FULLERTON COLLEGE
MATHEMATICS AND COMPUTER SCIENCE DIVISION
DEGREE APPLICABLE MATHEMATICS
PROGRAM REVIEW
FALL 2009
Claassen, Mareike
Clahane, Dana
Danufsky, Joshua
Diaz, Robert
Donley, Elise
Duhme, Cheryl
Facer, Carolyn
Ikeda, Nancy
Larios, Arlene
Malloy, Scott
McQueen, Deborah
Nguyen, Greg
Plett, Stephen
Price, Rene
Sjoberg, Paul
Verzeanu, Razvan
Zarske, Cindy
This program review was prepared by those listed in an open and collaborative process.
Meetings to develop, edit, and discuss this document took place on Sept. 29, Oct. 13,
and Nov. 10, 2009. All full-time faculty in the program have had an opportunity to
review the report, and the report was made available to the division as a whole prior to
being submitted to PAC. The document was approved at the Dec. 1, 2009 Division
Meeting.
Mark Greenhalgh, Division Dean ___________________________________________
Stephen Plett, Chair: Division Transfer Level Committee _________________________
December 1, 2009.
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I.
Program Description
A. PROGRAM DESCRIPTION AND HISTORY
The degree applicable math program consists of fifteen courses arrayed in different
areas. The areas are defined by the academic needs of students.
MATH 40 is the math requirement for the Associate in Arts degree. While not
transferable to a four-year school, it also serves as a necessary prerequisite for MATH
100, MATH 120, MATH 129, MATH 141 and MATH 142.
MATH 100, MATH 120, MATH 120H, MATH 129 and MATH 130 are offered as service
courses. These courses are responsive to the needs of students pursuing academic
goals in non-mathematical programs. The regular Calculus sequence consisting of
MATH 141, MATH 142, MATH 150A and MATH 150B address the needs of students
entering math or math-related fields. The 200-level courses, including MATH 250A,
MATH 250B, MATH 250C and MATH 299 are intended to address the academic needs
of students pursuing higher-level challenges in mathematics. The MATH 171 and
MATH 172 courses are designed to meet the needs of students studying Computer
Science. These courses also amplify the mathematical background of students taking
course work in the 200-level math sequence. MATH 203 is a recently-created course
for students working towards an elementary education teaching credential. This course
is designed to broaden, and solidify, the mathematical background of these students
before they transfer to the upper division mathematics requirement for the credential.
For five years, the math department has participated in the college’s Honors Program,
offering Honors Statistics, 120H. The Honors Statistics course includes a research
component, in which students conduct their own original research study, and a seminar
component, in which students teach each other what they have learned while
conducting their study. A visiting committee from UCLA Admissions advising the
Honors Program commended the inclusion of the 120H in the college’s offerings and
urged the development of additional math and science honors classes. Responding to
this recommendation, the math department is developing an Honors College Algebra
course, 141H, to begin in fall 2011.
The Degree Applicable Program has grown as the student population of the college has
increased.
In 2004-2005 there were 238 sections offered annually, serving
approximately 9,100 students. In the 2008-2009 academic year 258 sections were
offered annually, serving approximately 10,700 students.
As instructional electronics have developed and continue to evolve, the faculty of the
division has responded by incorporating the use of technology in the instruction of
degree applicable courses. Graphing calculators and computer-assisted instruction are
utilized in the classroom. Students are required to obtain, and incorporate, technology
into their studies. Several courses in the Degree Applicable Program are utilizing online instruction, such as MyMathLab. The division has recently started a program to
incorporate student response systems (aka “clickers” into classroom instruction.)
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With the recent loss of classroom space due to construction and relocation of other
academic programs, the division’s growth potential has been impaired. Unlike the basic
skills curriculum, we are not yet offering online and hybrid sections to meet the demand.
With the district’s elimination of at least two full time faculty positions in the division, and
cut backs in adjunct faculty positions, our ability to offer a sufficient number of courses
to students for their academic advancement, has also been impaired.
