a stronger measure than the graduation rate.
Strategies may include more faculty advising within the department to encourage interested students to finish
the A.S. with the emphasis in Mathematics. The department will also look to increase the enrollment of female
and Hispanic students in the STEM focused university parallel courses as these groups tend to be
underrepresented across the nation. As mentioned in the demographic findings, we already see a higher
percentage of these groups in developmental courses, but our target would be to increase the percent of these
groups in STEM math courses with completion of the math emphasis. In the years to come, the department
will need to track data with the assistance from the Department of Institutional Research regarding the number
of underrepresented groups in math, specifically female and Hispanic students.
As part of the TMCC mission statement, promoting student success in as many ways possible is a driving force
in the policies and activities encouraged by the math department. As mentioned in the previous section, the
department has been successful in reviewing the data and implementing new course formats and policies which
have helped improve retention rates. The department promotes interest in the math field through the Math
League, the Fall Welcome Fair, and through the introduction of the Math Emphasis. At this point, it is
suggested that faculty promote these activities and help find students with an interest in math to help guide
them towards math fields.
As a large department, it is necessary to maintain communication with part-time faculty. Currently, lead
instructors within the department disseminate important course information and assess these courses with the
participation of all faculty members. It will be necessary to make sure this assessment data is made available to
all members of the department in order to make continual improvements to the courses. This includes
determining what changes, if any, will need to be made to each course in order to improve student success,
implementing any necessary changes, and then re-assessing the course.
Program/Unit Review Self Study | Demographics and Enrollment
3.32
MATHEMATICS
2012-13
RESOURCES
Faculty and Staff
Required Faculty Credentials
Name
Degree(s), Certificates
FTE List conferring institutions
Maria Arrigotti
1
Quan-Ping Chai
1
Jim Cotter
1
Damien Ennis
1
Kurt Ehlers
1
Anne Flesher
1
Professional Certification
List agency/organization
MS, Mathematics, UNR
BA, Mathematics and
Music, UNR
Ph.D., Physics, UNR
MS, Physics, UNR
BS, Atmospheric Physics,
National Taiwan Univ.
Ph.D., Chemical Physics, EPSCOR grant,
UNR
1997-1999
M.Div.B.S.T., Regis
College, Toronto,
Ontario, Canada
BA, Philosophy and
Physics, St. Louis Univ
MS, Computer Science,
MIT – Systems
UNR
Development with
BS, Mathematics, UNR
UML and Object –
Presently working on:
Process Methodology
Ph.D., Computer Science
And Engineering, UNR
MS, Bioinformatics,
John Hopkins
Ph.D., Mathematics,
UC Santa Cruz
MS, Mathematics,
CSU Hayward
BS, Mathematics,
US Naval Academy
MA, Mathematics,
University of Colorado
BA, Mathematics,
University of Virginia
Years at
TMCC
Total
Years
8
11
13
18
17
20
4
6
13
16
8
Program/Unit Review Self Study | Resources
4.1
MATHEMATICS
Paula Farrenkopf
1
MS, Mathematics,
Montclair State Univ
BS, Mathematics, and
Computer Science, and
Secondary Education
Certification,
Montclair State College
Gail Ferrell
1
Bill Gallegos
1
Blisin Hesityas
1
Lars Jensen
1
MATM, UNR
MA, Counseling and
Education Psychology,
UNR
BA, Mathematics,
San Diego State Univ
Presently working on:
Ph.D., Geography, UNR
MS, Pure Mathematics,
New Mexico State Univ
BA, Mathematics with
Five-Year Colorado
Secondary Education
Certification,
Adams State College
M.Phil., Crystallography
Research, Madurai
Kamaraj Univ., India
MS, Physics,
Manonmanian
Sundaranar Univ., India
BS, Physics, Madurai
Kamaraj Univ., India
Presently working on:
MS, Secondary Education,
UNR
Ph.D., Physics,
University of PA
MS, Mathematics,
Univ. of Copenhagen
BS Equivalency,
Mathematics with minor
In Physics, Denmark
2012-13
NJ MathTeaching
8
Certification, K-12
NJ Elementary Teaching
Certification
CA Mathematics
Teaching Credential
NV Secondary Certificate
For Mathematics and
Computer Science
Certification in Grief
20
Recovery
23
13
21
8
16
16
22
Program/Unit Review Self Study | Resources
30
4.2
MATHEMATICS
Theodore Lambert
1
Shannon McCool
1
Bill Newhall
1
Jeff Olsen
1
Rebecca Porter
1
Jim Winston
1
Stephen Zideck
1
Janet Bicker – Adm Assist
1
Previous Employees from
last 5 years
Elsi Reinhardt
1
2012-13
Ph.D., Operations
Research, University of
Michigan
MS, Industrial and
Operations Engineering,
University of Michigan
MS, Applied Math, UNR
BS, Mathematics with
Minor in Computer
Science, UNR
ME, Higher Education
Administration, UNR
MS, Mathematics, UNR
BS, Mathematics
Education, UNR
BS, Mechanical
Engineering, UC Davis
BS, Geology, UC Davis
Presently working on:
MS, Mathematics, UNR
MS, Mathematics,
Engineering in training
University of Oregon
Certificate, Jan 1997
MS, Civil and EnvironMental Engineering,
Univ. of CA, Davis
BS, Environmental
Resources Engineering
And Mathematics,
Humboldt State Univ
Present working on:
Ph.D., Hydrogeology,
UNR
MS, Mathematics, UNR
Secondary Teaching
BS, Mathematics, UNR
Credential, Math
MS, Mathematics,
San Jose State Univ
MS, Philosophy, UNR
BS, Applied Mathematics,
Cal Berkely
BS, Business Admin,
UNR
Two degrees in
administration
9
13
5
12
33
36
8
11
MS, Mathematics, UNR
BS, Mathematics, UNR
29
26
31
33
30
25
35
Program/Unit Review Self Study | Resources
4.3
MATHEMATICS
Ubon Douangchampa
1
Rebecca Burke
1
2012-13
MS, Mathematics,
2
Illinois State University
BS, Mathematics &
Computer Science
Univ of Illinois, Chicago
MS, Engineering,
Provisional Teacher
3
Cornell University
License in Secondary
BS, Physics and English, Math – State of Colorado
Creighton University
Program/Unit Review Self Study | Resources
3
8
4.4
MATHEMATICS
2012-13
Full-Time to Part-Time Faculty Ratio
Full-time vs. Part-time Faculty FTE
Fall Semesters
100%
Full-time
90%
Part-time
80%
70%
60%
75%
64%
62%
50%
60%
55%
40%
45%
30%
40%
38%
36%
20%
25%
10%
0%
Fall 07
Fall 08
Fall 09
Fall 10
Fall 11
Full-time vs. Part-time Faculty FTE
Spring Semesters
100%
Full-time
90%
Part-time
80%
70%
60%
50%
64%
62%
64%
58%
40%
30%
38%
42%
36%
64%
36%
36%
20%
10%
0%
Spr 08
Spr 09
Spr 10
Spr 11
Spring
Fall
Academic Years
2007-08
2008-09
2009-10
2010-01
2011-12
MATH/STAT (5 yr Avg)
Full-time
64%
62%
55%
60%
75%
63%
Spr 12
Part-time
36%
38%
45%
40%
25%
37%
Full-time
62%
64%
58%
64%
64%
62%
Part-time
38%
36%
42%
36%
36%
38%
With a full-time/part-time ratio of roughly 60/40 we are doing well compared to the college average which is
53/47. With the difficulties associated with finding qualified part-time faculty in mathematics, we hope to
keep the ratio at its present level or improve it further.
