Applied Technology Dept. Meeting Minutes April 4, 2017; 11:30-12:00; 470G Faculty: (Check those present) ____ Diana de la Torre ____ Eric Johnson ____ Jose Ibarra ____ David Preciado ____ Mark Valen ____ Marie Vicario (Chair) Guests: ______________________________________ Note-taker: M. Vicario Business Items I. SLO and PSLO update per discipline Details: Be prepared to briefly give an update on what your discipline has done to continue the SLO/PSLO discussions. Marie gave details of what she is doing with SLOs and PSLOs first. She has 3 adjunct faculty that work with her. SLOs are discussed one-on-one based on the courses each faculty teach. The PSLO are discussed at the annual advisory committee meeting and on opening day, since these are the only times that all faculty can meet. Data are reviewed and discussions take place as to the need for changes or not. So far, students in the program have been achieving with much success. Faculty have been very satisfied with student performance. LNT, AT, and ARCH stated that they too follow the same process. Adjunct faculty from CADD and CI/CM were not available to attend this meeting (there is still no FT faculty overseeing these programs), but it is likely that they too have the same challenges being able to meet more regularly than opening day and one-on-one. Marie will confirm this with the two lead adjuncts. Mark also mentioned that he is working directly with Randy Beach on a new transfer degree for LNT. II. Perkins update Details: Information given on Perkins grant: There is a question on the table as to whether faculty should be submitting grants based on the TOP code or based on the discipline. For example, EHMT has 2 TOP codes that are valid to submit independently. However, past practice has been to lump TOP codes together under the single “discipline” There is a Perkins Advisory Committee that meets monthly, your feedback on this is welcomed. III. SWP update Details: SWP proposal process and stipend info: The SWP proposal document is almost complete. There are few things that need to be ironed out because faculty still have some concern with the lack of instructions that exists and the grading rubric. Marie handed out the draft. There is also an update on the Strong Workforce Program Incentive Funding (17%). The California Community Colleges Chancellor's Office convened the 17% Committee, (comprised of practitioners and other experts) to provide recommendations on the incentive funding model that will direct 17% of Strong Workforce Program allocations funding model which will start in 2017-18. Details will be released to the field on Monday, April 10 that includes a description of the model, background information on its development, information on upcoming presentations about the model, and a mechanism to provide input on the funding formula the committee developed. IV. Course requisite information Details: clarification of course requisites Marie presented the information listed in the catalog regarding requisites to the faculty as some had concerns about co-requisites. Marie suggested that if a corequisite is too strict for a course that faculty could consider using a “recommended” rather than required requisite. This change would need to go through curriculum committee. V. SCEA representative Details: APT representative needed. The SCEA meets on the 2nd and 4th Thursday from 11:45-12:35 (lunch included). Marie asked for volunteers since she is currently on 10 committees and doesn’t have much more time to add another one. Jose said he will check on his schedule. Eric stated that if Jose cannot attend he will be able to make that time and day. Adjourned at ___12:00 pm. Next Dept. meeting - TBD 4/6/17 Minutes – Council of Chairs, Cynthia McGregor - notetaker Approval of Agenda – Approved Public Comment: SEP (Student Education Plan): David Ramirez David explained the importance and benefits of SEPs. The abbreviated SEP is a one-semester plan for students in terms of registration. The Comprehensive SEP maps out the complete path for the student. When students work on a comprehensive SEP with a counselor, they also discuss deadlines (such as petition to graduate, transfer to UC or CSU), supplemental forms needed to transfer, etc. One concern expressed by chairs is the lack of support for students interested in completing CTE program while concurrently working on a transfer degree. Faculty have experience this lack of support from counseling is negatively impact not just the programs themselves, but student success. This needs to be an ongoing conversation with counseling and CTE faculty so that students understand their options and have a clear plan that benefits them. It was also expressed we need to remember that adding degrees often adds units, which then puts pressure on financial aid running out over time. Martina Peinado, Articulation Officer Martina discussed the SDSU list of courses that articulate with SWC courses that arrived just before spring break. There are courses that are crossed out, and she is re-submitting them for articulation. There is concern that all courses submitted for articulation must have a COR (Course of Record in Curricunet) with 3-year recency. Since we the Chancellor’s Office only requires 5-year recency, this isn’t aligned with the rhythm of updates provided by faculty. Martina will reach out to faculty when there is specific concern, and she also encourages faculty to contact her with any questions. Martina provided an overview of articulation and her role as articulation officer, reminding us that curriculum is faculty driven and she is providing the support we need. We also got to hear about her boyfriend, Oscar, where only she can access all course outlines for all community college courses. There were some questions about C-IDs, and her most recent experience was a one-week turnaround for an approval. SLOS and Discipline Discussion Please remember to submit your agendas and minutes with SLO discussions. This is needed for accreditation follow-up to show campus-wide conversations. Forward the Angie Stuart. Presiding Chair Report Department chair elections are in progress. Must be present to vote. Voting occurs during a department meeting. Results need to be recorded by the end of the semester, so please take action this month or during May department meeting. April is “Vote of Confidence” month for chairs. According to the by-laws, please do this as you wish. A paper ballot is fine. Cynthia will send an email to all chairs and deans with details. Calendar Survey is coming. It’s short. Please take it. There is concern that the security was faulty and some people were submitting multiple surveys. Cynthia will pass that along to Linda Hensley. College Preview Day is April 18th. We expect 700 students. Thank you to faculty how are accommodating the classroom visits. A sheet went around the table confirming classroom visit list. A few faculty added their class to the list. Cynthia will forward to Sandra Calderon. Also, we will have another majors pavilion with tables, banners, and sandwiches for faculty. School Deans should be coordinating this with you. If not, please talk to your dean. The commitment is 11:45-12:45 (college hour). Chair By-Laws need to be reviewed annually. We looked them over and included clarifying language about what happens if a chair goes on leave and then doesn’t come back. It seems some of us find that idea appealing. Nonetheless, we agreed to clarify if there is no return from leave, there will be an election, facilitated collaboratively between Dean, Presiding Chair, and