Mathematics 6-Year SLO Assessment Cycle
Where we started…
This was our first cycle of Student Learning Outcome (SLO) assessment. The course SLOs (CSLOs) and assessments were all written during the 2007/2008
academic year and the department began assessing CSLOs during the summer of 2008. The department decided to assess all CSLOs for each course each time
that course was assessed.
Where we are…
MATH GROUPING
PRETRANSFER
MATH 20, 30, 64
RESULTS/REFLECTION
The Math Department’s Pretransfer Committee
(PTC) discusses the pretransfer CSLOs, CSLO
assessments, and CSLO assessment results on a
regular basis. The PTC also examines basic skills
success rates from the state. We found that a very
small percentage of students who began the
pretransfer math series at Math 20 made it through
to transfer level math. CSLO assessment results
indicate that pretransfer math students continue to
struggle with solving various types of equations. For
a detailed list of CSLO results, please view the
TracDat results. The department recognized that
more fulltime faculty with a strong background and
leadership in pretransfer math were needed (see
action item a). The Math SLO Committee
recommended that we review all CSLOs to see if
they were still effective and applicable. The
Department retreat during the Fall 2012 semester
was comprised of Associate and Fulltime Faculty and
we discussed the pretransfer results and
assessments (see action item b). The Math
Department and the PTC researched and discussed
innovative modalities for course instruction and
pathways through pretransfer math (see action
items c, d, e, f, g, and h).
ACTIONS
The same actions were taken for all pretransfer courses.
a. The Math department hired 3 fulltime faculty members who could
demonstrate leadership in pretransfer mathematics—two started
Fall 2011 and the third started in Fall 2013.
b. CSLO assessments were revised effective Spring 2012. The revised
assessments consist of five multiple choice assessment items per
CSLO, for a total of 15 items. CSLOs were revised effective Spring
2013. We also revised the minimum competency level since the new
assessments do not have a 70% score—as there are 5 items per
CSLO, so we set minimum competency as 70% of students score at
least 60%.
c. The Math Department began offering accelerated courses with
embedded tutors during spring 2012.
d. The Math Department began offering hybrid courses during
2012/2013 academic year.
e. The Math Department revised the curriculum for Math 30 and 64,
effective Fall 2014.
f. The Math Department requested funding from the Student Success
committee for a Summer Bridge Program. Funding was approved
and the first Math Summer Bridge was conducted during the
summer of 2014.
g. The Math department requested funding for a computer classroom
during the 2013/2014 program review cycle. Funding was approved
and construction will begin either during spring or summer of 2015.
h. The Math Department is currently developing an alternate pathway
to Statistics.
MATH 103
Though all CSLOs met competency each time, the
department had concerns regarding the length of
time it was taking pretransfer students to progress
to Statistics.
CSLO 3 from the second course, which addresses
measurement, error, and conversion of units did not
meet competency. This result led to the department
having concerns regarding the curriculum and the
need for a lab component for this course.
No action at the transfer level. At the pretransfer level we are developing an
alternate pathway to Statistics.
MATH 115
All CSLOs met competency.
No action taken.
MATH 125
College Algebra—
(deleted effective
Fall 2014)
The Math Department formerly had a
Precalculus/Calculus Committee—we now have two
separate committees for Precalculus and Calculus.
We found that underprepared students were
entering Calculus. There was much discussion about
whether we should develop a STEM Intermediate
Algebra course, require the 3 unit College Algebra
(formerly Math 125) as well as Trigonometry and
Precalculus (formerly Math 130 and 135), or to
revise the three transfer courses, Math 125, 130,
and 135.
The Math Department revised the curriculum. We revised the 3 unit College
Algebra (Math 125) and 3 unit Trigonometry (Math 130) courses and
changed them to Math 126 (Precalculus I) and Math 131 (Precalculus II),
respectively. These two 4 unit courses replace the previous requirement for
Calculus, which was Trigonometry (Math 130) and Precalculus (Math 135).
PREPARATION FOR
CALCULUS
CSLO assessment results indicate that precalculus
students continue to struggle with solving various
types of equations.
The Math Department revised the curriculum. We revised the 3 unit College
Algebra (Math 125) and 3 unit Trigonometry (Math 130) courses and
changed them to Math 126 (Precalculus I) and Math 131 (Precalculus II),
respectively. These two 4 unit courses replace the previous requirement for
Calculus, which was Trigonometry (Math 130) and Precalculus (Math 135).
Math 125 and 130 were deleted effective Fall 2014, and Math 135 will be
deleted effective Spring 2015. CSLOs for the new curriculum were written
during the 2013/2014 academic year.
The Math SLO Committee discussed assessment
results and decided to review the Calculus
assessments.
We revised the assessments during the 2013/2014 academic year.
CONCEPTS AND
STRUCTURES OF
ELEMENTARY
MATHEMATICS I
AND II
The department is in the process of revising the curriculum and adding a lab
component.
MATH 105, 106
MATH 126,
131,130,135
CALCULUS
MATH 150, 150H,
155, 260
MATH 226
The Math SLO Committee discussed the results with
instructors who typically taught Math 226.
The Math Department reassessed in Fall 2012 and competency was met for
CSLO 1 but not CSLO 2. We reassessed again in Fall 2013 and competency
was met for CSLO 2, but not CSLO 1. We need to discuss this course during
the 2014/2015 academic year.
DIFFERENTIAL
EQUATIONS AND
LINEAR ALGEBRA
The Math SLO Committee discussed the CSLO results
with instructors who typically taught Math 265 and
270.
We reassessed in the spring of 2012. Competency was met at that time.
The Math Department has very few graduates, so
we felt that course mapping CSLOs from the Calculus
series would be a better evaluation of how we are
servicing our students who are going on to
Computer Science, Engineering, etc. The PSLO,
which states: Given a function of one or more
variables, apply appropriate techniques to
differentiate and integrate the function, met
competency each time.
We wrote our program SLO (PSLO) in Fall 2011. We mapped the CSLOs in
Math 150, 155, and 260 which related to differentiation and integration to
assess the PSLO. We have assessed our PSLO twice—in the academic years
2011/2012 and 2012/2013. Each time competency was met.
MATH 265, 270
MATH PROGRAM
Where we want to go…
The Math Department plans to request more Lecture Hour Equivalent (LHE) to:
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Compensate for adding the new courses Math 50 and 95, which will provide an alternate pathway to Statistics
Compensate for adding a lab component to the Concepts and Structures for Elementary Mathematics I and II
Address the enrollment demands for Math 150, 155, 260, 265, and 270
The Math Department plans to request additional fulltime faculty

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Given that we have made changes to the pretransfer curriculum and added programs such as the Summer Bridge, we need additional faculty who
demonstrate leadership in pretransfer mathematics
Given the increased enrollment in higher level mathematics we need additional faculty who can teach the breadth of curriculum
The Math Department would like to continue to redesign our assigned classrooms to better utilize innovative technology.
The Math Department plans to request additional classroom space to compensate for our growth and better serve our students.