Required Classified Credentials
Program/Unit Review Self Study | Resources
4.5
MATHEMATICS
2012-13
Classified FTE
Administrative Assistant II, 1.0 FTE
The Mathematics Department has one full-time Administrative Assistant II position, which is filled by Ms. Janet
Bicker. Ms. Bicker joined the department in March 2012 after Ms. Christie South’s retirement in December, 2011.
She has been a valuable member of our team.
Her duties include handling student inquiries in regards to registration, providing clerical support to the chair, vice
chair, and faculty of the Math Department, input of course schedules into PeopleSoft, handling textbook orders,
monitoring and maintaining department accounts, preparing accounts payable documents and creating faculty
contracts in conjunction with Human Resources, coordinating student course evaluation process, handling and
maintaining office documents, files, supply and equipment, and training and supervising student office worker.
No specialized credentials are required for this position.
Student Worker to assist Administrative Assistant II, 0.5FTE
In addition to the Administrative Assistant, the department has a part-time student worker. Her duties include
assisting Math students with admissions questions, answering phones and picking up messages, distributing mail;
on-campus deliveries and other duties as assigned by Administrative Assistant.
Facilities
The department has discussed a myriad of small ways classrooms could be improved to better serve students.
There have been difficulties with the white boards in Vista B201, 202, and 203. These boards are used
extensively, and are therefore filthy by the end of the day making it more difficult for students to read what is
written and decreasing the life-time of the pens. The pens dry out quickly, and most faculty would prefer to use
high quality chalk-boards instead. As many faculty employ technology, the placement of projector screens needs
to remain off of the main board area so both the boards and the technology can be used simultaneously. Sierra
102 remains a critical component of both our ALEKS and hybrid classes, but also for Math 283 and 285. In order
for us to continue offering our innovative course solutions we will need to maintain TIER 2 scheduling in Vista
201, 202, 203, 100, 101 and 103 as well as Sierra 102, MDWS 102 and Edison 209 (currently controlled by Jim
New) to allow for courses that do not fit in the traditional 2 days a week 75 minutes a day schedule. We need to
have HTCR 120 added as a TIER 2 room, if we are going to reliably offer these options at the High Tech Center
at Redfield.
Technology
The department uses a variety of classroom technologies to enhance the teaching of math courses at all levels. The
table below provides a listing of the different classrooms and the corresponding technologies that each uses. The
Vista building, Meadowood and Redfield classrooms, which are used for various lecture courses at all levels, are
Smart classrooms with TI-Presenters. Sierra 102 is used for the teaching of lab-based math courses. It is a Smart
classroom with a TI-Presenter and contains desktop computers for all students.
Classroom Technologies
Room
Vista building, Meadowood,
and Redfield Classrooms
Courses
Various lecture courses at all
levels
Technology
 Smart classrooms
Program/Unit Review Self Study | Resources
4.6
MATHEMATICS
Sierra 102
Lab-based math courses




2012-13
TI-Presenters
Smart classroom
Computer lab with desktop
computers for all students
TI-Presenter
The department also uses several other technologies to support math instruction. Two web-based programs that
are frequently used are ALEKS (Assessment and LEarning in Knowledge Spaces) and MyMathLab, both of
which allow students to work on problems and topic areas at their own pace. Other software programs that are
used include WeBWork (an online math homework system), GeoGebra (geometry software), Maxima (algebra
software), Wolfram Alpha (a computational search engine), and Lyx/Latex (a document markup system that can
be used for writing math equations). Several professors also use Livescribe smart pens to record examples for
students. Finally, members of the Mathematics Department have also requested Mathematica 8 (a computational
software program) and the use of mobile devices in the classroom, such as iPads.
Other Technologies
Currently Used
Would Like to Use
ALEKS
MyMathLab
WeBWork
GeoGebra
Maxima
Wolfram Alpha
Lyx/Latex
WebAssign
Homework Assist
Livescribe smart pens
Mathematica 8
IPads
Funding Sources
The Mathematics Departments operating funds and position funding come from State funds. The Technology Fee
is used to provide for life-cycle replacements of instructional equipment. New requests can be made via the
Academic Computing Committee’s tech fee process and the new Resource Allocation Process.
Resource Strategic Plan
The following section summarizes the findings above and outlines the self-study committee’s recommended
targets for resource allocations to be implemented over the next five year period.