department faculty, to elect a chair replacement to finish the term. After that, business as usual. There was a motion, second, and then vote on on approving the by-laws. They were unanimously approved, and we are excited to not see them again until next year. Next meeting, May 4th 2017. Curriculum Committee DE Moratorium has been lifted! ◦ If you have disciplines that want to propose online/hybrid sections, there will be an additional form to fill out (in development), including a section on 508 Compliance. Word on the street is that the hiring of a 508 Compliance Officer is in the pipeline SCC – Report on Financial Aid 101 (Patti Larkin) - Please review powerpoint sent from Patti Larkin - 74% of our students receive some type of financial aid - SWC facilitates over $44 million of financial aid to students - Students continue to receive financial payments THROUGHOUT the semester ◦ Please remind faculty to drop students if they stop attending – they will continue receiving their aid until they are officially dropped. If they aren’t dropped until the end of the semester but stopped attending early on, they will likely owe money back and not be able to further enroll anywhere until that money is paid. Calendar Committee Block scheduling - Please continue to seek out addressing Calendar Committee if you need to have an exception to the block scheduling - Future Calendar Meetings (email Kim Rader to be put on agenda) ◦ 3/3 11am-12pm in L246N ◦ 3/10 1:30-2:30pm in Conf 104 ◦ 3/24 1:30-2:30pm in Conf 104 Draft 2018-2019 calendar (Four versions, hand-out has the two that impact faculty schedule) ◦ Student Services prefers to start calendar at the same time as normal (for summer turnaround), therefore added days will be in December ◦ Please put this on your department agenda and email me if there is a favorite version ◦ We need to “pick one” to vote on during the Spring Calendar Survey (April?) Summer Schedule 2017 – Change in Locations All three centers are under their target FTES for funding We currently have over 400 sections scheduled; about 1/3 will be relocated to centers VPAA will work with Deans on Monday 3/6 to strategize what sections to be moved. If you have any brilliant ideas or concerns, please send them to your Dean. Cynthia has also sent an email to VPAA to please be careful with moving courses since many faculty have already assigned their summer sections to faculty. Any changes in time/days will be a disruption. Though inevitable, hopefully they won’t be disastrous to scheduling. Proposed plan: - 50 sections to National City (-86 FTES) - 50 sections to Otay Mesa (-114 FTES) - 25 sections to San Ysidro (at target…) Chair By-Laws First Read Email feedback to Cynthia. These will be emailed to all chairs for their perusal. English Department Meeting Tuesday, 04 April 2017 11:50 a.m. – 1:05 p.m. Room 417 Present: Itzel Ortega, Cindy McDaniel, John Rieder, Kathy Parrish, Elisa Hedrick, Noreen Maddox, Lynn Pollock, Henry Aronson, Heather Eudy, Renee St. Louis, Brendt Progar, Katie Ness Santana, Dagmar Fields, Claire Utgaard, Vilma Moore, Francisco Bustos, Josue Arredondo, Leslie Yoder, Susan Yonker, Randy Beach, Jessica Posey, Michael Wickert 1. Chair’s Report – Leslie Yoder (10 min.) Fall17 schedule delayed due to changes to Summer 17 schedule Most ENGL summer classes have been moved to Otay Mesa, which is delaying the schedule coordination Delay is due to difficulty in finding room for all classes at OM Stay tuned for Summer 17 and Fall 17 schedule Please review Kathy Tyner’s e-mail regarding College Preview Day (April 18th) - volunteers needed! Academic Senate has requested that agendas/minutes from department meetings reflect accurate details of all SLO information being discussed for accreditation purposes 2. Writing Center and Creative Writing Club – Heather Eudy (5 min.) Creative Writing Club working on a legacy project to promote AsianAmerican representation Club is seeking donations of books/texts that are representative of Asian-American culture There will be an open mic in conjunction with Writing Center Instructors are encouraged to continue to promote writing center workshops to students Please consider offering extra credit to students for attending workshops Suggestions: to video record workshops and post them online and/or to promote them on the main SWC website Switching to e-confirmation Writing Center forms soon No more yellow paper copies due to high cost Details about new e-confirmation still being finalized but expect an e-mail notification 3. DSS Update – Patricia Flores-Charter, Guest (10min.) Handout No. 1- Students with disabilities have federal rights to receive accommodations and failing to offer such is a violation of their rights Students have access to law assistance if they feel discriminated against Students may bring documentation to DSS office to verify disability and request accommodations A student can also request to be screened for DSS at any time If accommodations are denied, student has right to appeal Examples of accommodations include using a tape recorder during lecture and getting extended time on tests If a student has severe hearing loss and does not know ASL, please refer him/her to the High Tech Center in room 421 (walk-ins welcome) Handout No. 2- Instructors encouraged to be tactful about expressing to a student that he/she may need to be screened for DSS Some things to look for: Student has a hard time understanding what is being said or read He/she studies a long time to get an ‘A’ but gets a ‘D’ instead Student cannot finish test in time ETC Students can test for DSS at any point in the semester Screening appointment needed 4. ESL Pilot Project – Surian Figueroa and Jessica Whitsett, Guests (15 min.) Handout- ESL department is proposing a pilot project that will allow students to enroll directly into ENGL 114 after completing ESL 159A & ESL 159B Pilot project that will last 1 year (2 semesters) Students who complete ESL 159A & 159B with an ‘A’ or ‘B’ will be enrolled into ENGL 114 and their progress will be tracked for a year Goal is to reduce exit points and ensure students succeed in their English classes, after ESL At present, ENGL 71 is a prerequisite to enroll into ENGL 114; however, a compare and contrast of between ESL 159A/B & ENGL 71 shows course descriptions/objectives are parallel (handout) Exception: ESL 159A/B does not address rhetorical strategies Questions: Why are students expected to pass with an ‘A’ or ‘B’ instead of just passing the class with a ‘C’? Can ENGL 99 be included? ESL department will consider both questions ESL department wishes for input/feedback as well as for cooperation from English department regarding this pilot project- suggestions are welcomed! 