Mathematics Program Review
2011
1
PROGRAM REVIEW
RIVERSIDE CITY COLLEGE MATHEMATICS DISCIPLINE
ACADEMIC YEAR 2011-2012
A. Mission and Relationship to the College
The Mathematics Discipline at Riverside City College is synonymous with the
Mathematics Department at RCC. The departmental mission statement reads as follows:
The Mathematics Department of Riverside City College empowers a diverse community
of students to develop mathematical potential to meet their academic, professional, and
lifelong learning goals.
The mission of Riverside City College reads as follows:
Riverside City College provides a high-quality, affordable education, including
comprehensive student services, student activities, and community programs, and
empowers and supports a diverse community of learners as they work toward individual
achievement and life-long learning. To help students achieve their goals, the College
offers learning support services, pre-college and transferable courses, and career and
technical programs leading to certificates or associate degrees. Based on a learnercentered philosophy, the College fosters critical thinking, develops information and
communication skills, expands the breadth and application of knowledge, and promotes
community and global awareness.
The Mathematics Department serves the following areas of the College Mission:
Transfer – Courses include Trigonometry, College Algebra, Statistics, Survey of
Mathematics, Discrete Mathematics for Computer Science, Introduction to
Symbolic Logic, Precalculus, Calculus - A Short Course, Calculus I, II, and III,
Differential Equations, Linear Algebra, Mathematica
Basic Skills – Courses include Arithmetic, Pre-Algebra, College Geometry,
Elementary Algebra, Math Modules
Career and Technical Education Programs
 Pre-Algebra is required for Dental Assistant
 Intermediate Algebra and Trigonometry are required for Engineering
Technician
 College Algebra and Trigonometry are required for Engineering
Technology, Calculus – A Short Course and/or Statistics serve as
electives to the Engineering Technology program
 Math is required as a prerequisite to Nursing
Mathematics Program Review
2011
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AA/AS Graduation Requirement – Intermediate Algebra
General Education – Any math course numbered 1 – 49 may fulfill one of the
course requirements for the Language and Rationality (Communication and
Analytical Thinking) requirement
Prerequisites
 Intermediate Algebra is prerequisite for Chem 1A & 1AH
 Elementary Algebra is prerequisite for Chem 2A and 3
 Calculus I is prerequisite for Physics 2A and 4A
 Calculus II is prerequisite for Physics 4B and 4C
 Elementary Algebra is prerequisite for Physics 10
STEM – Courses include Trigonometry, Precalculus, Calculus I, II, and III,
Differential Equations, Linear Algebra, Statistics, Calculus - A Short Course
Department members strive to provide a high-quality learning environment for students,
to exhibit excellence in teaching, and to be responsive to the needs of the student
populations served.
In its 2008 program review, the mathematics discipline district-wide identified seven
goals. These will be listed, discussed, and updated in the “History” section of this
document. Since that time, the College has developed an annual instructional unit
planning process in which each unit develops goals and activities aligned with the
College strategic planning goals and strategies. In its 2011 unit plan, the Mathematics
Department reported on the following aligned goals:
College Goals
Strategies
Student Access and
Support
Our college is an openaccess institution
inviting our diverse
community to the
benefits of higher
education. We are
committed to providing
the support necessary
for student success. We
strive to reduce barriers
to services and
programs.
1. Explore
alternative
enrollment
processes.
2. Ensure
comprehensive
and equitable
services exist
and are part of
Math Dept.
Goals
Investigate
placement
instrument
alternatives to
Accuplacer
(Ongoing)
Activities/Resources/Comments
Committee has been formed and will
be meeting to consider options.
In the April 5th 2011 Riverside Math
Department meeting, faculty agreed to
pilot the Early Assessment Program,
EAP. for only courses with Math 35 as
a prerequisite and for Math 36, with
the Department Chair verifying high
school transcripts for the Geometry
requirement. Thus, the courses listed
are: Math 11, Math 12, Math 5, Math
25, Math 4, and Math 36 (with the
added check).
Continue/expand Funding for SIs and tutors is needed.
use of SIs in
This need is addressed in the Learning
math classes
Support Center Services Resource
(Ongoing)
Requests of the 2011 unit plan.
Mathematics Program Review
2011
institutional
planning.
a. Ensure
learning support
services are
available for all
students (e.g.,
supplemental
instruction,
learning center
tutors)
b. Expand
services in
learning support
and transfer
centers.
c. Promote
outreach to K-12
schools.
4. Develop
clear collegewide criteria for
student
pathways from
basic skills to
goal attainment.
a. Expanding
and improving
instructional
delivery modes
including hybrid
courses, online
courses, shortterm (fast track)
classes, and
align
delivery/timing
of services to
the needs of
students.
b. Develop
innovative
approaches to
basic skills
instruction (e.g.,
learning
communities,
modules, noncredit courses)
3
Continue/expand
tutoring
availability in
MLC (Ongoing)
Participate in
California Math
Science
Partnership
Grant with
Riverside
Unified School
District
(Ongoing)
Utilize data to
modify class
schedule to
include types of
class offerings
that will best
serve students
(Ongoing)
Continue to
offer modules
and to gather
data on their
effectiveness.
(Ongoing)
Develop and
pilot a Prestatistics course
Continue to
participate in
CAP learning
communities.