Staffing Issues and Strategies
Administrative support is adequate at this time; however, Ms. Janet Bicker’s duties have been gone beyond the
job description of AAII and they fit better for AAIII.
Facilities and Desired Capital Improvements
The TMCC Mathematics Department at this time has sufficient space to offer the schedule of classes offered to
meet the demand. The department is scheduled mostly into Tier 2 classrooms giving us the first right for
scheduling. We need to have HTCR 120 added as a Tier 2 room in order to schedule courses which require
Program/Unit Review Self Study | Resources
4.7
MATHEMATICS
2012-13
nonstandard meeting times. As the need arises we also schedule into Tier 3 classrooms. The major need in
terms of space is for office space for our faculty. At present we need 2 additional offices, which would provide
individual offices for those faculty in a shared office.
Funding Allocations and Development Strategies
State funding for the department is divided into two functional areas: Developmental Mathematics and College
Level Mathematics. At present the department does not have a project or initiative requiring the need for
additional resources.
Funding Allocations
State Operating - Developmental
HJ01
Operating
7104
708
State Operating – College Level Math
HJ03
Operating
7104
708
Wages
IA
Travel
Operating
15
17
20
30
$ 3,500.00
$ 3,650.00
$ 2,100.00
$ 6,524.00
IA
Travel
Operating
17
20
30
$
$ 3,000.00
$ 12,198.00
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4.8
MATHEMATICS
2012-13
APPENDIX A
Dean’s Analysis of Funding Resources
School of Sciences - Math
Fund
Agency
ORG
Description
OBJ
Chair - Arrigotti, Maria
State Operating: Developmental
HJ01 Operating
7104 708
State Operating: College Level Math
HJ03 Operating
7104 708
Lab
7266
708
Special Fees
Other
7268
708
Budget
FY 13
Wages
IA
Travel
Operating
15
17
20
30
$ 3,500.00
$ 3,650.00
$ 2,100.00
$ 6,524.00
IA
Travel
Operating
17
20
30
$ $ 3,000.00
$ 12,198.00
HJ14
Math Lab Fees
$ 13,449.18
HJ06
Math Chall' Exam
$ 1,258.35
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A.1
MATHEMATICS
2012-13
APPENDIX B
Degree and Certificate Worksheets
Mathematics Emphasis
Associate of Science
This is a two-year transferable program leading to an associate of science with an emphasis in mathematics. This program
will provide students with the necessary background in calculus and differential equations needed for a bachelor’s degree in
mathematics and will also provide the computer science needed for a bachelor of science degree at UNR. All courses
recommended will partially satisfy the degree requirements for any of the bachelor’s degree options offered by the
mathematics department at the University of Nevada, Reno.
Emphasis Outcomes
Students completing the emphasis will:
• Select and apply the appropriate algorithm or methodology to solve mathematical problems.
• Construct mathematical models of phenomena in the natural sciences, economics, and engineering and analyze the results in terms of
the phenomena.
• Use deductive reasoning to construct mathematical proofs.
• Apply technology, including calculators and computers to effectively approximate solutions to mathematical problems.
• Communicate mathematical information formally through appropriate notation, terminology, and graphical representation. Students
will also be able to communicate mathematical ideas informally using everyday language.
General Education Requirements
Diversity (3 credits)
Refer to the ‘Diversity’ section of the general education description of this college catalog for a list of approved courses.
Designated diversity courses can be used to fulfill other general education or major requirements.
Choosing from ANTH 201 or 201, EDU 203, HIST 208, 209, 211, 212, 227 or 247, PSY 276, SOC 205 or 276 will meet
this requirement and also satisfy 3 credits of social science.
English 6 credits
ENG 101 and 102 or ENG 113 and 114.
Fine Arts 3 credits
See list of courses under the Associate of Science degree requirements.
Humanities 3 credits
Select a humanities from the department of History (only HIST 208, 209, 227 or 247), philosophy, English (except 101,
102, 107, 108, 112D, 113, 114, 181 and 297) or foreign languages and literature at 200-level or above.
Mathematics 6 credits
MATH 181, 182. Additional credits may be used to satisfy electives.
Science 12 credits
See list of courses under the Associate of Science degree requirements.
Social Science 6 credits
Choosing from one of the following courses will also meet the diversity requirements: ANTH 201 or 205, EDU 203, HIST
208, 209, 211, 212, 227 or 247, PSY 276, SOC 205 or 276.
U.S. and Nevada Constitutions 3 credits
Program/Unit Review Self Study | Appendix B
1
MATHEMATICS
2012-13
See list of courses under the Associate of Science degree requirements.
Total General Education Requirements 39 Credits
Emphasis Requirements
CS 135 Computer Science I....................................................3
CS 202 Computer Science II...................................................3
MATH 182 Calculus II ( 2 credits from General Education).....2
MATH 283 Calculus III.............................................................4
MATH 285 Differential Equations.............................................3
Total Emphasis Requirements
15 Credits
Elective Requirements
Total Elective Requirements
Total Degree Requirements
6 Credits
60 Credits
Program/Unit Review Self Study | Appendix B
2
MATHEMATICS
2012-13
Program/Unit Review Self Study | Appendix B
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Mathematics 2012-13
APPENDIX C: ASSESSMENT REPORTS
Program/Discipline/Course Assessment Report
Discipline: Mathematics
Course Number: Math 95
School/Unit: School of Sciences
Submitted by: Quan-Ping Chai and Rebecca Porter
Academic Year: 2010-2011
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Students will simplify and
evaluate algebraic
expressions.
Assessment Measures
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
All sections were given
three similar problems.
Instructors were allowed
to choose between three
similar problems
to minimize distribution
of the exam problem
among students from
various sections. The
problem was the
following: Simplify the
algebraic expression:
Assessment Results
Use of Results
In the boxes below, summarize
the results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
The results show that 70% of
students mastered the skills of
this outcome; however, the
majority of mistakes were made
in distributing a negative
quantity and combining like
terms.