5. Curriculum Update – Claire Utgaard (10 min.) Proposal for ADN 140 to replace ENGL 115 as a pre-requisite in Medical Lab Tech program The goal is to reduce the number of units for the program after receiving pressure from state It was agreed to maintain ENGL 115 for now. However, concerns remain due to: ADN 140 is a 3 unit class that meets the writing proficiency required for A.A. degree- in theory, any student could chose to take ADN 140 instead of ENGL 115 While ADN 140 is supposed to be parallel to ENGL 115 (it’s not a degree-specific course) there’s still concern regarding its content/rigor Proposal to change language regarding RDG proficiency requirement The goal of the Reading department is to change the catalog language to say that RDG proficiency can be met by earning a proficient result in the assessment test OR by earning a ‘C’ grade or higher in RDG 158 or ENGL 116 Current language lists RDG 158 and ENGL 115 as meeting proficiency for Reading o Instructors would like a written description of BOTH ideas/proposals in order to be able to compare/contrast This change requires action from senate to be approved There’s a meeting on April 13th to determine whether or not any changes will be taken to senate- please submit any recommendations to the RDG dept. soon! 6. SLO Update – Jetta Posey (5 min.) Fall 2016 classes to be distributed today: ENGL 160,161,162, 255, 260, 272, and 281 If you have data for them please enter it soon If you access eLumen you will see the courses have been distributed to you already Please make sure to score students in each one of your classes for this semester E-mail Bob Stretch if you any issues with your rosters English department will be revising program learning outcomesvolunteers needed to help create action plan for program level SLO’s! Please contact Jetta if you’re interested 7. Keys to Success Workshop – Kathy Parrish (5 min.) Upcoming workshop on how to empower students impacted by incarceration on April 20th, 3-4 PM, Rm. 214 Currently seeking advisor for upcoming student club 8. Senate Update – Cindy McDaniel, Jetta Posey, and Josue Arredondo (5 min.) No updates 9. Union Update – Heather Eudy, John Rieder, Laura Brooks, and Josue Arredondo (5 min.) Contract vote due today\ Heather Eudy was unanimously elected to another term as English rep. 10. Other (5 min.) Canvas training needs to be completed by August 10th- Leslie will be reaching out to those still needing the training Family Studies Meeting Agenda Thursday April 13, 2017 12:30-2:00 RM 560J Faculty: (Check those present) _X___ Faculty Virginia Watson _X___ Faculty Shannon Schiele __X__ Faculty Patricia Bartow __X__ Faculty Jenny Sabas ___X_ Faculty Leslynn Gallo, Chair Excused RWP Faculty Name Sandra Corona Guests: Silvia Cornejo, Dean 1:00-1:30 Note-taker: Patricia Bartow Business Items Topic 1: Adjunct Faculty Retreat Discussion and Details The Adjunct Faculty Retreat will be held on Friday April 28, 2017; 11-1 At Mary Holmes, Prof Emeritus home in Jumal. Lunch will be provided. Ginny volunteered to lead a discussion on Canvas, since she is a Mentor for the Program. Discussion ensued on what an amazing platform Canvas is and the learning curve would be manageable because of the work on Blackboard. Leslynn handed out the latest data of program and class SLO’s to be discussed and modified with adjuncts at retreat. Faculty review of SLO’s for retreat and volunteered to each oversee 2 courses and lead the discussion of how the course objectives and the SLO’s could be better aligned. It was agreed that since a majority of the department’s courses were taught by adjunct faculty their input at open day would be reviewed and further aligned. All faculty present made suggestions to the Program SLO’s including the new ATD that has been sent to Chancellor’s office. Shannon agree to make the changes and provide copies for retreat. Topic 2: Strong Workforce: Shannon Discussion and Details: Shannon explain her role on the Strong Workforce Committee and provided notes from the 411-17 meeting. Practicum Students (282A) might be eligible for internships stipends beginning as soon as Summer of 2017. Committee commented on the practices and procedures of Practicum were already strong and in place. Shannon will work with Nelson Riley and keep department apprised. Discussion ensued about other ways department could participate in Strong Workforce. Topic 3: CafeJ Discussion and Details: Leslynn passed out Mission Statement currently being reviewed by AJ Department. Coordinator Position was discussed and some names were mentioned as possible good fits. Department unanimously decided to recruit in Fall. Ginny discuss how her Sabbatical work would complement the work begun in CafeJ. Topic 4: Construction Building 550 – Dean Cornejo Discussion and Details: Dean Cornejo discussed the modifications that were approved for Building 560J and what improvements would be pending. Construction Shared Resources with AJ would make Department’s both operate more smoothly. Lab Tech Position was approved and should be posted shortly by HR. Discussion was held on the importance of the position to smooth operations of both Departments. Adjourned at 2:00 PM Next Dept. meeting - Adjunct meeting April 28, 2017 Frontline Education https://www.mylearningplan.com/Forms.asp?F=54310&M=V&I=5... GROUP PROPOSAL Please complete and submit this proposal at least 15 business days prior to the start date of the activity, and only if the Facilitator/Presenter is a: District Employee, and there is no additional cost to the District; OR, District Employee, or a Non-District Employee, and has an approved Human Resources Transaction Form (HRT), or an approved Volunteer Service Form, or an approved Independent Contractor Agreement. A copy of one of these approved documents is required to support the request to facilitate/present/propose an activity. If you do not have a location (room) for this activity, you must contact the Facilities Department at ext. 6319. The PDP office does not reserve rooms. IMPORTANT: You will be required to attach above mentioned document(s) or any other document(s) that support your proposal. Please prior to completing this form attach documents to â€˜My Filesâ€™ under â€˜My File Libraryâ€™ of the â€˜My Infoâ€™. Documents will be available under section â€˜ATTACH SUPPORTING DOCUMENTATION.â€™ General Info User Leslynn Gallo Building Chula Vista Submitted Dates 4/6/2017 4:45 pm 4/28/2017 to 4/28/2017 Reference ID D17414-A0-L59528429 ACTIVITY INFORMATION Activity Title Family Studies Adjunct Retreat Description Full and part time faculty meet off campus to engage in meaningful dialog about SLO's, DE, teaching strategies and to renew motivation. FACILITATOR/PRESENTER INFORMATION Name of District Facilitator/Presenter: Gallo, Leslynn Schiele, Shannon Watson, Virginia Name of Non-District Facilitator/Presenter: N/A Employer of Non-District Facilitator/Presenter: N/A Phone # of Non-District Facilitator/Presenter: N/A Full time faculty have received training in SLO's and DE. If you are the presenter, please describe how you gained expertise in this area. DATES/TIMES/LOCATION 1 # of Meetings # Date 1. Fri Apr 28, 2017 10:00 am to 2:00 pm Site 1 of 3 Time Location Location: Mary Holmes, Prof Emeritus, SWC, Jumal, ca Off-District 4/11/17, 6:29 PM Frontline Education Max Participants https://www.mylearningplan.com/Forms.asp?F=54310&M=V&I=5... 25 PARTICIPANTS INFORMATION Who will participate? Choose All Applicable Types FULL-TIME FACULTY PART-TIME FACULTY Which group will participate? MY DEPARTMENT Choose one group HOURS/CREDITS/UNITS Hour(s) 0.25 Credit(s)/Unit(s) 0.25 CREDIT TYPE Credit Type Hurdle Credit Flex/PD Credit FLEX/PROFESSIONAL DEVELOPMENT CREDIT HOW WILL THIS TRAINING HAVE AN IMPACT ON â€“ Please describe all applicable in at least three-to-five sentences. Staff (self) Improvement: Full and Adjunct faculty will discuss both SLO's and DE which will improve instruction. Unstructured time is imperative to improving relationships and morale for any team. By sharing ideas and strategies all learning increases. Instructional (teaching) Improvement: Faculty will share teaching strategies and ideas for each course taught. Small groups will be formed by teaching assignments. SLO's review and teaching strategies shared. Student (learning) improvement: SLO's is a core component to excellent teaching. The Family Studies Dept has made of goal of making these meaningful. Students will benefit from fine tuning the SLO's and the sharing of successful teaching strategies. Flex/PD Statutory Categories -- Select all applicable. A. Course instruction and evaluation B. Staff development, in service training and instructional improvement C. Program and course curriculum or learning resource development and evaluation G. Department or division meetings, conference workshops and institutional research HURDLE CREDIT REQUEST (SALARY ADVANCEMENT FOR FACULTY) FACULTY WILL BE ABLE TO APPLY WHAT THEY LEARNED TO â€“ Please describe each in at least three-to-five sentences Student Learning/Classroom: 1) Fine tune SLO's so that that refelct best practices. 