B. PROGRAM GOALS
The Mathematics Program serves the needs of students who are involved in college
level academics. Classes in the program promote problem solving and critical thinking
skills. The program prepares students to succeed in subsequent mathematics courses
as well as math-related courses such as physics, chemistry, economics, and
engineering. In addition, the Mathematics Program addresses the needs of students
seeking to transfer to four-year colleges and universities. MATH 40 Intermediate
Algebra is the minimum course required to meet the AA/AS degree mathematics
requirement. The course is the prerequisite for, and lays the foundation for, each 100level sequence. MATH 100, 120, 120H, 129, 130 and 203 are grouped together as
service courses since they serve students in a variety of majors outside of math and
science. MATH 100 (Liberal Arts Mathematics) caters to liberal arts students, especially
future elementary teachers; MATH 120 and 120H (Introduction to Probability and
Statistics) serves social science students; MATH 129 (College Algebra for Business
Calculus) and MATH 130 (Calculus for Business) are designed for business majors.
These courses can be used to satisfy the transfer requirement to four-year schools. The
newest course, MATH 203 (Mathematics for Future Elementary Teachers), was first
offered in Fall 2006 to meet the lower division transfer pattern math requirement for
future elementary teachers. The course being offered at Fullerton College helps
streamline the degree and credential completion of students transferring to Cal State
Fullerton, Fullerton College’s main transfer destination, to become teachers.
An effort is made in these courses to show students mathematical topics outside the
normal algebra sequence within their areas of interest. MATH 100 students are
exposed to real-life applications, MATH 120 and 120H students see statistics applied to
various fields, and MATH 129 and 130 students work on business applications. In
MATH 120, incorporation of the latest version of MINITAB and the TI-83 graphing
calculator have made the technology used in this course portable and accessible.
MATH 203 includes instruction delivery design and activity-based explorations.
The regular sequence of math courses, including MATH 141, MATH 142, MATH 150A,
and MATH 150B, provides students with the prerequisite skills necessary for success in
the 250 A/B/C sequence. Students who complete this sequence are well-prepared to
advance to the higher level courses and the challenges that they provide. This
sequence is designed to increase student ability to successfully and appropriately use
technology to solve problems and understand mathematical concepts, develop a strong
foundation in mathematical theory for upper division math courses, and provide
students with the skills for success in areas such as engineering, computer science,
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physics, and other science-related subjects. The MATH 171 and MATH 172 sequence
provides advanced mathematical study for Computer Science and Engineering
students, and offers appropriate elective options for mathematics and math related
majors.
The primary goal of our 250 A/B/C sequence of math courses is to prepare students for
advanced study in the majors of their choice. For mathematics majors, our goal is to
offer MATH 250A and MATH 250B so that students can transfer as juniors on an equal
footing with their non-transfer classmates. MATH 250C gives students supplemental
advanced linear algebra knowledge necessary for success in upper division math
courses at universities and, in particular, meets the special requirements of, and
prepares students to succeed at, Cal Poly Pomona.
The Division has also re-instituted MATH 299 to offer students opportunities to explore
more rigorous and challenging mathematical topics, as well as introduce students to
cutting-edge research in mathematics and applications of mathematics. This course
provides an outlet for the increasing number of highly talented students choosing to
start their collegiate education at a community college due to adverse economic trends.
The course is supplemented by periodic Mathematics Colloquia in which open problems
are introduced by mathematicians from four-year college and university departments.
Linkage of Instructional Goals and Learning Outcomes to Program Outcomes
Analysis: Clear Linkage
As a result of participation in the program, students will have the following skills and
knowledge sets:
1. Demonstrate logical thought
2. Apply an appropriate mathematical model or method in the solution of a problem
3. Express solutions of mathematical problems clearly and precisely
4. Analyze problems, situations or data using the language and symbol system of
mathematics
5. Draw relevant conclusions from data, information, or mathematical functions using
the language and symbol system of mathematics
C. PROGRAM DEGREES AND CERTIFICATES OFFERED
Associate of Arts in Mathematics
PROGRAM DEGREES AND CERTIFICATE REQUIREMENTS
The Mathematics Associate in Arts Degree program requires 18 units of which 12 units
are in required courses. An additional 6 units must be chosen from the restricted
electives listed below. A minimum of 10 units in the major must be completed at
Fullerton College. A minimum grade of “C” is required in all courses.