We recommend that
instructors make an effort to
spend more time on topics
involving fraction operations,
distributing negative
quantities and combining like
terms in Math 95. We
recommend including such
problems in assignments,
worksheets, and exams that
focus on these skills
throughout the course.
Effect on Program, Discipline
or Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please
summarize how and why in the
boxes below.
No changes will be made to the
outcome.
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1
Mathematics 2012-13
3(2x – 4) – 2(5x – 1);
2(3x – 5) – 3(4x – 7);
4(2x – 3) – 2(6x – 5).
Outcome #2:
Students will form and solve
linear equations in one
variable.
All sections were given
three similar problems.
Instructors were allowed
to choose between three
similar problems
to minimize distribution
of the exam problem
among students from
various sections. The
problem was the
following: Solve the
equation algebraically:
The results show that 57% of
students mastered the skills of
this outcome. The majority of
mistakes were made in
distributing a negative quantity
and combining like terms, which
reflects the weaknesses observed
in outcome 1.
We recommend that
instructors make an effort to
spend more time on topics
involving fraction operations,
distributing negative
quantities and combining like
terms in Math 95. We
recommend including such
problems in assignments,
worksheets, and exams that
focus on these skills
throughout the course.
No changes will be made to the
outcome.
The results show that 30% of
students mastered the skills of
this outcome; however, 50% of
students were not able to
calculate the slope or y-intercept
correctly. The most common
reason was due to arithmetic
errors on multiplying and/or
subtracting fractions.
We recommend that
instructors make an effort to
review problems involving
fraction operations in Math
95.
We recommend including
problems in homework and
worksheets that focus on the
use of fraction skills
throughout the course.
In addition, we recommend
that more focus be placed on
the concept of the
No changes will be made to the
outcome. However, the current
assessment question may be
revised to better assess the
concept of finding an equation of
the line.
16 + 7(6 – x) = 15 – 4(x + 2)
12 + 3(8 – x) = 9 – 6(x + 4)
15 + 3(7 – x) = 11 – 5(x + 3)
Outcome #3
Students will form and graph
linear equations in two
variables.
All sections were given
three similar problems.
Instructors were allowed
to choose between three
similar problems to
minimize distribution of
the exam problem among
students from various
sections. The problem was
the following: Find the
equation of the line going
through the points:
(2,-3) and (-8,1);
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Mathematics 2012-13
(-7,3) and (5,-3);
(5,-1) and (-1, 3).
relationship between the
graph and its equation.
Students who understand the
graphical interpretation are
better able to catch their
arithmetic errors.
Math 95 Assessment Report
Lead Instructors: Quan-Ping Chai and Becky Porter
a) Assessed course outcomes:
This year we have assessed three course outcomes:
1. Simplify and evaluate algebraic expressions.
2. Solve linear equations in one variable.
3. Form linear equations in two variables.
For each outcome, instructors were allowed to choose between three similar problems to minimize distribution of the exam problem among
students from various sections. The problems were the following.
1. Simplify the algebraic expression.
a. 3(2x – 4) – 2(5x – 1)
b. 2(3x – 5) – 3(4x – 7)
c. 4(2x – 3) – 2(6x – 5)
2. Solve the equation algebraically
a. 16 + 7(6 – x) = 15 – 4(x + 2)
b. 12 + 3(8 – x) = 9 – 6(x + 4)
c. 15 + 3(7 – x) = 11 – 5(x + 3)
3. Find the equation of the line passing through the given points. Express the equation in slope-intercept form.
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3
Mathematics 2012-13
a.
b.
c.
(2, -3) and (-8, 1)
(-7, 3) and (5, -3)
(5, -1) and (-1, 3)
b) Assessment results
Three similar problems for each course outcome were given to the instructors who then chose one of the three for each outcome to include in their
final exam. Instructors indicated number of correct answers and incorrect answers. Incorrect answers were analyzed into each of the following six
categories:
For Outcome 1
1. The student did not distribute the negative sign correctly.
2. The student did not distribute to the second term in the parenthesis.
3. The student did not combine the like terms correctly.
4. The student confused the expression for an equation (student solved for x).
5. No attempt.
6. Other (for other errors)
The results are recorded in the following table.
Percentage of incorrect answers
% of correct answers
70%
1
9%
2
5%
3
8%
4
4%
5
1%
6
3%
The data shows that 70% of students mastered the skills of this outcome; however, the majority of mistakes were made in distributing a
negative quantity and combining like terms.
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Mathematics 2012-13
For Outcome 2
1. The student did not follow the order of operations.
2. The student did not distribute correctly.
3. The student did not combine the like terms correctly.
4. The student did not know how to isolate the variable.
5. No attempt.
6. Other (for other errors)
The results are recorded in the following table.
Percentage of incorrect answers
% of correct answers
57%
1
4%
2
3
13%
12%
4
2%
5
2%
6
10%
57% of students mastered the skills of this outcome. The majority of mistakes were made in distributing a negative quantity and
combining like terms, which reflects the weaknesses observed in outcome 1.
For Outcome 3
1. The student did not find the correct slope.
2. The student did not find the correct y-intercept.
3. The student did not give the correct final answer.
4. Used the midpoint or distance formula instead of the slope.
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Mathematics 2012-13
5. No attempt.
6. Other (for other errors)
The results are recorded in the following table.
Percentage of incorrect answers
% of correct answers
30%
1
2
21%
29%
3
7%
4
0%
5
8%
6
5%
The data shows that 30% of students mastered the skills of this outcome; however, 50% of students were not able to calculate the slope or
y-intercept correctly. The most common reason was due to arithmetic errors on multiplying and/or subtracting fractions.
c) Use of the results
Regarding outcome 1 and 2, we recommend that instructors make an effort to spend more time on topics involving fraction operations, distributing
negative quantities and combining like terms in Math 95. We recommend including such problems in assignments, worksheets, and exams that
focus on these basic skills throughout the course.