(Ongoing)
Three RCC faculty members have
committed to working on this grantfunded project. The Pythagoras
Project ended its first year on 31 May
2011. This three-year project
succeeded in providing mathematics
professional development for 80 fifth
through ninth grade teachers from
RUSD. Besides a two-week intensive
training session in August of 2010,
this group met 4 more times between
September 2010 and May 2011 for
additional seminars. Current planning
for the 2nd year is in progress.
Data for distance education offerings
from fall 2009 were discussed in the
April 20, 2010 department meeting.
As a result, the number of online
offerings for fall 2010 was not
increased from fall 2009. As a result
of further analyses of retention and
successful completion data, the
number of hybrid courses for fall 2011
was reduced from 8 (fall 2010
number) to 1. The 7 courses were
converted to face-to-face courses.
Mathematics Program Review
2011
c. Ensure that
basic skills has a
comprehensive
focus and is
integrated into
the general
curriculum.
d. Increase
transfer
awareness,
readiness, and
rates.
5. Develop
student
engagement
centers.
Responsiveness to
Community
Riverside City College
is deeply committed to
its role as a community
resource and to meeting
community
expectations. The
college actively pursues
partnerships between
our educational and
business partners. We
also play a role in
promoting community
service and civic
responsibilities.
Culture of Innovation
RCC is committed to
being an innovative
4
Increase number Utilize STEM grant funding for
of transfers to
tutoring, counseling, field trips, and
local universities transfer workshops
Continue to
provide faculty
involvement,
mentoring, and
tutoring in the
STEM Center.
(Ongoing)
8. Promote
Assess all math
learning and
courses and use
effective
data for
teaching through improvement.
ongoing
(Ongoing)
identification of
and assessment
of student
learning
outcomes.
3. Maintain and Encourage
strengthen ties
faculty to
with
participate in
communityprograms such
based
as the Youth
organizations
Education
Motivation
Program
(YEMP)
(Ongoing)
1. Develop a
comprehensive
professional
Funding is needed for associate
faculty who participate in rubric-based
common final scoring sessions.
Continue with
Funding is needed for associate
Math Days and
faculty who participate in Math Days.
other technology
Mathematics Program Review
2011
institution working to
improve teaching and
learning and student
support services through
the effective delivery
and use of technology
and by expansion and
modernization of our
learning environments.
development
plan
a. Provide
training for
faculty in
multiple
modalities of
teaching
inclusive of the
use of
technology
5
trainings.
(Ongoing)
The above goals will be discussed further in Section I.
B. History
In the 2008 program review, the district-wide discipline identified the following seven
goals:
1) Riverside math faculty will hold a workshop for the discipline on rubric development
and assessment.
2) Discipline members will continue assessment work, focusing on the use of embedded
common test questions and item analyses.
3) Discipline members will develop SLOs for STEM, non-STEM, and developmental
areas.
4) Discipline members will pilot proctored testing for online classes.
5) Discipline members will continue to explore an alternative course for Intermediate
Algebra as the AA degree requirements change; explorations into offering Intermediate
Algebra in other modalities are underway.
6) Discipline members will continue to improve success and retention for developmental
courses. The discipline would like to perform additional research on persistence in the
developmental sequence, including investigating the effects of adding prerequisites and
of using supplemental instruction, classroom assistants, and tutorial services.
7) Discipline members will review upper-level course offerings among the three
campuses.
The following table gives the status of each goal:
Goal
1. Riverside math faculty will hold a
workshop for the discipline on rubric
development and assessment.
2. Discipline members will continue
assessment work, focusing on the use
Status
1. Riverside Math Faculty developed a
rubric for scoring problems (see Appendix
A). Faculty discuss and share assessment
results at Math Days that are typically
held at the beginning of the fall and spring
semesters.
2. The Riverside Math Department has
been very active in the area of outcomes
Mathematics Program Review
2011
of embedded common test questions
and item analyses.
3. Discipline members will develop
SLOs for STEM, non-STEM, and
developmental areas.
4. Discipline members will pilot
proctored testing for online classes.
5. Discipline members will continue to
explore an alternative course for
Intermediate Algebra as the AA degree
requirements change; explorations into
offering Intermediate Algebra in other
modalities are underway.
6. Discipline members will continue to
improve success and retention for
developmental courses. The discipline
would like to perform additional
research on persistence in the
developmental sequence, including
investigating the effects of adding
prerequisites and of using supplemental
instruction, classroom assistants, and
tutorial services.
6
assessment. Assessment work will be
discussed in Section E of this document.
3. This project did not occur. Instead,
Riverside faculty have worked on
developing a math major and the
outcomes for the major.
4. In fall 2008, the Riverside math faculty
successfully piloted proctored testing for
online classes. The department currently
requires that for all online classes one
midterm and final be proctored. The Math
Learning Center has been the location for
the proctored tests. The department will
be piloting in fall 2011 an online course in
which the students will meet on specified
dates for an orientation and for testing.
5. The discipline explored designing
alternative courses equivalent to Math 35
and chose not to pursue this goal at this
time. Intermediate Algebra is currently
offered in traditional, hybrid, and online
formats.
6. Math Department faculty worked with
the Academic Support Office to perform
research on the effects of supplemental
instruction and of working with study
group leaders on student success and
retention. For most math courses both
supplemental instruction and working
with study group leaders had a positive
effect on retention and success. Detailed
results are in Appendix B. Department
faculty worked with Institutional Research
to study persistence in mathematics for
students starting 4, 3, 2, and 1 level(s)
below transferable math. See Section C
for these data. One outcome of this
research was to develop a Pre-statistics
course which will lessen possible exit
points for students placing below statistics
on the College’s math placement test. A
further study was conducted on the
success of the mathematics modules.
