Sacramento City College
Unit Plans
Completed Spring 2003
Department Name: Mathematics and Statistics
Department Spokesperson: Ron Hatton
Division Dean: David Blackwell
Place an X in the boxes of included elements:
x
Accomplishments
x
Three-Year Plan
x
Action Plan
x
Budget Request
x
Budget Narrative
x
Key Performance Indicators
Mathematics and Statistics Department /Accomplishments 2002 – 2003
#
1a
Action Plan
Offer a variety of course formats.
Goal 1: Productivity
Linkage to
Other
Plans
Year-End Status and Accomplishments
The Math/Stat Department consistently has a full list of course offerings
and full classes. It is common to find up to fifteen students wanting to add
a closed class the first day of school in our core courses. We have added
new sections each year and hired new faculty without a loss of
productivity. We have also added new time formats. Some of our
standard 5 unit 5 day-a-week classes are now being offered in 4, 3 and 2
day-a-week formats. Several of our 4 unit classes now can be taken two
days a week. We are also experimenting with new content formats to
classes. Our Intermediate Algebra course can now be taken in two
semesters similar to our Introductory Algebra course. In general, our
curriculum supports students in their efforts to fulfill requirements or
transfer to other programs. This trend of high productivity could and
should continue in the future if classrooms and staff office space can be
found.
Goal 2: Student Success
2a
Prepare students to successfully complete
the next course in their mathematics
sequence
The Statistics area has shown an improvement in completion rates from
low 50's in 1997 to low 60's in 2000/2001. The Mathematics area has
shown a slight improvement over the save time period. The Mathematics
and Statistics Department curriculum services virtually all of the other
areas of study on this campus. Often students are required to take a series
of math courses containing different degrees of difficulty as a requirement
for other departments. Almost all students attending SCC will, at some
time, take a math class. There are, therefore, the full range of interests,
abilities, and motivations found in each classroom. Although the
standards set in the Department are the same as those set thoughout the
United States, they are not easy standards to meet. Students that are not
motivated or do not have a practical understanding of the effort required
are soon faced with a sobering reality. Some of our upper division college
transfer courses have a completion rate over 70%. One of the reasons for
a difference in completion rates is that the Math/Stat Department has
educational standards to be met. The standards are a challenge for the
broad cross-section of students we service.
Mathematics and Statistics Department / Accomplishments 2002 – 2003
#
Action Item
Meet growing demand for mathematics
and statistics classes
3a
Goal 3: Enrollment Trends
Linkage to
Other
Year-End Status and Accomplishments
Plans
The Department WSCH is between 10% and 12% of the entire school.
Math and Stat figures have increased from 19.3 thousand in 1996 to 21.1
thousand in 2001 and should continue to increase. Our productivity has
generally been above the College average and has been consistently above
the school's target number of 500. There has been a large demand for
classes in the mathematics and statistics department and there will
continue be a large demand in the future.
Goal 4: Curriculum
In efforts to increase course completions,
the department will offer courses in
alternative formats
4a
In general, our curriculum supports a diverse group of students in their
efforts to fulfill requirements or transfer to other programs. We have
added new class formats. Our standard 5 unit 5 day-a-week classes are not
being offered in 4, 3 and 2 day-a-week formats. Several of our 4 unit
classes now can be taken two days a week. We are also experimenting
with new formats to classes. Our Intermediate Algebra course can now be
taken in two semesters similar to our Introductory Algebra course.
Saturday and Sunday courses are offered as well as Saturday and Sunday
tutoring in the Math Lab. On line courses and being considered. Our
transfer courses are aligned with CSU and UC system requirements
Other Accomplishments:
There are two primary conferences held in our area each year. One is the CMCCC conference in Monterey and the other is Math
conference held in Lake Tahoe. Both of these conferences are attended by several members of the department. Not only are
subject matter sessions attended, but new texts and teaching techniques are surveyed. Faculty members return and bring back
materials and ideas to use and share with the rest of the members of the staff.
This coming flex day the SCC Math/Stat Department will hold a Math Day and provide sessions on various math topics for the
district.
One department member has been given a 20% Type B sabbatical leave to work with technology. This leave will both improve
her skills and allow time to share her knowledge with others.
Three-Year Plan
Mathematics and Statistics Department
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
Long Range Plan
Improve department efficiency by centralizing
offices and classrooms.
Study correlation between prerequisite
categories (assessment or passing course(s)) to
student success.
Increase professional growth and social
interaction among the department faculty and
staff.
Improve the department organization by
including committees, lists of members,
reporting, and develop other strategies.
Expand student assistance budget to allow
more flexibility in hiring and to cover specific
gaps in staffing in the Math Lab.
Integrate technology into the mathematics
classrooms and curriculum.
Establish a process for evaluating and
updating software for faculty and classroom
use.
Explore textbook alternatives to provide an
affordable education.
Explore strategies (and track their
effectiveness) to improve course retention and
completion rates.
Research key performance indicators currently
available, investigate expansion to others and
find appropriate applications.
Improve relationships with other departments,
especially Physics, Biology, Economics,
Psychology.
Develop additional support and establish
funding priorities for faculty development
which will include reassigned time for
technology training.
Improve, upgrade, and maintain facilities.
Develop an on-going lecture series for faculty
and advanced students.
Explore use and implementation of
standardization of course finals.
Increase access to mathematics instruction
through distance learning and broaden course
offerings.
Establish a rotational review of curriculum
which includes research and assessment.