For outcome 3, more focus may be placed on the concept of the relationship between the graph and its equation. Students who understand the
graphical interpretation are better able to catch their arithmetic errors.
These measures will be reported to the department and made available on the Math 095 instructor Moodle site for instructors.
Program/Discipline/Course Assessment Report
Program:
Discipline: Math
Course Number: 96
School/Unit: SOS
Submitted by: Shannon McCool
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Mathematics 2012-13
Contributing Faculty:
Academic Year: 2010 – 2011
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Department common
final.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
See description below.
See description below.
No.
Outcome #2: Students will
use mathematics concepts in
real world situations.
Department common
final.
See description below.
See description below.
No.
Outcome #3 Students will
simplify and perform
operations with nonlinear
expressions.
Department common
final.
See description below.
See description below.
No.
Outcome #1: Students will
solve nonlinear equations
using analytic methods.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
Assessment of the individual course outcomes at the end of the 2010 – 2011 school year is not appropriate since we piloted a comprehensive
department final during the Fall 2010 and Spring 2011 semesters and this is our main method of assessing the student learning outcomes at the end
of each semester. This final is currently being reworked due to the deficiencies that were found in the grading format, limited problem set and/or
the delivery rules. Of the finals given during this school year, there was no correlation between a student’s grade prior to taking the final exam
and the same student’s grade on the final exam, which is expected to at least some degree. This is partially due to an ineffective grading method.
Also at this time, there is inconsistency in applying the rubric, so future training or more detailed explanations will be needed. Therefore, no
accurate assessment can be done at this time since the current final exam implementation is flawed. Full time and part time faculty feedback will
be used, as well as the actual student exams, in the upcoming semester to work on a second pilot round. Continual changes will be made to the
Truckee Meadows Community College | Appendix C
7
Mathematics 2012-13
version so that it becomes an appropriate assessment tool of the student learning outcomes for Math 96. Changes to the format will also be
implemented to make it appropriate for the upcoming finals week schedule.
Math 100
Fall 2010 – Spring 2011
Submitted by: Maria Arrigotti
Instructors: Maria Arrigotti and Kurt Ehlers
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Students will apply ratio and
proportion to problems in
health sciences.
Outcome #2:
Students will convert
between metric, household,
and Apothecary units.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
The first four tests of the
course assessed this
outcome. There was a
required minimum score
of 70% on each test.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
The test scores are located on the
attached sheet. We had one
student assessed in the fall and
seven students assessed in the
spring. This is the total number of
students between the two sections.
The average for each semester on
this set of tests was an A.
The test scores are located on the
attached sheet. We had one
student assessed in the fall and
seven students assessed in the
spring. This is the total number of
students between the two sections.
The fall semester score was a 73%
on the one student. The spring
semester average on this test was
Our data shows that
students are successfully
learning this material.
No
Our data shows that
students are successfully
learning this material.
No
The fifth test of the
course assessed this
outcome. There was a
required minimum score
of 70%.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
Truckee Meadows Community College | Appendix C
8
Mathematics 2012-13
an A.
Outcome #3:
Students will compute
dosages.
Tests six thru eight
assessed this outcome.
There was a required
minimum score of 70%
on each test.
The test scores are located on the
attached sheet. We had one
student assessed in the fall and
seven students assessed in the
spring. This is the total number of
students between the two sections.
The average for each semester on
this set of tests was an A.
Our data shows that
students are successfully
learning this material.
No
Math 105
Fall 2010 – Spring 2011
Submitted by: Maria Arrigotti
Instructors: Maria Arrigotti and Kurt Ehlers
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
Truckee Meadows Community College | Appendix C
9
Mathematics 2012-13
Outcome #1:
Students will use proportions
to solve basic problems in
radiology.
The forth test of the
course assessed this
outcome. There was a
required minimum score
of 70% on this test.
The test scores are located on the
attached sheet. We had seventeen
students assessed in the fall and ten
students assessed in the spring.
The average score for both
semesters was an A.
Our data shows that
students are successfully
learning this material.
No
Outcome #2:
Students will convert
between metric and English
system units.
The sixth test of the
course assessed this
outcome. There was a
required minimum score
of 70%.
The test scores are located on the
attached sheet. We had seventeen
students assessed in the fall and ten
students assessed in the spring.
The average score for both
semesters was an A.
Our data shows that
students are successfully
learning this material.
No
Outcome #3:
Students will apply basic
algebra and geometry to
problems in radiological
science.
The seventh test of the
course assessed this
outcome. There was a
required minimum score
of 70% on each test.
The test scores are located on the
attached sheet. We had sixteen
students assessed in the fall and ten
students assessed in the spring.
The average score for both
semesters was an A.
Our data shows that
students are successfully
learning this material.
No
Math 106
Fall 2010 – Spring 2011
Submitted by: Maria Arrigotti
Instructors: Maria Arrigotti and Kurt Ehlers
Program, Discipline or
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Program, Discipline or
Course
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10
Mathematics 2012-13
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
Outcome #1:
Students will demonstrate
knowledge of the basic
concepts of Euclidean
geometry.
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
The first test of the
course assessed this
outcome. There was a
required minimum score
of 70% on this test.
The test scores are located on the
attached sheet. We had five
students assessed in the fall and six
students assessed in the spring.
The average score for both
semesters was an A.
Our data shows that
students are successfully
learning this material.
No
Outcome #2:
Students will do basic
geometrical constructions
with a straight edge and
ruler.
The second test of the
course assessed this
outcome. There was a
required minimum score
of 70%.
The test scores are located on the
attached sheet. We had five
students assessed in the fall and six
students assessed in the spring.
The average score for both
semesters was an A.
Our data shows that
students are successfully
learning this material.
No
Outcome #3:
Students will construct
simple geometric proofs.
The third test of the
course assessed this
outcome. There was a
required minimum score
of 70% on each test.
The test scores are located on the
attached sheet. We had five
students assessed in the fall and
five students assessed in the
spring. The average score for both
semesters was an A.
Our data shows that
students are successfully
learning this material.