Results are in Appendix C. Generally, the
Math 90A-90F program positively
impacted student success. However,
generalizations from the results of this
study may be constrained due to the
Mathematics Program Review
2011
7. Discipline members will review
upper-level course offerings among the
three campuses.
7
sample size. Due to section cuts, the
department will be offering fewer Math
63 and 64 sections and serving more
students in the Math 90 modules sections.
7. The discipline district-wide has not had
a great deal of coordination on course
offerings. However, at Riverside, due in
part to the new scheduling grid, the
department has been working closely with
the Physical Sciences, Life Sciences, and
Chemistry Departments to schedule
classes in ways that best serve students.
The Riverside Math Department has
begun to offer Multivariate Calculus and
Differential Equations in the evenings
during the fall and spring semesters,
respectively.
Since the 2008 program review, the Riverside Mathematics Department has completed
many activities and projects which are highlighted below. In particular, the Department
has been highly involved in four major grants, worked on a statewide effort to develop a
mathematics major, and developed curriculum innovations, programs, and services to
help students be successful.
STEM
Mathematics Department faculty participated in the Riverside STEM grants in various
roles. Several math faculty served as directors of the grant project. Other math faculty
tutored students in the STEM center and participated in curriculum alignment projects
with four-year institutions.
Pythagoras Project
The Pythagoras Project, a California Math Science Partnership grant funded for 3 years
by the California Department of Education, finished its first year on 30 June 2011. A
partnership between RCC, UCR, and RUSD, the project provided 60 hours of
intensive/interactive mathematics professional development to 75 RUSD 5th through 9th
grade teachers. The insertion of a practicum and peer/Institution of Higher Education
faculty reflection and review of best practices continues to be its most powerful
components toward measuring increased content knowledge and encouraging
experimentation with new pedagogical styles. Three members of the RCC Math
Department support this project.
CLIP/Completion Counts
Riverside City College (RCC) and the City of Riverside have been awarded a
Communities Learning in Partnership (CLIP) grant from the Bill and Melinda Gates
Foundation to fund innovative proposals to improve student access to and success in
college. The name of the program designated to implement the grant is Completion
Counts. Faculty from the math departments at Alvord Unified School District, Riverside
Unified School District, and RCC have been working on aligning curriculum and
Mathematics Program Review
2011
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expectations so that high school teachers can offer a math class that better prepares
students for college level math work and ease the transition into becoming successful
RCC students. The expectation is that a better prepared student will need less time in
completing a degree’s requirements and more likely will finish the degree.
Jump Start
The department has participated for three summers in the Jump Start program. Jump
Start helps students review basic skills quickly and allows them the possibility to place
into higher-level classes.
Expansion of Math Learning Center (MLC) Services
In fall 2009, ILA 800, a non-credit supervised tutoring course, replaced Math 96 and
Math 97, the Math Center Practicums. Through ILA 800, students are able to schedule
30-minute tutoring appointments (up to three times a week) with a math faculty member.
Since the last comprehensive program review, the math department has developed
Directed Learning Activities (DLAs) for students to practice and receive assistance on
particular concepts. The MLC has also implemented proctored tutoring services for
online and hybrid math classes.
Transfer Model Curriculum
SB 1440 requires a community college district to grant an associate degree for transfer to
a student in that student’s field of study once a student has met degree and transfer
requirements for a particular major. Upon completion of the transfer associate degree, the
student is eligible for transfer with junior standing into the California State University
(CSU) system. A department member has been highly involved in statewide efforts to
develop a Transfer Model Curriculum for mathematics.
Early Assessment Program
The Early Assessment Program (EAP) is a collaborative effort among the State Board of
Education (SBE), the California Department of Education (CDE) and the California State
University (CSU). The program was established to provide opportunities for students to
measure their readiness for college-level English and mathematics in their junior year of
high school, and to facilitate opportunities for them to improve their skills during their
senior year. The Riverside Mathematics Department has agreed to pilot the use of EAP
scores for student placement in fall 2011. Students who are college-ready according to
the EAP will be allowed to enroll in the following math courses: 4, 5, 11, 12, and 25.
Students can also enroll in Math 36 upon verification that the student has successfully
completed geometry in high school.
Pre-Statistics
Across the U.S. students placing at remedial levels of mathematics are failing to reach
college level mathematics courses. Indeed, students who place three or more levels
below a college transferable math class have only a 10% chance of ever passing a
“gatekeeper” course (Bailey, Jeong, and Cho, Referral, Enrollment, and Completion in
Developmental Education Sequences in Community Colleges (CCRC Working Paper No.
15), 2008).
The problem seems to lie in the number of exit and entrance points along the prerequisite
path. At each point, the likelihood that successful students do not enroll in the next
Mathematics Program Review
2011
9
course in the sequence needs to be factored in, causing a multiplier effect that lowers the
chances of students successfully reaching college level. Data from the Riverside
Community College District (Fall 2006 to Spring 2010) support the national findings and
can be found in Section C.
One proposed solution to the leaky prerequisite pipeline is “accelerated remediation”.
This term has many meanings, but one that the mathematics discipline at RCCD has
focused on is an intensive pre-requisite course that is being designed to offer “just in
time” learning for concepts that students will need to successfully complete a collegelevel statistics course. This course will mirror one that was developed by professor Myra
Snell at Los Medanos College in California. Data collected by Snell showed students
completing Pre-statistics rather than the standard prerequisite path succeeding at higher
rates in Statistics.