2) Review and modify SLO's to better support students. 3) Facilitate classroom instructions to clearly embrace SLO's. College Programs: 1) Increase dept effectiveness in teaching. 2) Increase morale with interactions and collegiality. 3) Review courses with adjuncts who are professionals in the field. College Operations: 1) Faculty communication 2) Sharing of resources 3) Collaboration of ideas and strategies EDUCATIONAL INCENTIVE CREDIT REQUEST (SALARY ADVANCEMENT FOR CLASSIFIED) 2 of 3 4/11/17, 6:29 PM Frontline Education https://www.mylearningplan.com/Forms.asp?F=54310&M=V&I=5... DESCRIBE HOW THIS ACTIVITY WILL â€“ Please describe each in at least three-to-five sentences. Enhance the standards of service of the employees: See above Improve the standards of on-the-job performance: See above Encourage the employee to See above improve his/her relationships with students, faculty, administrators, and the general public. ATTACH SUPPORTING DOCUMENTATION Attach files here EQUIPMENT REQUEST Laptops ## (22max): N/A Finish Administrator's Section Approval Summary Administrator Approval Type Status Date Hinck, Patricia PROPOSAL APPROVED 4/10/2017 3:24 pm Williams, Janelle PROPOSAL PENDING Logistics, SWCPD PROPOSAL © 2016 Frontline Technologies Group, LLC. All Rights Reserved. 3 of 3 4/11/17, 6:29 PM ESL Department Meeting Notes April 2017 Announcements and updates Thank you to Angie S. for her work on accreditation! Thanks to everyone on hiring committee! Dr. Levine sent out ESL job posting to HR yesterday. ESL faculty worked on curricular modifications. ESL 54 will be inactivated. Surian signed off on this change 4/4 through CurricuNet. We are still working on ESL 15, 17 (pending changes for objectives), ESL 16 (we accidentally did a minor mod; we need someone to help - Brian Ebalo?) ESL 52 (we are working with Susie in Reading). Thanks, Courtney, for taking the lead on curricular modifications! Courtney, Diane Edwards-LiPera and Suri talked to Mia about noncredit collaborations. We will begin collaboration with SYSD. Mia will send us information from a church that wants to offer classes. Diane said it’s important our AEBG reps work on assessment. Stipend available for developing process of working with outside institutions and administration and working on offering noncredit classes. Thank you, Diane! Who is interested? Melanie, Jessica’s contact might be a good person to contact. Send questions about CASAS to Carol before April 7. ESL Staff Development Opportunity - take part in in-depth discussions on topics relevant to teaching. Begins this Thursday. More announcements and updates Meeting with San Ysidro Adult School tomorrow to talk about pathways. 11:30-12:30 San Ysidro Adult Education, 4220 Otay Mesa Road, San Ysidro, 619-428-7200 Jess and Suri just talked to English about an ESL/English pilot project. One year pilot project. Students who complete ESL 159A/B successfully will gain entry into ENG 114 without needing to take the English Placement Assessment. We will track success in the course. English faculty were very supportive. Suri will call meeting with Mark Samuels, Dr. Levine, Leslie and any ESL faculty who are interested. Thank you, Jessica! Jessica submitted a request for new computer labs for room 551a. ESL computers first put in. Rejected BUT Norma looked into it and straightened things out. Thanks, Norma! :) Released purchase order today! It might be a few weeks before we get them! Thank you, Jessica! Courtney will work on creating new checkout process. Courtney, Yuki and I attended TESOL. We would like to have a debrief with you. TBA. Today is last day to vote for new language on SLOs and other items negotiated by Union. Almost done with announcements - reminders! Jessica was voted in as senator for Academic Senate Financial Aid Reminders: Remind faculty to drop students when absences have exceeded max so they don't receive financial aid when they are no longer a student 125 SUMMER sections (about 1/3 third of total sections) relocated to a center. DE Reminders: DEFT training - Three sessions left - register at MyLearningPlan. Blackboard closes 12/31/2017.Curriculum Committee: DE Moratorium lifted - supplemental form on curricunet including 508 compliance is in development and hopefully finished in the next few weeks so that, if desired, faculty can work on online sections for 2018-2019 school year. Upcoming Chair election - Ninfa/Dr. Levine will contact you soon! Do you want to nominate yourself or anyone else? Go for it. :) Jessica will send out email about summer scoring of EPAs ESL Community Building Event (10 minutes) Beach Day at Crown Cove Aquatic Date and time: Friday April 21 8:30-1:30, water sports 9-12, food 12-1:30 (potluck) Parking permits: We will get 25 permits free. We will need to purchase the rest with Title V funds. $8 per vehicle. Sports: 2 outriggers (12 people ) 2 LTAs, 2 to 3 sailboats (9 adults) 3 LTAs, 10 kayaks and 15 SUPS (25 people) 5 LTAs, On land 1 LTA Price: 1 LTA per 5 boats Total cost approximation: 11 LTAs x 90 = $990, Parking 20 = $160, Bus? Budget code? Interoffice transfer. State Park fee? Not sure. Clothes: Exercise clothes not cotton, yes synthetic Weather cancellation policy: yes. If it rains two days before, one day before or day of, it will be canceled Follow up: races/team building events. Depends on # of participants We will get the official contract by today! April 4th Courtney will send out Sheet to facilitate carpool/Suri will ask about field trip waivers ESL Certificate Ceremony Friday, May 5th 11:00 am -12:30 pm (Set up at 9:00/Clean up 12:30-1:30) Speakers (last year we 7 speakers and someone thought that was too much) 1. Dr. Levine (Surian will ask) 2. Belkis Miller (student speaker Angie B will ask) 3. Keynote speaker (Angie B? Or can Courtney ask someone) 4. Master of Ceremony (Suri will ask Angie S) 5. Can we invite Child Development students and noncredit students (Alison can you ask?) 6. Can we finalize music, speakers, etc. (on Google Doc please) Introduction The Math Department is committed to student success and for that purpose will evaluate its courses and programs on a regular basis. Analysis of all courses and programs will be done using SLO assessment results, enrollment/retention/success rates and any other data that will enhance the process and maintain the integrity of all programs. Official review will follow the timeline schedule included in this document; however, specific courses or programs may be reviewed at other times if deemed necessary. Results of any analysis or discussion will be shared will all Math Department faculty and the Dean of MSE. In addition, this document will be updated as needed, and uploaded to Sharepoint at the end of each semester. This current document consolidates past activity and will include any activity through Spring 2019; which is the end of the program review cycle for Math. In the future, a new