No
Program/Discipline/Course Assessment Report
Discipline: Mathematics Course Number: MATH 120
School/Unit: School of Sciences
Submitted by: Ted Lambert
Academic Year: 2009-2010
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Mathematics 2012-13
Program/Discipline
Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on the
Program/Discipline
In the boxes below,
summarize the outcomes
assessed in your program
or discipline during the last
year.
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Common final exams
combined with student
portfolios were used to
assess the students’
knowledge and ability.
In the boxes below,
summarize the results of
your assessment activities
during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Based on the results of this
assessment, will you revise
your outcomes? If so,
please summarize how and
why in the boxes below.
Students had difficulty
differentiating the various
types of financial math
problems and hence
difficulty selecting an
appropriate solution
technique.
In general students’ feel
that demonstrating the
ability to solve exponential
growth and decay problems
is the most difficult
outcome for this course.
Exam results indicated that
in fact outcome 3 was the
most difficult, but students
overall were not
performing well on this
outcome either.
Assessment results indicated
that this outcome posed the
most difficulty for students.
Based on the results of the
assessment new materials
were developed to address
this issue (see narrative
below for more details).
Classes, which use the new
materials, no longer have
widespread difficulty with
financial math problems.
This holds true for classes
taught either by full-time or
part-time faculty.
Classes, which use the new
materials and are taught by
full-time faculty, no longer
have widespread difficulty
with exponential growth
and decay problems. This
does not hold true for
classes taught by part-time
faculty. (see narrative
below for more details).
Outcome #1: (MATH 120)
Students will demonstrate
the ability to solve
financial math problems.
Outcome #2: (MATH 120)
Students will demonstrate
the ability to solve
exponential growth and
decay problems.
Common final exams
combined with student
portfolios were used to
assess the students’
knowledge and ability.
Outcome #3: (MATH 120)
Students will demonstrate
the ability to solve basic
problems in probability and
statistics.
Common final exams
combined with student
portfolios were used to
assess the students’
knowledge and ability.
Based on the results of the
assessment new materials
were developed to address
this issue (see narrative
below for more details).
Based on the results of the
assessment new materials
were developed to address
this issue (see narrative
below for more details).
Classes, which use the new
materials and are taught by
full-time faculty, have
limited the common
problems to one objective
contained in this outcome.
This does not hold true for
classes taught by part-time
faculty, which still struggle
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12
Mathematics 2012-13
with 3 objectives contained
in this outcome. (see
narrative below for more
details).
Program/Discipline/Course Assessment Report
Program:
Discipline: Mathematics
Course Number: Math 123
School/Unit:
Submitted by: Paula Farrenkopf
Contributing Faculty:
Academic Year: Spring 2011
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Measure/calculate length,
perimeter, capacity weight,
area, surface area, volume,
time, temperature, and angle
measures.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Data was collected from
final exam.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
From the selected question dealing
with the outcome stated many
students did correctly answer the
question. See attached data.
Comparing data collected
from previous years with
this new set of data there is
an increase in
understanding the concept
but will emphasize triangle
area concept more.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
I feel my present outcome
addresses the needs of the course
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Mathematics 2012-13
Outcome #2:
Outcome #3:
Program/Discipline/Course Assessment Report
Discipline: Mathematics
Course Number: MATH 127
School/Unit: School of Sciences
Submitted by: Elsi Reinhardt
Academic Year: 2010-2011
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Assessment Measures
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Assessment Results
In the boxes below,
summarize the results of
your assessment activities
during the last year.
Use of Results
In the boxes below, summarize how
you are or how you plan to use the
results to improve student learning.
Effect on Program, Discipline or
Course
Based on the results of this assessment,
will you revise your outcomes? If so,
please summarize how and why in the
boxes below.
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14
Mathematics 2012-13
Outcome #1:
Students will use the Unit
Circle to relate the
trigonometric functions to a
real number.
The ability was
measured by instructors
imbedding common or
similar question into
their Final exams and
reporting their results to
the lead instructor.
Outcome #2:
Students will solve triangles.
The ability was
measured by instructors
imbedding common or
similar question into
their Final exams and
reporting their results to
the lead instructor.
Outcome #3:
Students will analyze and
relate equations and graphs
of conic sections.
The ability was
measured by instructors
imbedding common or
similar question into
their Final exams and
reporting their results to
the lead instructor.
Number of students with
correct answers decreased
from 76% in the Fall to 55%
in the Spring, possibly due
to instructors’ choice of the
quadrant for the angle
corresponding to the real
number.
Number of students with
correct answers increased
from 56% in the Fall to 73%
in the Spring.
Students had problems with
labeling the diagram when
the diagram was not given.
The assessment data will be shared
with the instructors with the intent of
generating discussion and improving
overall consistency.
We will need to focus on signs of the
trigonometric functions and provide
more opportunity for practice.
The level of difficulty of the outcomes
assessment question needs to be made
more consistent among the instructors.
For example, some instructors let the
real number represent an angle in
quadrant I, some in quadrants II or III.
The assessment data will be shared
with the instructors with the intent of
generating discussion and improving
overall consistency.
Number of students with
correct answers increased
from 33% in the Fall to 49%
in the Spring.
Many students didn’t
recognize the need for an
ellipse and mixed up the
relationship between a, b,
and c with the Pythagorean
Theorem.
The assessment data will be shared
with the instructors with the intent of
generating discussion and improving
overall consistency.
The problem used for this outcome
may have been too specialized. For
any future assessment we should
consider using a more fundamental
problem on conic sections.
The level of difficulty of the outcomes
assessment question needs to be made
more consistent among the instructors.
For example, some instructors provided
a picture of the situation, some did not.
Some instructors used the terminology
“angle of elevation”. One instructor
used an oblique triangle problem.
The level of difficulty of the outcomes
assessment question needs to be made
more consistent among the instructors.
Outcome question used as bonus or extra
credit question was not successful, only
one student attempted to solve the
problem.