Using topics such as exploratory data analysis, data collection, numeracy, algebraic
reasoning, mathematical modeling with functions and density curves, and graphical
reasoning, a new six-unit course will be developed having no required pre-requisite
course. Three district math faculty, two from Riverside and one from Moreno Valley will
participate in a six-month community of practice with faculty from twenty-two other
California Community Colleges to develop a course outline and learning activities for
this course. One section of this course will be piloted at Riverside City College during
the spring 2012 semester. Institutional Research will assist in recruiting a stratified
sample of students placing at various math levels for participation in this pilot. Results of
the pilot will be analyzed and used in making decisions on continuing and/or expanding
other such course offerings.
All of the grant and curriculum work, participation in programs such as Jump Start and
Early Assessment, and expansion of math learning center services are focused towards
improving student access, successful completion, retention, and persistence. Institutional
data are tracked for these projects and are discussed by faculty on a regular basis in
efforts to identify ways to better achieve student learning.
Mathematics Program Review
2011
10
C. Data and Environmental Scan
The department reviewed retention and successful completion data for all courses and all
primary terms from 2008 to 2010. These data are given in the tables below.
RETENTION Percents
Sp08
F08
Sp09
F09
Sp10
F10
MAT-10
80.15
70.94
77.44
72.46
71.35
82.02
MAT-11
64.35
69.92
74.47
60.25
74.31
61.99
MAT-12 &12H
68.29
75.56
*65.66
79.69
*71.19
79.61
MAT-1A
71.72
78.07
76.11
76.12
75.19
77.33
MAT-1B
85.42
76.54
69.66
60.92
73.68
87.5
MAT-1C
95.45
85.71
80
72.73
79.55
92.11
MAT-2
88.89
78.26
80.95
90.24
97.06
78.95
MAT-25
91.89
86.05
MAT-3
94.44
80.95
MAT-32
100
100
MAT-35
73.28
77.26
74.44
MAT-36
85.23
78.40
MAT-5
74.39
MAT-52
88.89
61.29
79.41
50
100
78.19
69.32
75.93
69.32
76.54
78.41
72.86
75
76.47
67.86
78.79
73.63
68.79
79.6
75.26
76.71
70.98
68.92
MAT-53
60.20
77.36
74.75
79.25
73.54
78.13
MAT-63
69.09
74.73
65.79
78.5
82.27
79.81
MAT-64
79.11
76.67
82.56
86.01
79.5
90.32
MAT-65
68.70
81.22
87.18
85.71
68.57
82.23
MAT-90A
76.32
76
79.82
80
69.31
83.21
MAT-90B
92.31
93.75
90.54
88.41
84.91
86.54
MAT-90C
100
91.89
80
97.73
78.85
87.5
MAT-90D
86.36
75.68
86.96
75
90
77.55
MAT-90E
100
94.74
100
95
95.24
90
MAT-90F
90
100
81.25
94.12
94.44
81.82
OVERALL
72.85
78.11
75.61
76.78
73.37
75.45
* Includes one section of Math 12H
Mathematics Program Review
2011
11
SUCCESS Percents
Sp08
F08
Sp09
F09
Sp10
F10
MAT-10
51.91
50.43
55.49
48.5
42.16
60.67
MAT-11
48.09
50.39
52.13
38.52
56.35
38.74
MAT-12 &12H
55.75
55.95
*43.37
60
*51
59.87
MAT-1A
60.61
64.91
60.18
59.7
48.06
51.33
MAT-1B
65.63
44.44
60.67
42.53
52.63
75
MAT-1C
86.36
67.86
62.86
68.18
65.91
80.26
MAT-2
66.67
60.87
66.67
75.61
82.35
52.63
MAT-25
83.78
76.74
MAT-3
83.33
66.67
MAT-32
100
100
MAT-35
45.46
49.39
44.35
MAT-36
58.39
59.88
MAT-5
56.10
MAT-52
63.89
35.48
38.24
33.33
100
50.47
36.19
42.16
46.59
48.04
61.23
53.27
51.79
63.24
50
47.47
45.05
36.52
38.18
44.70
39.43
41.5
32.03
MAT-53
34.69
54.34
55.45
61.79
44.97
65.63
MAT-63
38.18
41.03
36.47
40.65
51.82
31.25
MAT-64
52.44
48.33
48.45
58.04
51.05
63.87
MAT-65
50.43
55.10
58.12
46.15
46.67
54.13
MAT-90A
34.21
52
50.46
43.2
42.57
32.12
MAT-90B
46.15
50
44.59
59.42
45.28
38.46
MAT-90C
58.33
40.54
40
36.36
34.62
25
MAT-90D
68.18
62.16
73.91
55.56
73.33
46.94
MAT-90E
73.33
84.21
76.47
65
80.95
50
MAT-90F
60
73.68
68.75
76.47
88.89
48.48
OVERALL
47.09
48.58
48.39
47.66
45.78
44.42
* Includes one section of Math 12H
Mathematics Program Review
2011
12
Of major concern to the Mathematics Department is to identify ways to increase the
success rates of students. The department plans to focus on this area during the 2011-12
academic year in part by holding “brown bag” lunch sessions for faculty to have an
opportunity to discuss student success.