Increase the number of Math AA degrees
obtained.
2004-2005
2005-2006
2006-2007
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
x
Mathematics and Statistics Department / Action Plan 2003 – 2004
#
1a
1b
1c
2a
2b
2c
2d
2e
3a
Goal 1: Centralize Offices, Labs, Classrooms
Linkage to
Year-end Status and Accomplishments
Other Plans
Centralize offices and classrooms. We are
developing a plan to reconfigure our current space
so as to centrally locate offices and labs near most
classrooms.
Improve department organization by including
committees, lists of members, reorting, and develop
other strategies.
Establish a process for evaluating and updating
software for faculty and classroom use.
Goal 2: Increase Retention and Success Rates
Study correlation between prerequisite categories
and success
Integrate technology into the mathematics
classrooms and curriculum
Explore textbook alternatives to provide an
affordable education.
Explore strategies and track their effectiveness.
Persist with Research Office, to establish key
performance indicators and expand to others to
validate needs and changes.
Goal 3: Research
Seek external funding through grants or other
avenues
Action Item
Mathematics and Statistics Department Budget Request 2004 - 2005
Line
#
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
Totals
Description
Reconfigure office, lab
and classroom spaces
Professional growth
Student assistance
budget
Technology:
Sympodium
Technology: Software
Technology:
Maintenance
Office Furniture and
Equipment, Desks
Secure storage
Reassigned time
Student Assistants,
Graders
Operating
Budget
Increase
142000
Instruction
Supplies
Computers
Equipment
120000
6400
Furniture
New
Program
Start-up
Marketing
Materials
Remodel
Space
Faculty
Hires
3500
26000
29500
26000
Student
Hires
5000
13000
20000
10400
0
3500
Staff
Hires
30000
0
4000
0
0
800
13000
0
211400
16380
29500
120000
6400
4000
20800
13000
35000
29380
Temp
Hires
Budget Narrative 2004 – 2005
Mathematics and Statistics Department
Line
#
Description
Total
Amount
Priority
Rank
1
Reconfigure office, lab and
classroom spaces
148400
1
2
Professional growth
10400
2
3
Student assistance - lab
18000
3
4
Technology: Sympodium
3500
4
5
Technology: Software
26000
5
6
Technology: Maintenance
30000
6
7
Office Furniture and Equipment,
Desks
4000
7
8
Secure storage
800
8
Justification
Centralize offices and classrooms. We are developing a plan to
reconfigure our current space so as to centrally locate offices and
labs near most classrooms.
Conference funding has been unevenly distributed. We wish to
have an account that we can budget and distribute fairly.
The Math Lab is a vital part of the service we provide our
students. Unfortunately, substantial portions of the budget
depend on student grants that are not funded until September.
This means positions such as clerks and tutors are not filled until
that time. This delay in funding burdens the Math Lab staff
from July through August each year. We need a budget item to
cover this delay in funding.
We were funded for a unit at the end of Spring 2003. There is
already interest by 6 or more faculty to use this technology on a
full time basis, which would require two classroom units.
It has become vital to own course specific software and also to
upgrade existing software. This is intended for faculty and
student use.
As additional technological products are acquired, maintenance
is often beyond the capability of faculty. We wish to share a
technician with another area. (50% position)
Many desks are cracked and mismatched. We would like to
match the desks in each room, and replace damaged desks.
Equipment needs secure storage. Currently, storage is within
cabinets that could easily be pried open or items are sitting on
counters. Remodeling of the part-time faculty office could
provide central and more secure storage.
Budget Narrative 2004 – 2005
Mathematics and Statistics Department
Line
#
Description
Total
Amount
Priority
Rank
9
Reassigned time
13000
9
10
Student Assistants, Graders
16380
10
11
12
13
14
15
Justification
The request for reassigned time for two faculty at .2 FTE each
semester is to insure adequate time for study and upgrading
technology skills. Incorporating technology has become an
essential part of all levels of mathematics courses. We wish to
enhance the existing areas and extend the applications to the
basic skills levels.
Faculty are interested in hiring UCD or CSUS students or others
as assistants and graders. It is beyond the abilities of most
current students to assist in our college level classes. The lack of
obtaining assistance beyond current students makes it difficult to
acquire help.
Key Performance Indictors for Mathematics and Statistics Department
Fall 97
Math
Stat
College
Fall 98
46.74
51.94
65.13
Fall 99
46.42
58.46
64.92
Fall 00
50.49
61.35
67.91
Fall 01
45.82
60.07
63.99
Spring 02
48.16
64.49
65.13
50.3
68.4
Key Performance Indictors for Mathematics and Statistics Department
WSCH
College tot
Math
Stat
Math as % of College
Stat as % of College
Math/Stat Total %
1996
1997
1998
1999
2000
2001
177104
17348
2004
9.79537447
1.13153853
10.926913
183380
20215
2072
11.0235576
1.12989421
12.1534518
185209
17725
1944
9.57026926
1.04962502
10.6198943
213034
17928
2124
8.41555808
0.99702395
9.41258203
211237
18328
2419
8.67651027
1.14515923
9.8216695
217810
18938
2280
8.69473394
1.04678389
9.74151784
Key Performance Indictors for Mathematics and Statistics Department
Productivity
Math
Stat
College tot
1996
1997
1998
1999
2000
2001
542
419
486
598
517
478
539
560
494
527
457
530
523
566
514
516
502
499