Peralta Community College District
Annual Program Update Template 2010-2011
Each discipline will complete this form to update program reviews developed in 2009-2010. These will
be reviewed at the college level and then forwarded to the district-wide planning and budgeting
process. The information on this form is required for all resource requests – including faculty staffing
requests – for the 2011-12 budget year.
I.
Overview
Date Submitted:
10/14/2010
Dean:
Inger Stark
BI Download:
10/07/2010
Dept. Chair:
Loretta Scheu
Discipline:
MATH
Campus:
Laney
Mission
The Laney College Mathematics Department not only teaches students specific
knowledge that they will need in their chosen careers, but also teaches them critical
thinking, reasoning, and working as part of a team, skills they will need to be
competitive in the job market. The program offers an AA in Mathematics.
Mathematics education is at a crossroads. Educators across the nation are
reevaluating current instructional methodologies in light of recent technological
developments and pedagogical studies. The Laney College Math Department
continues to maintain its tradition of embracing these new technologies and
methodologies. Increasingly more attention is being given to curriculum
development and instructional innovation in pre-collegiate courses such as
arithmetic and pre-algebra.
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II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
3,313.0
3,115.0
3,280.0
81.0
81.0
74.0
Total FTES
362.16
380.49
371.29
Total FTEF
23.1
21.94
21.03
FTES/FTEF
15.68
17.34
17.66
Enrolled
2,804.0
2,750.0
N/A
Retained
1,975.0
1,896.0
70.0
68.0
N/A
N/A
2,804.0
1,522.0
54.0
829.0
29.0
2,750.0
1,477.0
53.0
854.0
31.0
Census Enrollment (duplicated)
Sections (master sections)
B. Retention
% Retained
C. Success
Total Graded
Success
% Success
Withdraw
% Withdraw
III.
N/A
N/A
N/A
N/A
N/A
Faculty Data (ZZ assignments excluded)
Fall 2010
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
9.6
9.76
1.67
21.03
45.66
IV. Faculty Data Comparables F2010 (ZZ assignments excluded) (Z assignments excluded)
Contract FTEF
Hourly FTEF
Extra Service FTEF
Total FTEF
% Contract/Total
Alameda
Berkeley
Laney
Merritt
5.59
4.31
0.69
10.59
52.76
3.37
8.87
0.63
12.87
26.16
9.6
9.76
1.67
21.02
45.65
4.83
0.2
0.25
5.28
91.47
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V.
Qualitative Assessments
CTE and Vocational: Community and labor market
relevance. Present evidence of community need
based on Advisory Committee input, industry need
data, McIntyre Environmental Scan, McKinsey
Economic Report, licensure and job placement rates,
etc.
Transfer and Basic Skills: Describe how your
course offerings address transfer, basic skills, and
program completion.
Not applicable
All of our courses are one of the following: (1)
required for the AA degree or for a vocational
certificate; (2) a pre-requisite for a degree or
certificate requirement (basic skills courses are
in this category); (3) a transferable course; (4) a
pre-requisite for a transferable course; or (5) a
requirement for mathematics major.
VI. Strategic Planning Goals
Check all that apply.
Describe how goal applies to your program.
Advance Student Access, Success & Equity
Engage our Communities & Partners
Build Programs of Distinction
Create a Culture of Innovation & Collaboration
Develop Resources to Advance & Sustain Mission
X Advance Student Access, Success and
Equity through active participation in programs
such as UBAKA, Gateway to College, LEAP,
Bridge, etc., and through improving and
enhancing tutoring programs and targeted
student success workshops.
Build Programs of Distinction by improving the
quality of instruction through professional
development workshops.
X Create a Culture of Innovation and
collaboration by building teaching communities
based on course (or sequence of courses such
as the algebra sequence and the calculus
sequence) and student issues (such as
computer/technology knowledge/skill
deficiencies, math anxiety, etc.).
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VII. College Strategic Plan Relevance
Check all that apply
New program under development
Program that is integral to your college’s overall strategy
Program that is essential for transfer
Program that serves a community niche
Programs where student enrollment or success has been demonstrably affected by extraordinary
external factors, such as barriers due to housing, employment, childcare etc.
Other
VIII. Action Plan




Please describe your plan for responding to the above data. Consider curriculum,
pedagogy/instructional, scheduling, and marketing strategies. Also, please reference any cross district
collaboration with the same discipline at other Peralta colleges.
Include overall plans/goals and specific action steps.
1. Improve the delivery of basic skills instruction:
• Expand our Basic Skills Teaching Community.
• Develop new courses and improve existing course outlines.
• Develop materials to integrate study skills into Arithmetic and Pre-Algebra.


2. Develop and offer more on-line classes. (We have already been offering hybrid
Intermediate Algebra and Statistics since Spring 2010.)





3.
•
•
•
•
Increase the use of computers in our math classrooms
As a resource
To deliver instruction
For practicing learned concepts (and to do homework)
For real-life applications
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IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
(1) In the likely retirement of Calvin Rouse, a long time full-timer in the department, at the end of Spring 2011, we
need to hire a full-time replacement as soon as possible.
(2) For the Math Lab to operate as a fully functioning math tutoring facility, 4 peer-tutors need to be present during
peak hours and 2 peer-tutors at other times. A math instructor needs to be present in the lab during all open hours.
We need to continue the Lab Tech position at 40 hours per week.
(3) There is an increasing need for IT support as our computer labs (G203 and G205) have been expanded.
(4) There is currently insufficient staffing to supervise the open lab scenario in G203. G203 needs to be available on a
regular basis for students to do their on-line Math HW. Without proper supervision, valuable equipment is
misused, broken, and stolen, and inappropriate social behavior has been observed.
(5) To provide our Linear Algebra students with the industry standard software, MATLAB, we recommend
that release time be provided for the development of lab projects based on MATLAB.
Please describe and prioritize any equipment, material, and supply needs.
(1) Our newest computers were installed in Spring 2008 through Measure A funds. Our computers in G201,
G203, and G205 need to be regularly replaced and/or updated. We suggest that this process begin in
Spring 2011.
(2) We have 4 computers on the far wall in G201 that are over 6 years old and severely outdated. These
need to be replaced immediately.
(3) We are anxiously awaiting the smart classroom technology that is being implemented by the District as
we have an increasing number of math teachers who regularly incorporate computer usage and other
technologies into their instruction.
Please describe and prioritize any facilities needs.
Our current needs have been satisfied by recent improvements made possible by Measure A funding
such as:
1. New furniture, cabinetry, and computer work stations in the Math Lab
2. New furniture and 30 new computers in G203.
3. New furniture and 36 new computers in G205.
4. A new part-timer office in G204 with 4 workstations.
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X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
36
Number with SLOs
33
% SLOs/Active Courses
92
Number of courses with SLOs that have been assessed
31
% Assessed/SLOs
94
Describe types of assessment methods you are using
Exam questions are used. In multiple section courses, common exam questions are used, i.e., the same
question is distributed to each instructor teaching one of the sibling sections.
Describe results of your SLO assessment progress
By the end of the semester, we plan to have SLO's written for 100% of the courses in the Mathematics
Department.
XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
1
Number with Program Learning Outcomes
1
Number assessed
0
% Assessed
0
Describe assessment methods you are using
N/A
Describe results of assessment
N/A
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