The Math 90 series appears to be producing higher success rates for developmental
students with its self-paced modular curriculum and no gap approach, but the numbers of
students taking these courses are still fairly low and it is difficult to make a generalized
statement. Results of a study conducted on the success of the mathematics modules are
in Appendix C. Generally, the Math 90A-90F program positively impacted student
success. However, generalizations from the results of this study may be constrained due
to the sample size. Due to section cuts, in fall 2011 the department will be offering fewer
Math 63 and 64 sections and serving more students in the Math 90 modules sections.
The department is also concerned about persistence. The table below illustrates the very
leaky math pipeline at RCCD. For example, when 761 students started in Math 63, of the
331 who successfully completed the course, only 126 continued to Math 64. Of those
126 students, 101 were successful in Math 64 and of those 101, 65 continued to Math 52.
Of those 65 students, 50 were successful in Math 52 and of those 50, 24 continued to
Math 35. Of those 24, 17 were successful in Math 35. Finally, of those 17 students, only
7 continued to college-level math, with only 6 of those being successful. The department
is working on a project to alleviate this problem and to reduce the number of possible exit
points for students through the Pre-statistics course development and pilot (see Section B
above).
Success
Successful/ No
Progress
NonSuccess
Total
MAT-63
331
430
0
761
MAT-64
101
25
205
126
MAT-52
50
15
36
65
MAT-53/35
17
7
26
24
6
1
10
7
CL
Success
NonSuccess
Successful/No Progress
MAT-64
44
45
MAT-52
89
17
6
21
23
MAT-53/35
6
2
9
8
CL
3
2
1
5
Success
NonSuccess
Successful /No Progress
MAT-52
627
557
MAT-53/35
173
60
394
233
77
18
78
95
CL
Success
MAT-53/35
NonSuccess
901
1184
Successful/ No Progress
426
1327
Mathematics Program Review
2011
CL
339
13
69
493
408
In the department, the percentage of developmental courses taught is approximately 70%.
The percentage of STEM courses is approximately 20%. The department clearly
recognizes the need to serve students in developmental math courses but also desires to
continue and enhance its excellent program for students majoring in mathematics,
science, engineering, and other technological fields.
In the Math Department, the WSCH/FTEF was 623.5 for fall 2008, 750.7 for fall 2009,
and 716.6 for fall 2010. Overall, the math discipline is very efficient.
The Math Department is doing a very good job of serving students, the College, and the
District. The department bases this judgment on the large number of students served and
on the successful completion, retention, and efficiency data. As detailed throughout this
self-study, the department is constantly seeking new ways to offer classes and improve
student learning. The department has implemented prerequisites to enhance student
success and has added courses and various modes of offering courses to better serve
students’ needs. During the 2011-12 year, the department will focus on student success
and persistence issues.
Mathematics Program Review
2011
14
D. Programs & Curriculum
The areas of the College Mission served by the Mathematics Department are outlined in
Section A. The Mathematics discipline provides course sequences to meet the needs of
developmental mathematics students (Arithmetic – Pre-algebra – Elementary Algebra –
Geometry - Intermediate Algebra). The discipline provides courses for the non-science
major transfer student (Statistics, College Algebra, Finite Mathematics, A Survey of
Mathematics, and Calculus, A Short Course). The discipline also provides courses for
students planning to transfer with majors in mathematics, sciences, or engineering
(Trigonometry, Precalculus, Calculus I, II, and III, Differential Equations, and Linear
Algebra). The discipline utilizes modules for Workforce Preparation students.
Elementary Arithmetic serves the needs of those students planning to enter the Nursing
program.
Since the last discipline program review, the mathematics discipline has implemented the
following curriculum changes:
 In fall 2009, ILA 800, a non-credit supervised tutoring course, replaced
Math 96 (Math Center Practicum - .5 unit) and Math 97 (Math Center
Practicum – 1 unit)
 Math 98 – Academic Excellence Seminar– no longer has a co-requisite of
enrollment in First-year Experience. The course may now be used in
conjunction with various special programs (e.g., Jump Start).
 Math 6 – Discrete Mathematics for Computer Science - was developed by
the Computer Science Discipline with input from the Mathematics
Department. The course is offered jointly with the Computer Science
discipline.
 Math 52 was modified from a status of “Degree Credit” to “Non-degree
Credit”
While there have been few curricular changes in mathematics since the last
comprehensive program review, there have been scheduling changes and section cuts that
have drastically impacted the ability of RCC students to enroll in needed courses.
In particular, the Math Department has experienced significant section cuts as detailed
below:
 Summer 2009 cuts:
1 Math 11, 1 Math 35, 1 Math 52, 1 Math 64 for a total of 16 units
 Fall 2009 cuts:
3 Math 11, 2 Math 12, 4 Math 35, 2 Math 52, 1 Math 53, 4 Math 63,
1 Math 64, 2 Math 65 for a total of 74 units
 Winter 2010
2 Math 11, 1 Math 12, 4 Math 35, 2 Math 52, 1 Math 63, 1 Math 64 for a
total of 45 units
 Spring 2010
2 Math 11, 1 Math 12, 5 Math 35, 4 Math 52, 1 Math 53, 1 Math 63,
1 Math 64, 1 Math 90A, 1 Math 90B, 1 Math 90C for a total of 64 units
 Summer 2010
Mathematics Program Review
2011



15
1 Math 11, 1 Math 35, 2 Math 52, 1 Math 53, 1 Math 65, 1 Math 90D,
1 Math 90E, 1 Math 90F for a total of 28 units
Fall 2010
1 Math 90A, 1 Math 90B, 1 Math 90C for a total of 3 units
Summer 2011
2 Math 63, 1 Math 52, 2 Math 35, 1 Math 12 for a total of 23 units
Fall 2011
3 Math 63, 3 Math 64, 5 Math 35 for a total of 43 units
For Fall 2010, 1898 students were on waitlists for Mathematics courses. There were 816
students on the Math 35 – Intermediate Algebra waitlist, 262 students on the Math 52 –
Elementary Algebra waitlist, and 344 on the waitlists for Math 63 - Arithmetic, Math 64
– Prealgebra, and Math 65 – Arithmetic and Prealgebra.
