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:
Tae-Soon Park
Dean:
Tom Branca
BI Download:
10/07/2010
Dept. Chair:
Tae-Soon Park
Discipline:
MATH
Campus:
Merritt
Mission
The Mathematics Department’s mission is to offer lower division college math
courses needed for the associate in arts and associate in science degrees,
vocational certificates, and transfers to four-year colleges. These courses are
intended as the first two years of college math courses and as such have been
designed to satisfy the general education requirements for graduation as well as
the requirements for transfer. In addition, the department offers remedial courses
covering the math content of high school courses from arithmetic to intermediate
algebra. Mathematics is the language of the sciences and as such these courses
are needed as prerequisite to science courses and student success in general.
Page 1 of 5
II.
Student Data
A. Enrollment
Fall 2008
Fall 2009
Fall 2010
1,185.0
1,167.0
1,086.0
35.0
28.0
23.0
Total FTES
152.28
151.65
138.5
Total FTEF
8.17
6.19
5.28
FTES/FTEF
18.63
24.49
26.24
Enrolled
1,144.0
1,145.0
N/A
Retained
811.0
813.0
% Retained
70.0
71.0
N/A
N/A
1,144.0
600.0
52.0
333.0
29.0
1,145.0
593.0
51.0
332.0
28.0
Census Enrollment (duplicated)
Sections (master sections)
B. Retention
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
4.83
0.2
0.25
5.28
91.47
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
Page 2 of 5
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.
Because of budget situation, Calculus
sequence courses were not offered for a
while for Merritt Students. In the future,
for the curriculum balance and program
completion for AS degree in Math and
to satisfy pre-requisite for science
courses, Calculus sequence courses
should be offered at least once each two
year cycle.
For basic skills classes, current enrollment
figures suggested that the number of scheduled
sections is insufficient to meet the current
demand.
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
Some faculty started using ALEKS to offer
alternatives to traditional math instruction. The
Department will asses the results in the future.
For Arithmetic and Pre-Algebra courses, the
Department may develop new curriculum as
modules to retain more students.
Page 3 of 5
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) To increase retention and success rates in Math courses, particularly basic skills courses, there is
a need to reduce the class enrollment maximum and increase the number of basic skills sections
offered by college. Also, work closely with Counseling Department to offer Study
Skills/Attitude/Learning Resources class.
 2) Offer Calculus sequence courses at least once within each two year cycle
3) Develop self-paced/computer assisted basic skills classes
IX. Needs
Please describe and prioritize any faculty, classified, and student assistant needs.
2 Full time Math faculty, 1.0 Math Lab technician and 6 student assistants for each faculty
Please describe and prioritize any equipment, material, and supply needs.
Slate blackboards, portable projector screens, Nomad projection system, LCD projectors/carts
Please describe and prioritize any facilities needs.
Adequate space and students desks/chairs, supply cabinets, and storage space
Page 4 of 5
X.
Course SLOs and Assessment
Fall 2010
Number of active courses in your discipline
6
Number with SLOs
6
% SLOs/Active Courses
100 %
Number of courses with SLOs that have been assessed
6 in progress
% Assessed/SLOs
100 % by Fall 2010
Describe types of assessment methods you are using
Exam, Unit Test, Quiz, and Final Exam
Describe results of your SLO assessment progress
All math faculty submitted Individual Faculty Assessment plans and we will discuss at the Department
meeting for progress, share ideas for improving students learning.
XI. Program Learning Outcomes and Assessment
Fall 2010
Number of degrees and certificates in your discipline
1
Number with Program Learning Outcomes
3
Number assessed
1
% Assessed
33.3 %
Describe assessment methods you are using
Students' completion rates
Describe results of assessment
Pending
Page 5 of 5