Math 128
Spring 2011
Instructed and Submitted by: Maria Arrigotti
Program, Discipline or
Course Outcomes
Assessment Measures
Assessment Results
Use of Results
Effect on Program, Discipline or
Course
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Mathematics 2012-13
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Perform, analyze, interpret
and apply basic algebraic
operations involving
equations and inequalities of
simple functions.
Outcome #2:
Utilize multiple
representations of
trigonometric functions to
perform analysis of
problems, both applied and
abstract.
Outcome #3:
Graph and interpret relations
in alternate coordinate and
number systems, utilizing
systems of equations and
conic sections as appropriate.
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
Multiple quizzes, tests,
and homeworks
assessed this outcome.
Data was collected and
is presented on how the
students performed on
the appropriate
corresponding final
exam questions.
Multiple quizzes, tests,
and homeworks
assessed this outcome.
Data was collected and
is presented on how the
students performed on
the appropriate
corresponding final
exam questions.
Multiple quizzes, tests,
and homeworks
assessed this outcome.
Data was collected and
is presented on how the
students performed on
the appropriate
corresponding final
exam questions.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
Out of the two problems chosen on
the final to assess this outcome, an
average of 74% of the students
performed to standards, meaning
they showed complete
understanding of the material
without any errors in the work or
final answers. Please see the
attached sheet for detailed results.
Out of the two problems chosen on
the final to assess this outcome, an
average of 79% of the students
performed to standards, meaning
they showed complete
understanding of the material
without any errors in the work or
final answers. Please see the
attached sheet for detailed results.
Out of the two problems chosen on
the final to assess this outcome, an
average of 47% of the students
performed to standards, meaning
they showed complete
understanding of the material
without any errors in the work or
final answers. Please see the
attached sheet for detailed results.
These are good results.
Students have shown
improvement compared to
previous semesters due to
teaching adjustments,
which I will continue to
improve on in future
semesters.
No
These are good results.
Students have shown
improvement compared to
previous semesters due to
teaching adjustments,
which I will continue to
improve on in future
semesters.
No
More attention and time
needs to be paid to this
particular outcome.
Adjustments to the schedule
of sections covered in
lecture will be considered in
the future as well as
exploring new techniques of
representing and exploring
the material.
No
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Mathematics 2012-13
Math 176
Fall 2010 – Spring 2011
Submitted by: Kurt Ehlers
Instructors: Kurt Ehlers
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Students will compute
derivatives and integrals of
functions of one variable.
Outcome #2:
Students will interpret the
concepts of calculus in terms
of models of natural and
economic behavior.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
This outcome was
measured using three
problems of varying
difficulty on the final
exam.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
56% of students made no mistakes
on these three problems and 87%
made no mistakes on two of the
three. Only one student made
mistakes on all three.
This outcome was
measured using an exam
problem asking the
student to compute and
interpret the elasticity of
demand for a good.
73% answered this problem
completely correctly. Most
students losing credit on this
problem made mistakes in the
algebra / arithmetic. 4% of those
tested missed this problem
completely.
Nearly every student has
mastered the mechanics of
taking derivatives. The
most commonly missed
problem involved the
product rule. Perhaps
including more review
problems during the
second half of the course
could remedy this.
Overall, this outcome was
met to a satisfactory level.
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
No
No
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Mathematics 2012-13
Outcome #3:
Students will demonstrate
the ability to interpret the
concepts of calculus
geometrically.
This outcome was
measured using two
problems: 1) Estimate
the value of a derivative
at a point using the
graph, and 2) Use the
graph to determine the
value of a definite
integral. These problems
also measured outcome
2 since they involved a
population model and
marginal cost of
production of a good.
87% of students did problem 1
completely correctly. There were a
couple silly mistakes like 400/10=4,
etc. 67% got problem 2 completely
correct.
Our data shows that
students are successfully
learning this material.
No
Math 181
Fall 2010 - Spring 2011
Instructed by: Peter Kimani, Elsi Reinhardt, Joan Hallett, and Maria Arrigotti
Submitted by: Maria Arrigotti
Program, Discipline or Course
Outcomes
Assessment Measures
In the boxes below, summarize the In the boxes below,
outcomes assessed in your program summarize the methods
used to assess program,
Assessment Results
In the boxes below, summarize
the results of your assessment
Use of Results
Effect on Program,
Discipline or Course
In the boxes below, summarize
Based on the results of this
how you are or how you plan to use assessment, will you revise
the results to improve student
your outcomes? If so,
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18
Mathematics 2012-13
or discipline during the last year.
discipline, or course
outcomes during the last
year.
activities during the last year.
Outcome #1:
An appropriate final exam
question was assessed.
Each instructor checked
for both correct work and
correct results to this
problem.
Students performed very well on Results were good enough on this No
this problem. Both semesters
outcome.
showed a 78% success rate,
meaning those students had the
correct answer with correct work
shown. Please see the attached
sheet for detailed results.
Compute derivatives by using the
rules for differentiation.
learning.
please summarize how and
why in the boxes below.
Outcome #2:
Appropriate final exam
questions were assessed.
Construct anti-derivatives by using Each instructor checked
analytical, graphical and geometric for both correct work and
methods.
correct results to these
problems.
Results were fairly good.
Integration by substation still
proves to be difficult for more
than half of the students, but this
topic is covered again in Math
182. Please see the attached
sheet for detailed results.
Perhaps with the addition of a
No
finals week, instructors will be able
to increase student understanding
by spending more time on
integration, as this occurs at the
end of the semester.
Outcome #3:
This was the weakest of the
assessed outcomes. Please see
the attached sheet for detailed
results.
More attention and time needs to be
The related rates problem can
paid to this particular outcome.
have just one component
Adjustments to the schedule of sections (rather than parts a and b) for
covered in lecture will be considered in next year.
the future as well as exploring new
techniques of representing and
exploring the material. Application
problems are often the most difficult
for students.
Appropriate final exam
questions were assessed.