For Fall 2011, the department has added sections of the Math 90s to serve students who
would have enrolled in Math 63/64. The department will be monitoring the retention and
successful completion for students enrolled in these courses.
All mathematics course outlines are undergoing revision during fall 2011 as indicated in
the table below.
Course
1A
1B
1C
2
3
4
5
6
7
10
11
12
12H
25
32
35
36
52
53
63
64
65
90A
90B
Title
Calculus I
Calculus II
Calculus III
Differential Equations
Linear Algebra
Finite Math
Calculus, A Short Course
Discrete Math for Comp Sci
Mathematica
Precalculus
College Algebra
Statistics
Honors Statistics
A Survey of Mathematics
Introduction to Symbolic Logic
Intermediate Algebra
Trigonometry
Elementary Algebra
College Geometry
Arithmetic
Pre-Algebra
Arithmetic & Pre-Algebra
Whole Numb and Intro to Fract
Fractions and Intro to Dec
Last COR
Update
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Spring 2010
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Mathematics Program Review
2011
90C
90D
90E
90F
Decimals
Integers and an Intro to Var
Real Numbers and Intro to Alg
Algebraic Expressions & Eq
16
Fall 2011
Fall 2011
Fall 2011
Fall 2011
Through the use of a computerized placement test, Accuplacer, and multiple measures,
prerequisites and mandatory placement have been implemented for most courses in the
Mathematics discipline. In cooperation with the Office of Matriculation and the Office of
Institutional Research, course placements are validated on an every-other-year cycle.
The Mathematics Discipline district-wide completed a content review of the Accuplacer
tests for arithmetic, algebra, and college-level placements. This project is on hold at the
moment as the college is considering other options for math placement testing.
As stated in Section B, the Mathematics Department has agreed to pilot the use of the
Early Assessment Program (EAP) scores for student placement in fall 2011. Students
who are college-ready according to the EAP will be allowed to enroll in the following
math courses: 4, 5, 11, 12, and 25. Students can also enroll in Math 36 upon verification
that the student has successfully completed geometry in high school. In cooperation with
the Office of Institutional Research, data will be collected and analyzed regarding the
retention and success of students placed using the EAP.
E. Student Outcomes Assessment
Assessment data have been collected for student learning outcomes in all mathematics
courses offered in the years since the last comprehensive program review. For most
courses, the data have been uses to improve teaching and learning and the assessment
cycle is ongoing.
As a part of the Elementary Algebra redesign project, an elaborate assessment plan was
designed and implemented for Math 52. This assessment project has been ongoing since
2000. Data for analysis of student learning outcomes are gathered via administration of a
common final. The common final originally consisted of 45 multiple-choice questions.
The number of multiple-choice questions was reduced to 42 and 8 open-ended questions
were added to the exam for fall 2009. During winter 2010, the Developmental Math
Committee spearheaded an assessment project in which instructors met, developed a
scoring rubric, and re-graded the open-ended questions. Two faculty members scored
each student’s paper. Several problem areas were identified: solving the linear
inequality, solving the rational equation, and solving the quadratic equation. Discussions
of the problem areas occurred, particularly about the level of the questions and what
concepts are really being tested. Slight changes were made to the questions.
After its work with the Elementary Algebra common final, the Mathematics Department
chose to develop common finals for Arithmetic, Pre-algebra, and Intermediate Algebra.
These finals are mandatory for Elementary Algebra and Arithmetic and optional for Prealgebra and Intermediate Algebra.
Mathematics Program Review
2011
17
In spring 2007, the Developmental Math Committee devised an assessment project for
intermediate algebra that involved embedding open-ended questions into instructors’
final exams. Several instructors utilized the embedded questions in their final exams
during spring 2007. During the summer, these instructors met, developed a scoring
rubric, and re-graded the open-ended questions. Two faculty members scored each
student’s paper. Two areas were clearly problem ones for students: solving logarithmic
equations and solving rational inequalities. Graphing parabolas was also an area with
mixed results. Faculty members planned to place more emphasis on these topics in future
semesters and reassess.
In fall 2007, the Developmental Math Committee began item analyses of exams for
arithmetic, pre-algebra, and elementary algebra. These analyses were for all class exams,
not just finals. Faculty members were able to obtain a much more detailed view of
performance on very specific outcomes. For example, two major problem areas were
identified for pre-algebra: finding the GCF of numbers by prime factorizations and
factoring out the GCF of terms from a polynomial. Faculty members used these analyses
to determine if the exam questions were poor ones or if students needed more practice in
a given area. If it was deemed that students needed more practice, additional problems
were included the following semester and instructors incorporated more spiraling in the
homework and quizzes. When averages were very high for particular items, faculty
members discuss the difficulty of the questions to determine if the question(s) were too
easy or if students were indeed mastering this concept well. If students were learning
concepts well, perhaps teaching techniques for these topics are applicable in other areas.