document will be created for each program review cycle. Following are the courses included in this analysis cycle: MATH 11 – High School Math Bridge MATH 35 – Pre-algebra MATH 45 – Elementary Algebra MATH 48 – Developmental Mathematics MATH 60 – Intermediate Algebra I MATH 70 – Intermediate Algebra II MATH 100 – Mathematics for General Education Majors MATH 101 – College Algebra MATH 104 – Trigonometry MATH 110 – Mathematics for Elementary School Teachers I MATH 111 – Mathematics for Elementary School Teachers II MATH 112 – Children’s Mathematical Thinking MATH 119 – Elementary Statistics MATH 120 – Calculus for Business Analysis MATH 121 – Applied Calculus I MATH 122 – Applied Calculus II MATH 130 – Intro to Computer Programing MATH 140 – Data Structures and Algorithms MATH 230 – Computer Organization and Architecture MATH 241P – Python Programming MATH 244 – Pre-Calculus with Trigonometry MATH 250 – Analytic Geometry and Calculus I MATH 251 - Analytic Geometry and Calculus II MATH 252 - Analytic Geometry and Calculus III MATH 253 – Introduction to Differential Equations MATH 254 – Introduction to Linear Algebra MATH 260 – Discrete Mathematics MATH 265 – Discrete Structures Following are the programs that will be included in this analysis cycle: Mathematics AA ADT (01585) Mathematics AA (01580) Liberal Arts: Math and Science AA (01870) Computer Science AS ADT (01185) Computer Science AA (01180) Computer Science AS (02190) Computer Science Certificate (02191) Course and Program Plans of Improvement Summary and Follow-up Updates Course / Program Original Plan Date Course / Program Fall 2015 Course May 6, 2016 Course August 19, 2016 Course September 24, 2016 Program January 27, 2017 Description of Plan of Improvement Update In-progress / Complete Create NC-1104: Trigonometry Refresher Course first offered Spring 2016 and Course to improve Calculus student skills offered again Fall 2016 and Spring 2017. Success of course to be discussed based on Spring 2017 data. Changes/improvements to teaching A PT/FT faculty workshop regarding practices, material coverage and chapter teaching practices is scheduled for April exam format. Applicable to Math 21, 2017. At this time teaching 35/45/60/70 strategies and “best practices” will be exchanged. Changes/improvements to teaching To be addressed at PT/FT faculty practices and chapter exam format. workshop scheduled for April 21, 2017 Review SLOs assessment: Effectiveness To be discussed with Course of SLO statement and numerical coordinators and presented to Math assessment (including final exam Department in Spring 2017. questions linked to each SLO and rubric). Applicable to Math 35/45/48/60/70 Increase Math Center resources and A Math Center staff meeting will be setofferings. Topic centered worksheets up in Spring 2017 to discuss and/or workshops. Use of graphing implementation these and other ideas. calculator for Math 70. Additional tutor training. Re-design Intermediate Algebra path for Workgroup was created in Fall 2016. STEM Students Spring 2017: CurricUNET course created to be presented to Curriculum committee before the end of the semester. Meeting will be set-up among all Increase conversation between Calculus and pre-Calculus instructors for Precalculus and calculus instructors Spring 2017 (Spring 2017 and ongoing) In-progress Will schedule meeting with PSP Program Inquire about having PSP leaders in Math 250 courses (inquire in Spring 2017 for Fall 2017 and/or subsequent semesters – but depends on funding) Will discuss during Math Department Implement workshops (Fall 2017) In-progress Implement more non-credit refreshers (begin research in Spring 2017) Staff Meeting Instead of a non-credit course, a 2-unit credit course will be created in Spring 2017 that will provide a menu of options for students who need Algebra In-progress In-progress In-progress In-progress In-progress In-progress In-progress In-progress Improve PSLO assessment data by excluding Math 250 results Continue to work on assessment/placement process Refresher or Test preparation. Correction was made to prior assessment results and will continue to be measured this way. A pilot “multiple measures” assessment process was completed for Fall 2016 placement. Spring 2017: Review results of pilot and determine future course of action. Complete Spring 2016 In-progress Basic Skills Courses (Math 35/45/48/60/70) Method of Evaluation Student Learning Outcomes for Basic Skills courses are assessed through a common Departmental Final Exam for each course. All course SLO assessment is reported in aggregate form. At this time, eLumen does not support aggregate input; therefore, the Math Department maintains its own spreadsheet of results. Evaluation process is as follows: • • • • • The Mathematics Department formed a “Logistics Committee” that is entrusted with evaluating the validity of all departmental finals. The committee is comprised of full time faculty members. Each calendar year course coordinators write a departmental final for a particular course. Math 35, 45, 48, and 60 exams contain 50 multiple choice questions. Exams are carefully drafted to ensure that the questions are representative of the stated objectives of the course and respect the relative weight assigned to each objective. To further improve the quality of the questions used, the exam writers use test reports that provide statistics about the efficiency of the prior year’s exam. The reports include data for distractor vs. non-distractor answer choices and point biserial analysis per question. The independent writers submit the exam to the logistics committee whose members gather as a group to thoroughly proof read each question for accuracy, validity, clarity, and bias. Any changes and suggestions for improvement are passed along to the writers. Once the writer implements the suggested changes, the committee reviews the exam again until a satisfactory version is produced. After the exams are administered, all test answer sheets (Scantron forms) are collected and analyzed using a dedicated software package (Remark Classic OMR). The software generates results that allow us to assess each SLO at the course “aggregate” level. o Each exam question is assigned to the related SLO. In addition, certain questions are tied to objectives of particular interest. o Remark Classic OMR is programmed to assess the SLO questions using the following rubric: 0 = No Proficiency 1 = Low Proficiency 2 = Proficiency 3 = High Proficiency 4 = Mastery % of questions within SLO group answered correctly 0% - 25% 25% - 60% 60% - 75% 75% - 90% 90% - 100% o In addition to SLO data, Remark provides grade distribution and other reports. A sample for “Fall 2016 Math 60 – Form A” reports are attached. o The data collected from Remark for Form A and B of each exam is summarized in an Excel spreadsheet by the Department Chair. • Form Math 70, the course coordinator writes an open ended final exam that consists of 35 questions. Of those questions, there are some that are intentionally written to assess all course SLOs; a detailed rubric to grade these questions for SLO purposes is provided (this minimizes the differences in instructor grading). At the end of each Spring semester, instructors provide aggregate SLO results for their course section to the Department Chair. Transfer Courses Method of Evaluation (Math 100 and above) Student Learning Outcomes for Transfer courses are assessed through the Final Exam for each course. All course SLO assessment is reported in aggregate form. At this time, eLumen does not support aggregate input; therefore, the