Required Courses: (12 units)
MATH 150AF Calculus I (4)
MATH 150BF Calculus II (4)
MATH 250AF Multivariable Calculus (4)
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Restricted Electives: (6 units)
CSCI 123 F Intro to Programming Concepts in C++ (4)
MATH 120 F Introductory Probability and Statistics (4)
MATH 171 F Discrete Mathematics (4)
MATH 172 F Graph Theory and Linear Algebra (4)
MATH 250BF Linear Algebra and Differential Equations (4)
MATH 250CF Additional Topics in Linear Algebra (2)
PHYS 221 F General Physics I (4)
Admissions requirements – None. Students are initially placed into courses on the
basis of Placement Test scores and other criteria.
D. PROGRAM COURSES OFFERED
MATH 040 F Intermediate Algebra (4)
MATH 100 F Liberal Arts Mathematics (3)
MATH 120 F Introductory Probability and Statistics (4)
MATH 120HF Honors Introductory Probability and Statistics (4)
MATH 129 F College Algebra for Business Calculus (4)
MATH 130 F Calculus for Business (4)
MATH 141 F College Algebra (4)
MATH 142 F Trigonometry (4)
MATH 150AF Calculus I (4)
MATH 150BF Calculus II (4)
MATH 171 F Discrete Mathematics (4)
MATH 172 F Graph Theory and Linear Algebra (4)
MATH 203 Mathematics for Future Elementary Teachers (3)
MATH 250AF Intermediate Calculus (4)
MATH 250BF Linear Algebra and Differential Equations (4)
MATH 250CF Additional Topics in Linear Algebra (2)
MATH 299 F Mathematics Independent Study (1)
E. PROGRAM FACULTY
Bui Minh
Cho, Leonard
Claassen, Mareike
Clahane, Dana
Danufsky, Joshua
Diaz, Robert
Donley, Elise
Duhme, Cheryl
Facer, Carolyn
Farnham II, Paul
Huerta, Nicolas
Ikeda, Nancy
Klassen, Kelly
Klentos, Gus
Larios, Arlene
Larsen, Chris
Majors, Gene
Malloy, Scott
McQueen, Deborah
Nack, Susan
49 Adjunct Faculty – Fall 2009
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Nguyen, Greg
Plett, Stephen
Price, Rene
Richards-Dinger, Kari
Shideler, Linda
Sjoberg, Paul
Taguchi-Trieu, Tanomo
Ternes, Linda
Verzeanu, Razvan
Zarske, Cindy
F. PROGRAM ADVISORY COMMITTEE
- None -
II.
Program Key Performance Indicators
- Data sheet from Institutional Research attached to this report.-
III.
Program Outcomes Analysis
A. REPORT ON STATUS OF PREVIOUS REVIEW OUTCOMES ANALYSIS
Since the last Program Review, incorporation of technology into mathematics
classrooms at Fullerton College has continually increased and evolved. Use of
graphing calculators is now required of students in MATH 120, 120H, 141, 142, 150A,
and 150B, and some instructors have incorporated other instructional technologies,
including Power Point-type presentation software, and computational/visualization
software such as Scilab, and Mathematica.
The Math Lab, which serves, along with basic skills students, MATH 141 and 142
students, recently moved into its new, more technologically sophisticated area in the
newly-built Library/Learning Resource Center. The Lab continues to offer various
instructional technologies, including video tutorials and interactive software, as well as
one-on-one tutoring. It also contains a well-equipped computer lab primarily for the
Computer Science program, however this area is often used as overflow for Math Lab
students at the busiest times of the day.