In its 2008 comprehensive program review, the discipline stated that it would like to
expand the use of item analyses and embedded questions in its developmental courses
and assess SLOs in other courses, such as statistics and calculus. This has indeed
occurred in the Riverside Mathematics Department for Math 12 and Math 1A. In fall
2010, for Math 12 – Statistics, three faculty members developed 16 multiple-choice
questions to embed in their finals. Results showed that the area most needing
improvement is constructing and interpreting confidence intervals. In fall 2010, a
Calculus Committee was formed and common open-ended questions were developed for
assessing SLOs in Math 1A – Calculus 1. A pre-test and embedded common final
questions have also been developed and utilized for assessment of Geometry.
In other courses, individual instructors have developed assessment tools and assessed
SLOs. As a result of these assessments, instructors have altered teaching materials,
course timelines, and questions utilized in assessments. Over the next four years covered
by this program review, the department will work on making these assessments more
course-based rather than individual section-based whenever possible.
The Math Department has developed clear cycles for course assessment. These are
included in Appendix D.
Mathematics Program Review
2011
18
The Math Department’s assessment efforts respond to RCC’s strategy: Promote learning
and effective teaching through ongoing identification of and assessment of student
learning outcomes. All of the assessment work is geared towards analyzing and
improving student performance on course SLOs. In addition, the comparisons of
redesigned and traditional course types respond to the college goal of increasing student
access. The redesigned courses have the ability to serve more students. Redesigned class
sizes can be larger than traditional classes and classrooms are freed for other sections as
part of the class time for redesigned courses is spent in the Math Learning Center.
Finally, all of the Math Department’s assessment efforts strive for increased course
retention, successful completion, and term-to-term persistence by analyzing which course
modalities work well for students and determining ways to improve course methods.
F. Collaboration with Other Units
The Mathematics Department is very involved in collaborative projects with other units.
As mentioned earlier in this report, the Mathematics Department has worked and
continues to work closely with the Office of Institutional Research on issues of
placement. The Mathematics Department collaborates with the Academic Support unit
on the staffing of supplemental instruction, learning communities, and summer bridge
programs. The following projects/activities have involved collaboration with other
disciplines and/or units:
1) Jump Start – Academic Support
2) Community for Academic Progress (CAP) – Academic Support
3) Logic Course – Philosophy
4) Puente Intermediate Algebra – Counseling
5) Honors Statistics – Honors Program
6) Discrete Math – Computer Science
The Mathematics Department has supported the efforts of the Workforce Development
Program by providing mathematics modules for instruction in basic mathematics.
G. Outreach
In addition to collaborating with other units within RCC, the Mathematics Department
collaborates with other educational institutions and the community. As discussed in
Section B, the department has collaborated on curricular issues with UCR, Cal Poly
Pomona, and CSUSB through STEM grants. The department is participating the
California Math Science Partnership grant with Riverside Unified School District. In the
grant’s first year, three RCC math faculty members provided mathematics professional
development workshops to 80 fifth through ninth grade RUSD teachers. The department
is participating in the Gates Foundation Communities Learning in Partnership (CLIP)
grant to increase the area’s college graduation rates. In addition to RCC, participants
include the City of Riverside, Alvord Unified School District, Riverside Unified School
District, the University of California at Riverside, the Riverside County Office of
Education, the Greater Riverside Chambers of Commerce, Riverside County, and The
Community Foundation.
Mathematics Program Review
2011
19
Department members have participated in the Youth Education Motivation Program
(YEMP), visiting middle schools to encourage students to pursue their education.
Department members have also participating in the Women in Mathematics and Science
day at RCC, encouraging high school girls to consider and pursue degrees and careers in
math and science-related fields.
Through the Moreno Valley Grants and College Support Programs Title V & STEM, a
Riverside math faculty member participated as a mentor for a faculty intern.
Department members participated in CALPASS, which is a data-sharing consortium
among various high schools, community colleges, and four-year institutions in the area.
CALPASS also studies alignment of curriculum among high schools and higher
education institutions.
The department is active in statewide affairs affecting mathematics, such as the
development of the Transfer Model Curriculum for Mathematics.
H. Resources
The most pressing needs for the Riverside Mathematics Department are additional fulltime faculty and improvements for the Math Learning Center (MLC).
As detailed in the Riverside Mathematics Department’s May 2011 Annual Instructional
Unit Plan, for fall 2010, the full-time contract load was 11.74 FTEF, the full-time
overload was 5.52 FTEF, and the part-time load was 17.33 FTEF. All combined, the
department’s FTEF was 34.59, differing by 0.05 FTEF from fall 2009. The part-time
load (including full-time overload) was 22.85 FTEF, making up 66.06% of the FTEF.
Only 33.94% of math courses were taught by full-time faculty as part of their contract
load. The percentages are shown in the tables below. During spring 2011, the
department had approximately 3.4 FTEF of reassigned time. (1.0 for Department Chair
duties, .4 for MLC coordination, .6 for MLC lead instructor, 1.0 for STEM CCRAA
Director, and 0.4 for accreditation/assessment college-wide assignment). About 72% of
course offerings (96 out of 133 sections) are pre-collegiate; when headcount is used as
the measure, 71.5% of the students (3990 out of 5579) are enrolled in pre-collegiate
classes. The department expects the demand for these courses to increase and expects
enrollments in college-level courses to remain constant or increase. The department’s
WSCH/FTEF for fall 2010 was 716.59 (down from 750.70 in fall 2009), well above 525.