Math Department maintains its own spreadsheet of results. Evaluation process is as follows: • • • Course coordinators write question(s) to assess each SLO during the Spring semester. At the same time, they write an answer key and rubric. The Department Chair forwards those questions to all faculty teaching a particular course with the request that they be included in their final exam. After the exam is administered, instructors provide aggregate SLO results to the Department Chair. MATH DEPARTMENT SLO SUMMARY RESULTS - BASIC SKILLS MATH Perform calculations with, convert between, solve applications, or compare whole numbers, fractions, decimals and percents without a calculator MATH 35 Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 F 47% 36% 42% 44% 39% 52% 62% 60% 61% D 28% 24% 23% 24% 26% 22% 22% 19% 21% GRADES C 17% 23% 22% 20% 22% 15% 12% 13% 12% B 6% 12% 10% 8% 10% 8% 3% 6% 5% A 2% 5% 3% 3% 4% 2% 1% 2% 2% F 33% 27% 22% 30% 23% 38% 36% 40% 36% D 28% 20% 23% 25% 25% 24% 26% 26% 26% GRADES C 26% 28% 27% 23% 28% 22% 22% 20% 20% B 11% 17% 21% 16% 19% 12% 13% 10% 14% A 2% 7% 7% 6% 5% 4% 3% 4% 4% F 51% 57% D 22% 26% GRADES C 19% 11% B 8% 6% A 0% 1% F 54% 42% 37% 48% 42% 45% 34% 39% 39% D 19% 26% 22% 24% 22% 22% 17% 26% 22% GRADES C 15% 19% 22% 16% 22% 20% 18% 19% 22% 3 14% 36% 36% 19% 24% 21% 18% 19% 15% 4 3% 10% 6% 18% 21% 2% 1% 7% 6% 0 1% 2% 1% 1% 0% 0% 1% 0% 1% 1 22% 24% 20% 22% 19% 17% 17% 20% 18% 2 35% 25% 29% 34% 33% 27% 37% 40% 39% 3 37% 33% 33% 33% 37% 38% 38% 32% 34% 4 5% 17% 18% 10% 11% 18% 6% 8% 7% 0 0% 2% 1 27% 33% 2 32% 45% 3 31% 17% 4 10% 3% Recognize and apply algebraic vocabulary and definitions, symbols, and properties; evaluate and perform operations on algebraic expressions, and solve equations and inequalities MATH 60 Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 2 19% 21% 20% 38% 34% 21% 17% 23% 27% Recognize and apply algebraic vocabulary, symbols, and properties, and evaluate and perform operations on algebraic expressions MATH 48 Term Spring 2016 Fall 2016 1 55% 30% 35% 24% 20% 50% 53% 47% 48% Recognize and apply algebraic vocabulary, symbols, and properties, and evaluate and perform operations on algebraic expressions MATH 45 Term Fall 2012 Spring 2013 Fall 2013 Spring 2014 Fall 2014 Spring 2015 Fall 2015 Spring 2016 Fall 2016 0 9% 3% 3% 1% 1% 6% 11% 5% 4% B 8% 10% 15% 8% 12% 10% 12% 12% 13% A 4% 3% 5% 4% 3% 4% 5% 3% 4% Demonstrate knowledge and appropriate application of absolute Math 70 value, polynomial, radical, rational, exponential, inverse, and logarithmic functions. Term 0 1 2 3 4 Spring 2013 20% 14% 13% 10% 42% Spring 2014 25% 9% 11% 14% 41% Spring 2016 27% 8% 17% 11% 36% 0 1% 2% 1% 2% 2% 3% 3% 2% 2% 1 45% 38% 32% 48% 41% 40% 36% 37% 37% 2 29% 34% 36% 32% 33% 34% 31% 38% 34% 3 17% 19% 23% 13% 20% 17% 21% 18% 22% 4 7% 7% 8% 4% 5% 7% 9% 5% 4% Analyze and graph functions and conics using algebraic methods and graphing calculator. 0 5% 5% 3% 1 9% 11% 14% 2 27% 21% 18% 3 28% 32% 30% 4 32% 31% 35% Set-up and simplify ratios and rates; solve problems involving proportions, conversions or geometric problems involving perimeter, circumference, area and volume; all without a calculator 0 8% 3% 2% 15% 12% 14% 13% 15% 15% 1 46% 48% 56% 50% 58% 56% 64% 54% 58% 2 32% 30% 28% 26% 20% 12% 18% 19% 19% 3 9% 10% 8% 6% 5% 16% 4% 9% 6% 4 5% 8% 5% 3% 4% 2% 1% 3% 2% Solve linear equations, quadratic equations and linear inequalities, including applications 0 5% 5% 4% 1% 1% 4% 3% 1% 2% 1 48% 30% 29% 16% 13% 37% 29% 28% 29% 2 0% 26% 28% 17% 15% 18% 22% 26% 22% 3 33% 25% 25% 48% 53% 34% 39% 37% 40% 1 37% 69% 2 46% 10% 4 15% 14% 14% 17% 18% 6% 7% 7% 8% 1 37% 42% 40% 42% 40% 34% 30% 34% 31% 2 31% 20% 19% 19% 18% 24% 23% 23% 24% 3 5% 11% 3 12% 28% 31% 25% 29% 21% 23% 21% 21% 4 7% 6% 4 13% 4% 6% 6% 7% 13% 14% 11% 14% Recognize mathematical applications in everyday life and apply appropriate critical thinking and algebraic problem solving skills. 0 7% 11% 12% 1 8% 3% 3% 2 16% 15% 8% 3 23% 23% 27% 1 40% 35% 36% 29% 23% 24% 30% 45% 44% 2 25% 21% 23% 37% 34% 27% 29% 28% 30% 3 27% 32% 33% 26% 30% 21% 15% 19% 18% 4 4% 7% 5% 6% 12% 23% 21% 3% 4% 0 11% 8% 9% 16% 10% 18% 22% 20% 17% Solving Equations 1 2 3 55% 0% 25% 41% 0% 28% 43% 0% 30% 17% 25% 28% 15% 24% 30% 40% 20% 13% 39% 22% 12% 38% 19% 14% 39% 20% 16% 4 9% 22% 18% 14% 20% 9% 5% 8% 7% 0 1% 7% 6% 6% 6% 7% 10% 12% 10% Word Problems 1 2 3 27% 22% 40% 16% 31% 28% 22% 28% 30% 40% 20% 28% 45% 20% 24% 47% 27% 13% 52% 24% 10% 53% 15% 17% 58% 16% 14% 4 9% 18% 14% 6% 5% 6% 4% 2% 2% 0 5% 4% 3% 8% 5% 9% 7% 5% 5% 1 29% 34% 28% 38% 34% 52% 42% 55% 50% 2 17% 17% 18% 30% 32% 15% 14% 12% 11% 3 38% 35% 41% 10% 13% 20% 29% 20% 23% 4 12% 10% 11% 14% 15% 4% 8% 8% 12% 0 4% 8% 9% 6% 5% 6% 4% 11% 9% Factoring 1 2 41% 21% 32% 21% 27% 22% 27% 20% 21% 22% 44% 21% 38% 19% 33% 21% 28% 22% 3 20% 22% 27% 26% 26% 20% 32% 19% 21% 4 12% 16% 15% 21% 27% 10% 8% 17% 19% 0 7% 7% 7% 12% 11% 14% 10% 21% 18% Word Problems 1 2 3 53% 21% 18% 53% 0% 27% 49% 0% 31% 41% 28% 14% 41% 26% 14% 42% 21% 15% 41% 22% 17% 23% 23% 19% 22% 27% 21% 4 1% 13% 13% 6% 7% 8% 9% 14% 13% 18% 16% 0 3% 8% Factoring 1 2 3 49% 19% 25% 42% 23% 17% 4 3% 10% 0 39% 17% Word Problems 1 2 3 25% 17% 10% 43% 21% 14% 4 8% 5% 0 29% 19% 0 9% 4% 5% 4% 4% 6% 4% 2% 2% 1 45% 33% 32% 38% 34% 31% 22% 25% 24% 4 10% 15% 17% 7% 10% 15% 25% 17% 20% 0 14% 11% 7% 8% 8% 7% 6% 6% 5% Systems of Equations 1 2 3 34% 33% 0% 26% 41% 0% 25% 39% 0% 27% 36% 0% 25% 38% 0% 23% 42% 0% 23% 39% 0% 15% 47% 0% 14% 47% 0% 4 18% 22% 29% 28% 29% 28% 32% 32% 34% 0 Systems of Equations 1 2 3 27% 22% 28% 29% 4 19% 22% 9% 11% Systems of Equations 1 2 3 20% 25% 19% 33% 28% 15% 4 7% 5% Graph lines in two variables and apply to linear models Graph linear, quadratic and radical functions, and circles 0 6% 6% 5% 8% 6% 8% 10% 10% 11% 0 4% 4% 3% 2% 1% 5% 6% 5% 4% Graph lines and inequalities in two variables and apply to linear models Solve linear equations, quadratic equations and linear inequalities, including applications 0 5% 5% Solve linear equations that contain integers, fractions or decimals; apply exponent rules to simplify exponential expressions; evaluate and perform algebraic operations on polynomials, and solve application problems; all without a calculator 4 47% 48% 50% 0 14% 16% 1 46% 28% 2 19% 29% 3 19% 18% 4 3% 9% Use algebraic techniques to model and solve applications 0 7% 5% 5% 10% 10% 12% 14% 9% 11% 1 58% 58% 54% 51% 49% 53% 47% 46% 45% 2 0% 0% 0% 25% 24% 21% 23% 25% 24% 3 25% 27% 30% 12% 13% 12% 13% 15% 15% 4 9% 10% 11% 3% 3% 3% 4% 4% 5% Radicals 2 27% 36% 32% 19% 17% 25% 31% 37% 34% 3 9% 12% 15% 32% 36% 23% 18% 19% 20% Rational Expressions and Equations 0 1 2 3 4 5% 7% 25% 24% 19% 16% 23% 23% 27% 30% MATH DEPARTMENT SLO SUMMARY RESULTS - TRANFER LEVEL MATH COURSES Math 100 Term Spring 2014 Spring 2016 Math 101 Term Spring 2013 Spring 2014 Spring 2016 Math 104 Term Spring 2013 Spring 2014 Spring 2016 Math 110 Term Spring 2013 Spring 2014 Spring 2016 Math 111 Term Spring 2013 Spring 2014 Spring 2016 Math 112 Term Spring 2016 Math 119 Term Spring 2013 Spring 2014 Spring 2016 Using real-world data, analyze Calculate and interpret the probability and contemporary mathematical problems by odds of everyday events. applying problem solving techniques using a variety of methods. And then, communicate the results mathematically through a variety of forms. 0 1 2 3 4 0 1 2 3 4 10% 7% 14% 24% 45% 9% 16% 10% 40% 26% 8% 18% 18% 31% 26% 10% 33% 18% 18% 21% Use a variety of methods to solve systems of equations and implement those methods to solve application problems. Recognize and graph conic sections. Analyze the behavior of sequences and series. Apply the binomial expansion theorem. Analyze properties and behavior of functions and implement appropriate techniques to solve applications. 