Several instructors have begun to experiment with "clickers" in degree-applicable
classroom instruction. The increasing prevalence of the internet, with resources such
as Mathworld and Wikipedia, has made the web an increasingly useful tool in degreeapplicable mathematics instruction at Fullerton College. Since the last program review,
the Division has subscribed to MathSciNet, an American Mathematical Society
database that allows students to perform an electronic search of reviews of published
mathematical literature in learning about unsolved problems and writing historical
reports.
In the last Program Review, the Division discussed online options for transfer level
courses, including MATH 100 and MATH 150A. Although the Division has decided not
to offer MATH 150A online at this time, the Division now offers MATH 100 in both an
online and hybrid format, so that students who must learn at a distance now have
increased access. The Division has decided to offer MATH 120 online, and a
curriculum proposal is in process for this new offering to begin in fall 2010. The online
version of this course will now be more easily accessible to our students and to students
at nearby universities who choose to complete this important general education course
at Fullerton College.
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The number of degree-applicable math classrooms with computer demo stations has
dramatically increased since the last Program Review. At the time of this Program
Review, these demo stations had been installed in almost every classroom that the
Division has control of. These demo stations have internet access, sound amplification
systems, opaque projectors, and computer screen projectors. This Division has also
replaced most, if not all, chalkboards by cleaner, safer dry erase boards.
To continue improving student success, we expressed an intention in the last Program
Review to accelerate movement toward a more student-centered, interactive, innovative
curriculum that promotes student learning. Since the last Program Review, the faculty
have developed and administered Student Learning Outcome Assessments (SLOAs) in
order for faculty to get an improved picture of how their students are able to perform
upon completion of a given course. The Division will continue to develop and
administer these assessments in order to better our understanding of how to improve
instruction and hence, the success of our students.
At the degree-applicable level, STEM (Science/Technology/Engineering/Math) students
at Fullerton College have several new opportunities to reinforce what they are learning
in our curriculum. First, the new Math Association, led by a math instructor and
supported by a Project GPS2 grant via our College Office of Special Programs, explores
unsolved problems in mathematics weekly, and the developing collection of unsolved
problems will likely evolve into a one-unit mathematics seminar, through which it is
hoped that students will become curious and thus more motivated to excel in their
transfer-level math courses in particular.
In addition, the Division has innovatively scheduled supplemental colloquia, featuring
monthly guest speakers from universities who are working on problems whose
statements can be made accessible to our students. These new features of our
program add a new, innovative dimension that supplements our curriculum design, and
interest in higher mathematics at Fullerton College is consequently experiencing a
dramatic surge. Because of these activities, we expect to produce a large number of
STEM students who otherwise would not be enticed to consider a STEM field of study.
These activities are having and will increasingly have a significant impact on the number
of students who are choosing to study mathematics. Since 2004-2005 the number of
declared math majors at Fullerton College has doubled from 127 that year to 251 in
2008-2009.
Despite catastrophic budget conditions and a large number of retirements for which
replacement positions have not been granted due to the current budget crisis, we have
maintained a steady number of transfer-level course offerings. The fill rate has hovered
near 90% since 2004-2005, but the degree-applicable-level math course fill rate
increased significantly to 96% in 2008-2009. Thus, the degree-applicable mathematics
program continues to offer a large number of courses to a large number of students,
despite sorely inadequate resources. These resources need to be restored as soon as
possible in order to ensure that our students have a reasonable opportunity to complete
their studies in a timely manner and enter high-priority STEM fields.
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In the last Program Review, a program goal was to ensure that all students have access
to graphing calculators, computer based algebraic systems, and other technology.
Graphing calculators are available for checkout in the LLRC, and the faculty continues
to take advantage of free classroom calculator sets from Texas Instruments in order to
increase student exposure to graphing calculator technology. During the past seven
years, a rapidly growing percentage of students own laptops (or at least desktops), and
faculty are introducing students to open-source computer algebra/scientific computation
systems such as Scilab, which is free and available to all students at the scilab.org
website.
In the last Program Review, we expressed a desire to assess and adjust MATH 150A
prerequisite requirements in order to increase retention and success in those courses.