In fall 2010, the department served 5579 students, up 124 students from fall 2009. The
fall 2010 number does not include the math ILA 800 which accounted for 370 students.
The increasing demand for math faculty to participate in grant activities, college-wide
initiatives, and special programs also provides justification for the need for more fulltime faculty.
Mathematics Program Review
2011
20
RCC Mathematics Department Percent of FTEF
of FT and PT Load
Percent FTEF
60.0%
50.0%
40.0%
30.0%
20.0%
10.0%
0.0%
Fall 2005 Fall 2006 Fall 2007 Fall 2008 Fall 2009 Fall 2010
FT
45.0%
47.6%
46.9%
48.6%
48.3%
49.9%
PT
55.0%
52.4%
53.1%
51.4%
51.7%
50.1%
Semester
FT
PT
Mathematics Program Review
2011
21
RCC Mathematics Department Percent of
FTEF of FT Contract Load and of PT/FT
Overload
Percent FTEF
80.0%
60.0%
40.0%
20.0%
0.0%
FT Contract
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
37.9% 43.5% 35.1% 36.8% 36.9% 33.9%
PT & FT Overload 62.1% 56.5% 64.9% 63.2% 63.1% 66.1%
Semester
FT Contract
PT & FT Overload
Mathematics Program Review
2011
22
RCC Mathematics Department Total FTEF
45.00
40.00
35.00
FTEF
30.00
25.00
20.00
15.00
10.00
5.00
0.00
Fall
2005
Fall
2006
Fall
2007
Fall
2008
Fall
2009
Fall
2010
Total FTEF 34.55
34.37
37.70
41.58
34.54
34.59
Semester
Total FTEF
Mathematics Program Review
2011
23
The Math Learning Center has expanded services and needs continue to grow with the
implementation of ILA 800 and proctored testing for online classes. The services, such as
tutoring, access to technology, and supplemental instruction, offered through the MLC
promote student access, success, and retention. Currently the MLC budget is not
sufficient to hire needed Tutors and a Receptionist. The total operating budget for the
MLC in 2011-2012 is projected at $62,000. With a current budget of only $26,000, the
MLC can afford only to operate in its testing and data capacity, which means only Office
Assistants will be hired. There will be no money to hire tutors or receptionists. The login terminal must be monitored by a receptionist according to District policy. Due to the
budget shortfall, the MLC has had to make changes for fall 2011. The MLC is open from
9-6pm Monday through Thursday, 9-3pm on Fridays and only offers tutoring from study
group leaders from 9-2pm Monday through Thursday. Thus, there are no study group
leaders from 2-6pm Monday through Thursday and all day Fridays. The MLC used to
receive financial assistance from both the STEM grant and the Basic Skills Fund.
However, the STEM grant has ended and the Basic Skills Fund has depleted. The
challenge that the MLC is currently facing is the lack of funding and unless it is properly
funded, the MLC will not be able to provide adequate services to RCC math students of
all levels. Details of the MLC needs are given in the Riverside Mathematics
Department’s May 2011 Annual Instructional Unit Plan.
The department learned in fall 2011 that ILA 800 would not be offered in winter 2012,
essentially closing down the MLC for that session. ILA 800 will be offered in spring
2012 but in a reduced capacity, again limiting the ability for the department to serve its
students.
As mentioned in Section D, the department is increasing its Math 90s modules offerings
in lieu of sections of Math 63 and Math 64. Currently, there is not enough funding for
Classroom Assistants for the Math 90s. The Math 90 courses cannot survive without
Classroom Assistants. The model is too dynamic. These courses are self-paced, openentry/open-exit and web-enhanced. With the cancellations of Math 63 and 64 sections,
the number of students to be served is expected to increase dramatically. Classroom
Assistants are also needed to support the web-enhanced redesigned mathematics courses.
I. Summary Analysis
The Riverside Mathematics Department would like to evolve in ways to better serve
basic skills and degree-seeking students, to more effectively utilize technology, and to
continue to serve the transfer function in an excellent manner. The department has
identified the following goals that are consistent with RCC’s Strategic Plan (see Section
B above):
1) Investigate placement instrument alternatives to Accuplacer
2) Continue/expand use of SIs in math classes
3) Continue/expand tutoring availability in MLC
4)Participate in California Math Science Partnership Grant with Riverside Unified
School District
Mathematics Program Review
2011
24
5) Utilize data to modify class schedule to include types of class offerings that will best
serve students
6) Expand modules offerings and gather data on their effectiveness
7)Develop and pilot a Pre-statistics course
8) Continue to participate in CAP learning communities
9) Assess all math courses and use data for improvement
10) Continue with Math Days and other technology trainings
11) Participate in Gates Foundation CLIP/Completion Counts grant
12) Hold Brown Bags on student success
Major areas of support needed from the colleges/district have been identified in Section
H (additional full-time faculty and resources for the MLC).
The department will continue with the implementation of its assessment plan outlined in
Section E and with the tracking of institutional outcomes.
J. Recommendations to the Program Review Committee
The Riverside Mathematics Department would like to commend the Program Review
Committee for its decision to allow the documents to be more college-based. It has
proven useful for the department to take stock of its developments, activities, and data
and to plan for its future.
Appendix A
Math Rubric
Appendix B
Math SI Report (Fall 2009-Sping 2010)
Appendix C
Math 90s Report
Appendix D
Cycles for Course Assessment