0 26% 6% 4% 1 10% 2% 13% 2 30% 28% 41% 3 26% 41% 29% 4 7% 22% 13% Analyze properties and behavior of trigonometric functions and implement appropriate techniques to solve applications. 0 1 2 3 4 20% 15% 25% 24% 16% 0% 0% 7% 47% 47% 4% 9% 18% 28% 41% 0 32% 4% 20% 1 17% 32% 21% 2 27% 37% 24% 3 16% 15% 18% 4 7% 12% 18% Use polar coordinates; represent complex numbers in rectangular and trigonometric forms; perform operations with complex numbers. 0 1 2 3 4 36% 15% 15% 5% 29% 13% 0% 13% 27% 47% 39% 15% 4% 11% 32% Apply different strategies to solve problems including but not limited to guess and check, sketch pictures and diagrams, look for Identify and apply the properties and basic patterns, work backwards, and solve similar operations from the whole number to the problems. rational number system. 0 1 2 3 4 0 1 2 3 4 30% 25% 10% 5% 30% 5% 5% 15% 40% 35% 4% 31% 8% 31% 27% 15% 4% 8% 58% 15% 4% 4% 22% 41% 30% 7% 11% 22% 4% 56% Analyze computational situations to obtain and justify solutions using techniques such as mental arithmetic, estimation, traditional and non-traditional algorithms. 0 1 2 3 4 25% 35% 15% 15% 10% 31% 19% 15% 23% 12% 0% 4% 11% 19% 67% Demonstrate familiarity with basic geometric vocabulary and find values of quantities such as perimeter, area, surface area, volume for certain two and three dimensional shapes. 0 1 2 3 4 0% 0% 0% 14% 86% 0% 19% 10% 19% 52% 0% 24% 24% 47% 6% Identify and describe different problem solving strategies -- including but not limited to guess and check, pattern Identify fundamental geometric properties identification, working backwards, and of two- and three-dimensional shapes, Find values of such quantities as perimeter, solving similar problems - and use them to including congruency, similarity, and area, surface area, volume, etc. for certain represent and solve problems in multiple transformations. two and three dimensional shapes. ways 0 1 2 3 4 0 1 2 3 4 0 1 2 3 4 36% 36% 7% 0% 21% 7% 14% 21% 29% 29% 7% 7% 21% 14% 50% 29% 48% 5% 5% 14% 10% 24% 33% 14% 19% 14% 29% 29% 5% 24% SLO combined with SLO1 0% 0% 0% 0% 100% 12% 18% 12% 35% 24% Read and critique article(s) pertaining to problem solving with whole numbers and fractions 0 1 2 3 4 0% 5% 10% 30% 55% Analyze children's understanding of basic arithmetic operations with whole numbers, fractions and decimals 0 1 2 3 4 0% 0% 15% 15% 70% Identify, explain and summarize statistical concepts and terminology. 0 1 2 3 4 7% 10% 25% 28% 31% 18% 9% 16% 17% 39% 1% 6% 17% 30% 45% Identify, analyze, and construct formal tests of hypotheses concerning single population means and single population proportions. 0 1 2 3 4 3% 10% 21% 42% 24% 12% 10% 24% 21% 33% 2% 6% 13% 22% 56% MATH DEPARTMENT SLO SUMMARY RESULTS - TRANFER LEVEL MATH COURSES Math 120 Term Spring 2013 Spring 2014 Spring 2016 Math 121 Term Spring 2013 Spring 2014 Spring 2016 Math 122 Term Spring 2013 Spring 2014 Spring 2016 Math 130 Term Spring 2013 Spring 2014 Spring 2016 Math 140 Term Spring 2013 Spring 2014 Spring 2016 Math 230 Term Spring 2014 Spring 2016 Math 241M Term Spring 2013 Spring 2014 Spring 2016 Solve equations and inequalities using algebraic, numerical, and graphical processes, in both mathematical and applied settings, and correctly interpret the results as measured by completion and accuracy of individual tasks graded by teachergenerated rubric. 0 7% 5% 12% 1 22% 2% 7% 2 37% 28% 7% 3 21% 42% 20% 4 13% 22% 54% Demonstrate knowledge, comprehension, and application of concepts from business calculus including, but not limited to finding maximum and minimum values of a function, and describing the behavior of a function such as the intervals where a function is increasing, decreasing, concave upward and concave downward. 0 11% 9% 1% 1 15% 5% 13% 2 17% 16% 18% 3 29% 15% 39% 4 28% 54% 29% Apply knowledge of the definitions, properties, and concepts of differential calculus to evaluating derivatives of polynomial, rational, radical, exponential, and logarithmic functions. 0 1 2 3 4 4% 14% 13% 25% 44% 2% 8% 23% 36% 32% 4% 29% 13% 24% 29% Apply appropriate critical thinking, analytical reasoning, and concepts of first semester calculus to the solutions of problems in the fields of physical science, social science and biology 0 1 2 3 4 24% 17% 11% 17% 32% 26% 11% 17% 14% 33% 62% 18% 7% 1% 12% Demonstrate knowledge and appropriate application of the definitions, rules, and concepts 0 1 2 3 4 5% 5% 19% 49% 22% 15% 13% 15% 10% 48% 32% 0% 5% 24% 38% Apply integration techniques to solve problems including areas, volumes, and average value. 0 1 2 3 4 5% 8% 13% 50% 24% 19% 13% 17% 29% 23% 5% 5% 7% 14% 69% Write, compile, run, and test simple Java programs using a text editor or an integrated development environment (IDE) such as Eclipse. 0 1 2 3 4 15% 12% 5% 7% 61% 13% 2% 19% 8% 58% 13% 7% 7% 9% 64% Apply the key principles of object-oriented programming, including abstraction, inheritance, polymorphism, and encapsulation. 0 1 2 3 4 17% 37% 7% 12% 27% 6% 21% 4% 10% 58% 13% 9% 7% 18% 53% Describe problem requirements and employs correct programming constructs and syntax to create a working solution. 0 1 2 3 4 21% 26% 21% 5% 26% 8% 12% 19% 42% 19% 30% 26% 26% 13% 4% Identify necessary data structures or existing algorithms and use them to solve a problem. 0 1 2 3 4 0% 5% 16% 21% 58% 46% 8% 8% 4% 35% 30% 26% 26% 13% 4% Demonstrate how fundamental high-level programming constructs are implemented at the machine-language level. Use an understanding of computer organization and architecture to structure programs to perform more efficiently. 0 12% 16% 1 18% 36% 2 6% 20% 3 29% 12% 4 35% 16% Model real world situations with and interpret solutions. 0 1 2 3 4 17% 17% 0% 0% 67% 0% 0% 62% 15% 23% Not offered 0 12% 16% 1 18% 36% 2 6% 20% 3 24% 12% 4 41% 16% Utilize mathematical resources and technology while demonstrating numerical reasoning and literacy. 0 1 2 3 4 0% 0% 0% 0% 100% 8% 0% 54% 15% 23% Demonstrate knowledge and the application of concepts of algebra, analytic geometry, and properties and concepts of differential calculus to finding tangent lines, rates of change, velocity, curve sketching, and optimization 0 6% 6% 8% 1 4% 3% 8% 2 4% 5% 11% 3 29% 24% 11% 4 58% 62% 62% Use conditional logic, loops, and arrays in a Java application. 0 1 2 3 4 10% 0% 3% 5% 83% 2% 0% 13% 4% 81% 17% 7% 7% 4% 65% MATH DEPARTMENT SLO SUMMARY RESULTS - TRANFER LEVEL MATH COURSES Math 244 Term Spring 2013 Spring 2014 Spring 2016 Math 250 Term Spring 2013 Spring 2014 Spring 2016 Math 251 Term Spring 2013 Spring 2014 Spring 2016 Math 252 Term Spring 2013 Spring 2014 Spring 2016 Math 253 Term Spring 2013 Spring 2014 Spring 2016 Analyze properties and behavior of functions and implement appropriate techniques to solve applications. 0 1 2 3 4 9% 19% 52% 10% 10% 6% 14% 43% 15% 23% 7% 15% 44% 17% 17% Use a variety of methods to solve systems of equations and implement those methods to solve application problems. Recognize and graph conic sections. Analyze the behavior of sequences and series. Apply the binomial expansion theorem. 0 1 2 3 4 28% 24% 24% 14% 10% 20% 11% 18% 16% 35% 18% 20% 34% 17% 10% Use the basic definitions, properties, and theorems of first semester Calculus to solve Analyze and sketch graphs using the problems and applications. principles of calculus 0 1 2 3 4 0 1 2 3 4 75% 12% 4% 4% 6% 15% 9% 13% 19% 44% 20% 18% 10% 15% 36% 5% 10% 19% 19% 46% 25% 14% 27% 15% 18% 9% 16% 27% 16% 31% Use the basic definitions, properties, and theorems of second semester Calculus to solve problems and applications. 