Apply derivatives to:
Each instructor checked
for both correct work and
i) Set up and solve problems involving the
maximization or minimization of a quantity. correct results to these
problems.
ii) Perform implicit differentiation and solve
related rate problems.
iii) Perform the first and second derivative
test.
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Mathematics 2012-13
Math 182
Fall 2010 - Spring 2011
Instructed by: Joan Hallett and Maria Arrigotti
Submitted by: Maria Arrigotti
Program, Discipline or
Course Outcomes
In the boxes below, summarize
the outcomes assessed in your
program or discipline during
the last year.
Assessment Measures
Assessment Results
In the boxes below,
In the boxes below, summarize the
summarize the methods used results of your assessment activities
to assess program,
during the last year.
discipline, or course
outcomes during the last
year.
Use of Results
In the boxes below, summarize
how you are or how you plan to
use the results to improve student
learning.
Effect on Program,
Discipline or Course
Based on the results of this
assessment, will you revise
your outcomes? If so,
please summarize how and
why in the boxes below.
Outcome #1:
An appropriate final exam Results were fairly good. Only a
question was assessed. Each very small percentage (if any) of
Use the definite integral to find instructor checked for both students showed lack of
volumes and surface areas for correct work and correct
comprehension on this outcome.
solids of revolution.
results to this problem.
Any weaknesses with students who
showed partially correct work were
directly related to algebraic and
simple graphical errors. Please see
the attached sheet for detailed
results.
Perhaps more review of simple No
graphing techniques learned in
algebra is needed when volumes
are initially presented in the class.
Outcome #2:
Alternate methods of presentation No
and exploration are continuously
explored.
An appropriate final exam Considering how difficult
question was assessed. Each applications usually are for
Apply definite integrals to a
instructor checked for both students, results were not bad.
variety of problems from other correct work and correct
Only a very small percentage of
disciplines.
results to this problem.
students showed lack of
comprehension on this outcome.
Please see the attached sheet for
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Mathematics 2012-13
detailed results.
Outcome #3:
Determine convergence for
series.
An appropriate final exam This was the weakest of the
question was assessed. Each assessed outcomes. Please see the
instructor checked for both attached sheet for detailed results.
correct work and correct
results to this problem.
More time and attention is being
devoted to this topic.
Supplementary materials have
been made for additional aid, but
more options for improving
instruction will be explored next
year.
There are many components
to the problem used for this
outcome, making it more
susceptible to partially
incorrect work. It may be
adjusted in the future.
Math 283
Fall 2010 – Spring 2011
Submitted by: Kurt Ehlers
Instructors: Kurt Ehlers
Program, Discipline or
Course Outcomes
In the boxes below,
summarize the outcomes
assessed in your program or
discipline during the last
year.
Outcome #1:
Students will compute
derivatives and integrals of
real valued and vector valued
functions.
Assessment Measures
Assessment Results
Use of Results
In the boxes below,
summarize the methods
used to assess program,
discipline, or course
outcomes during the last
year.
This outcome was
measured using the first
11 homework
assignments and all
three exams.
In the boxes below, summarize the
results of your assessment
activities during the last year.
In the boxes below,
summarize how you are or
how you plan to use the
results to improve student
learning.
Ability to differentiate and
integrate functions of several
variables was almost universally
demonstrated by students in the
class. 14 of 17 students had a
homework average of over 90%
indicating that, when given time,
these students are able to
successfully differentiate or
integrate a function of several
Parameterization of paths
was previously done as a
separate topic with the
introductory material. This
semester it was placed at
the end when it was used to
compute path integrals.
This topic will be moved
back to the beginning.
Seeing this important topic
Effect on Program, Discipline or
Course
Based on the results of this
assessment, will you revise your
outcomes? If so, please summarize
how and why in the boxes below.
No
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Mathematics 2012-13
Outcome #2:
Students will interpret
geometrically derivatives
and integrals of functions of
several variables.
Outcome #3:
Students will demonstrate
the ability to apply the
techniques of multivariable
calculus to problems in
math, physical sciences, and
engineering.
This outcome was
measured using a
problem on the second
exam where a vector in
the direction of greatest
increase of a function of
two variables was asked
for. A second problem
asking for the value of a
double integral to be
determined
geometrically using
elementary volume
formulas was also used
to measure this
outcome.
This was measured on
all assignments and
exams throughout the
semester.
variables. One point of weakness
uncovered by the final exam was
the inability of many students
(~40%) to parameterize simple
paths as the initial step in
computing path integrals directly.
This is worse than the semester
before (~25%).
Polar coordinates appear to be a
problem. Few students are adept at
graphing in polar coordinates.
All students answered the first
problem correctly up to the final
detail of giving the requested unit
vector.
All students knew what to do on
the second problem. A couple got
the figure incorrect or forgot the
volume formula for a tetrahedron.
A definite weakness in the ability
to give units and interpret the value
of a derivative was shown on
homework 2. Problems on these
ideas were almost universally
missed. By the midterm 60% were
able to give units and interpret the
derivative correctly in the context
of a problem involving a mixed
partial derivative. On the third
exam students were asked to set up
twice seems to be helpful.
More emphasis must be
placed on polar coordinates
starting with Math 127.
This will be brought up
with the department.
A renewed emphasis on
graphing by hand
throughout the curriculum
would help with the second
problem. This will be
discussed with the
department as a whole.
No
Our data shows that
students are successfully
learning this material.
No
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Mathematics 2012-13
an integral for the moment of
inertia of a top; 80% of students
were able to do this correctly.
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MATHEMATICS
2012-13
APPENDIX D
TMCC/ UNR Math Success Data in Post-Requisite Courses
Program/Unit Review Self Study | Appendix D
D.1
MATHEMATICS
2012-13
Program/Unit Review Self Study | Appendix D
D.2
MATHEMATICS
2012-13
Program/Unit Review Self Study | Appendix D
D.3
MATHEMATICS
2012-13
Program/Unit Review Self Study | Appendix D
D.4
MATHEMATICS
2012-13
Click here to enter text.
Program/Unit Review Self Study | Appendix D
D.5