While we have decided not to change the rather standard prerequisites we have for
these courses at this time, we did decide to pursue smaller class sizes in MATH 150A
and 150B, requesting that a reduction be made to 30 from 35. We will wait until the
current budget crisis improves before moving forward with this reduction, which will
have a significant and positive impact on the success of our calculus students. Another
option being considered by our faculty is that of adding an hour of instruction to MATH
150A (and 150B) so that students have more exposure to examples, problem-solving,
and other activities that can increase student success in these crucial courses. Yet
another option being considered is Supplemental Instruction, which could be funded in
the short term by a Project GPS2 grant via the College Office of Special Programs.
In our last Program Review, we expressed a goal of providing the means to incorporate
Internet and other computer based activities for calculus demonstrations in the
classroom. As mentioned above, our vast new number of computer/internet demo
stations in nearly all classrooms is a strong step in this direction. Maintenance of these
stations is an ongoing issue, but the College's establishment this year of a technology
policy-recommending committee to develop a unified and effective Technology Plan
should prove helpful in this regard. Additionally, in the last Program Review, we set a
goal of providing staff development and training to keep faculty members current in the
use of new technology. Since then, the Division has held FLEX workshops, along with
College-wide workshops, on such issues as clicker technology, webpage construction,
use of MyMathLab, and other technological issues.
Although budgets have been drastically reduced, the Mathematics and Computer
Science Division faculty remain committed to increase the number of full time faculty
members for improved service to students. However, the Division recently lost four
positions due to retirement. To maintain and improve upon current levels of quality, it
will be essential for us to replace these retired faculty members, all of whom taught
degree-applicable courses. In addition, two faculty members are currently on leave,
with a high probability of not returning, so our program is in need of new full-time faculty
members, who can provide a more comprehensive experience for students than parttime faculty members normally can. Now and in the future, numbers of sections of
degree-applicable Mathematics courses continue to increase at the College. Program
faculty were instrumental in the recent move of the Math Lab and the Computer Science
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Lab into the new Library and Learning Resource Center, and a Math Lab Annex has
now been established in the old Math Lab in order to reduce flow in the new Math Lab.
In particular, Math Lab transfer level students have increased opportunities to interact
with staff and faculty as basic skills students are being offered tutorial assistance in the
new Math Lab Annex.
Degree-applicable math courses are in high demand at Fullerton College, especially
given its proximity to many local universities, whose students often attend community
colleges to complete math requirements. The program still needs a great deal more
office space. We have two three-person offices and at least one four-person office, thus
hindering student access to our faculty and making it difficult for faculty to work and help
students. In order for our faculty to work efficiently and be most accessible, it is crucial
that the Program be granted significantly more office space for faculty. With fill rates
over 100% in fall 2009, it is clear that we also are in severe need of classroom space.
However, this need is slightly mitigated by the increasing number of online offerings.
To maintain and increase the current level and quality of services to students, the
Division budget will require significant increases. Furthermore, the Program faculty has
worked diligently during the past year to work out ways to overcome decreases in
service levels and quality.
Finally it should be noted that the division’s base budget has remained basically the
same for the last few years and actually took a 5% cut in 2009-2010, this at a time when
the cost of supplies, memberships, maintenance agreements, and other operating
expenses have increased.
B. SUMMARY OF DATA
Program access has increased significantly. As the college has developed methods for
better aligning course needs and classroom constraints, the Mathematics Degree
Applicable Program has significantly increased the number of seats available to
students over the last five years.
Program resources remain at unacceptably low levels. Modest recent increases in
resources have done little to offset the significant increases in student demand for
classes. As student access to the program has increased by approximately 17%, the
number of sections offered has increased by just over 8.4%. Fulltime equivalent
student (FTES) figures have increased by 13.7% and the weekly student contact hours
(WSCH) figures have increased by 13.7%. The major program resource, fulltime
equivalent faculty (FTEF), has increased by only 11.9%.
The efficiency of the Mathematics Degree Applicable Program is among the highest at
the college. Course fill rates are consistently near or above 90%, with demand for
courses far outpacing our ability to provide. In 2008-2009 our fill rate at census was at
96%. While the growth of the Program has continued at a high rate, overall efficiency
has been affected only modestly. The weekly student contact hours (WSCH) per full-
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time equivalent faculty (FTEF) did increase but only by approximately 1.45%. However,
the average section size increased by 8.35%.
The program outcomes that measure the ability of the students to successfully complete
their courses are measured by the student retention and the student success figures.
The Mathematics Degree Applicable Program has had a slight decrease in both
retention and success over the five year period. The course retention rate has
decreased by 1%. However, for four of the last five years the retention rate has
remained steady at 76%. The course success rate has decreased by 2%.
__X__ Summary supported by data
C. IDENTIFICATION OF TRENDS
Access to math courses has been a continuing and growing problem for students. The
fill rate for math courses now well exceeds 100%, and hundreds of petitioners are
turned away each semester. Budget constraints and classroom availability are major
barriers to achieving the goals of the program.
The demographics and learning styles of our student population are changing. Analysis
of data provided by the campus research office, along with anecdotal evidence seen in
the classroom, indicates that today’s students are busier, have a multitude of learning
styles, and need variety in the way content is presented to them.
As our faculty members have observed, and many studies have confirmed, the lifestyles
and learning styles of our students are changing rapidly. Most of our students are
juggling multiple commitments to their work and their family as well as their education.
It is increasingly difficult for them to find solid blocks of time to dedicate to studying, and
it is often difficult for them to come to campus on a regular basis for classes. In
addition, it is well documented that the “Millennial” generation, which now comprises the
majority of our students, is adept at multitasking and more accustomed to multimedia
than listening to lectures. These trends support a consideration of continuing to
increase distance education offerings to support students’ complex lifestyles, and
continuing to incorporate in-class technology such as smart boards and student
response systems as well as online multimedia technology to better address the
learning styles of our younger students.
D. IMMEDIATE SHORT-TERM PLANS
As is usually the case with any program, goals and planning are dynamic in our
Division, and are constantly being reviewed, adjusted, adapted, reduced, and expanded
in order to meet the needs and goals of our students. Therefore, the Division
recognizes and emphasizes that it is standard for the Division to have dynamic requests
for resources or approval for activities that support goals and plans that have not been
formulated at the present time. As of the writing of this document, we expect to address
the following issues in the next 1-2 years:
 Examination of placement in degree-applicable courses.
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

Planning of 141H (first offered in fall of 2011.)
Examine our fall 2010 initial offering of MATH 120 in hybrid and online format to
determine if other transfer-level courses are suitable to be offered online or
hybrid.
E. LONG-TERM PLANS
With the disclaimer noted above, the Division plans to address the following issues in
the next 3-5 years:
 Investigate support classes, such as refresher courses, courses in use of
technology, workshops etc.
 Investigate increased use of technology in the calculus sequence.
 Work to align curriculum and scheduling with natural sciences and engineering
classes.
 Re-submit class size reduction from 35 to 30 in 150A/B. (Data shows a decrease
in success and retention in these courses as fill rate has increased due to
demand.) This proposal was delayed upon request of administration due to
budget constraints in 2008.
 Investigate additional ways to increase student success in degree-applicable
courses, such as a 5th in-class hour in 141, 150A, 150B; increased tutorial
support in calculus sequences by developing positive attendance lab course(s) in
a designated location.
 Investigate increased tutorial support in other degree-applicable courses
REQUEST FOR RESOURCES
In order to achieve the goals outlined above the Division requests:
 Additional faculty to bring the number of fulltime faculty to at a minimum the level
of 33 that existed in the 2008-2009 academic year.
 More and better facilities for both instruction and student support
 Continued funds to meet trends in technology (such as clickers, computers,
printers, calculators.)
 Reinstatement of staff development funding to support faculty who wish to
improve their skills in pedagogy, assessment, and the use of technology.
 An increase in the reassigned time allotted to the division to provide release time
for faculty to engage, and spearhead these initiatives.
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