0 12% 5% 8% 1 8% 9% 16% 2 28% 36% 24% 3 30% 28% 34% 4 21% 22% 18% Apply Calculus techniques using polar and parametric equations including: slope of tangent lines, arclength, graphing, and areas. 0 9% 10% 8% 1 13% 13% 12% 2 17% 23% 24% 3 30% 23% 36% 4 31% 30% 20% Use the basic definitions, properties, theorems, and techniques of Differential Equations to solve problems and applications. 0 1 2 3 4 4% 8% 12% 4% 72% 0% 9% 13% 6% 72% 5% 5% 25% 38% 28% Find and apply power series representations of functions and determine possible errors, radius of convergence, and corresponding derivatives and integrals 0 16% 8% 16% 1 20% 15% 13% 2 23% 34% 28% 3 20% 24% 26% 4 21% 19% 18% Apply various methods to solve the vast array of differential equations encountered in Differential Equations. 0 1 2 3 4 24% 12% 16% 16% 32% 6% 13% 19% 19% 44% 10% 18% 28% 28% 18% Term Spring 2013 Spring 2014 Spring 2016 Math 260/65 Communicate mathematical ideas and concepts to various audiences Term Spring 2013 Spring 2014 Spring 2016 Evaluate limits, derivatives and integrals numerically, graphically and algebraically 0 1 2 3 4 13% 1% 14% 29% 43% 4% 8% 14% 23% 50% 6% 15% 28% 19% 31% State and apply basic definitions, properties, Apply vector operations in two and three and theorems of multivariable Calculus to dimensions and use vector methods to solve problems and applications. analyze plane and space curves, and 0 1 2 3 4 0 1 2 3 4 3% 16% 24% 28% 29% 0% 2% 3% 28% 67% 2% 4% 20% 24% 49% 6% 0% 18% 14% 61% 16% 14% 19% 35% 16% 4% 7% 4% 5% 81% Use matrices and their operations to solve Write clear and accurate proofs for some of linear systems and use linear the results used in the course. transformations to model real-life problems. 0 1 2 3 4 0 1 2 3 4 40% 9% 14% 3% 34% 0% 9% 54% 9% 29% 15% 15% 4% 12% 54% 4% 0% 8% 23% 65% 20% 12% 12% 0% 56% 7% 0% 12% 24% 56% Math 254 Analyze properties and behavior of trigonometric functions and implement appropriate techniques to solve applications. 0 1 2 3 4 24% 13% 29% 14% 19% 7% 8% 20% 36% 28% 9% 12% 31% 30% 18% 0 3% 0% 0% 1 0% 6% 17% 2 10% 0% 17% 3 0% 12% 34% 4 86% 82% 31% Construct mathematical proofs using standard techniques such as induction, contradiction, and contraposition. 0 1 2 3 4 7% 14% 7% 0% 71% 9% 18% 29% 18% 26% 3% 14% 17% 52% 14% Assess the validity of mathematical arguments. 0 4% 0% 0% 1 14% 9% 0% 2 14% 38% 28% 3 7% 21% 7% 4 61% 32% 66% Use polar coordinates; represent complex numbers in rectangular and trigonometric forms; perform operations with complex numbers. 0 1 2 3 4 43% 19% 4% 14% 20% 27% 10% 33% 4% 28% 27% 19% 23% 16% 15% Class Frequency Distribution Report Fall 2016: Math 60 Form A Mean Score: 63.65% Overall Grade Percent Score Raw Score Frequency Percent A B C D F 90.00 - 100.00 80.00 - 89.99 70.00 - 79.99 60.00 - 69.99 0.00 - 59.99 45.00 - 50.00 40.00 - 44.99 35.00 - 39.99 30.00 - 34.99 0.00 - 29.99 22 77 118 115 186 4.25 14.86 22.78 22.20 35.91 200 Frequency 150 100 50 0 A B C D F Grade 3/16/2017 Class Frequency Distribution Report Page 1 Class Frequency Distribution Report Fall 2016: Math 60 Form A Recognize and apply algebraic vocabulary and definitions, symbols, and properties; evaluate and perform operations on algebraic expressions, and solve equations and inequalities Mean Score: 63.57% Grade Percent Score Raw Score Frequency Percent Mastery High Proficiency Proficiency Low Proficiency No Proficiency 90.00 - 100.00 75.00 - 89.99 60.00 - 74.99 25.00 - 59.99 0.00 - 24.99 31.50 - 35.00 26.25 - 31.49 21.00 - 26.24 8.75 - 20.99 0.00 - 8.74 23 122 182 183 8 4.44 23.55 35.14 35.33 1.54 200 Frequency 150 100 50 0 Mastery High Proficiency Proficiency Low Proficiency No Proficiency Grade 3/16/2017 Class Frequency Distribution Report Page 2 Class Frequency Distribution Report Fall 2016: Math 60 Form A Graph linear, quadratic and radical functions, and circles Mean Score: 63.16% Grade Percent Score Raw Score Frequency Percent Mastery High Proficiency Proficiency Low Proficiency No Proficiency 90.00 - 100.00 75.00 - 89.99 60.00 - 74.99 25.00 - 59.99 0.00 - 24.99 5.40 - 6.00 4.50 - 5.39 3.60 - 4.49 1.50 - 3.59 0.00 - 1.49 83 105 131 144 55 16.02 20.27 25.29 27.80 10.62 Frequency 150 100 50 0 Mastery High Proficiency Proficiency Low Proficiency No Proficiency Grade 3/16/2017 Class Frequency Distribution Report Page 3 Class Frequency Distribution Report Fall 2016: Math 60 Form A Use algebraic techniques to model and solve applications Mean Score: 55.28% Grade Percent Score Raw Score Frequency Percent Mastery High Proficiency Proficiency Low Proficiency No Proficiency 90.00 - 100.00 75.00 - 89.99 60.00 - 74.99 25.00 - 59.99 0.00 - 24.99 5.40 - 6.00 4.50 - 5.39 3.60 - 4.49 1.50 - 3.59 0.00 - 1.49 30 75 129 235 49 5.79 14.48 24.90 45.37 9.46 250 Frequency 200 150 100 50 0 Mastery High Proficiency Proficiency Low Proficiency No Proficiency Grade 3/16/2017 Class Frequency Distribution Report Page 4 Class Frequency Distribution Report Fall 2016: Math 60 Form A Mean Score: 67.59% Radicals Grade Percent Score Raw Score Frequency Percent Mastery High Proficiency Proficiency Low Proficiency No Proficiency 90.00 - 100.00 75.00 - 89.99 60.00 - 74.99 25.00 - 59.99 0.00 - 24.99 9.00 - 10.00 7.50 - 8.99 6.00 - 7.49 2.50 - 5.99 0.00 - 2.49 108 106 163 129 12 20.85 20.46 31.47 24.90 2.32 200 Frequency 150 100 50 0 Mastery High Proficiency Proficiency Low Proficiency No Proficiency Grade 3/16/2017 Class Frequency Distribution Report Page 5 Class Frequency Distribution Report Fall 2016: Math 60 Form A Mean Score: 72.33% Systems of Equations Grade Percent Score Raw Score Frequency Percent Mastery High Proficiency Proficiency Low Proficiency No Proficiency 90.00 - 100.00 75.00 - 89.99 60.00 - 74.99 25.00 - 59.99 0.00 - 24.99 2.70 - 3.00 2.25 - 2.69 1.80 - 2.24 0.75 - 1.79 0.00 - 0.74 193 0 238 69 18 37.26 0.00 45.95 13.32 3.47 250 Frequency 200 150 100 50 0 Mastery High Proficiency Proficiency Low Proficiency No Proficiency Grade 3/16/2017 Class Frequency Distribution Report Page 6 Class Frequency Distribution Report Fall 2016: Math 60 Form A Mean Score: 73.10% Rational Expressions and Equations Grade Percent Score Raw Score Frequency Percent Mastery High Proficiency Proficiency Low Proficiency No Proficiency 90.00 - 100.00 75.00 - 89.99 60.00 - 74.99 25.00 - 59.99 0.00 - 24.99 5.40 - 6.00 4.50 - 5.39 3.60 - 4.49 1.50 - 3.59 0.00 - 1.49 160 133 84 108 33 30.89 25.68 16.22 20.85 6.37 200 Frequency 150 100 50 0 Mastery High Proficiency Proficiency Low Proficiency No Proficiency Grade 3/16/2017 Class Frequency Distribution Report Page 7 Test Statistics Report Fall 2016: Math 60 Form A Overall Score Data Number of Graded Items Total Points Possible Maximum Score Minimum Score Statistics Mean Score Mean Percent Score Benchmark Score Range of Scores Standard Deviation Variance Percentiles Percentile (25) Median Score Percentile (75) Inter Quartile Range Confidence Intervals 1% 5% 95% 99% Test Reliability Kuder-Richardson Formula 20 Kuder-Richardson Formula 21 Coefficient (Cronbach) Alpha 3/16/2017 Recognize and Graph linear, Use algebraic Radicals Systems of Rational 50 50 50 9 35 35 35 4 6 6 6 0 6 6 6 0 10 10 10 1 3 3 3 0 6 6 6 0 31.82 63.65 41.00 8.32 69.23 22.25 63.57 31.00 6.27 39.33 3.79 63.16 6.00 1.60 2.55 3.32 55.28 6.00 1.37 1.87 6.76 67.59 9.00 1.97 3.88 2.17 72.33 3.00 0.78 0.62 4.39 73.10 6.00 1.57 2.45 26.00 33.00 38.00 12.00 18.00 23.00 27.00 9.00 3.00 4.00 5.00 2.00 2.00 3.00 4.00 2.00 5.00 7.00 8.00 3.00 2.00 2.00 3.00 1.00 3.00 5.00 6.00 3.00 30.88 31.11 32.54 32.77 21.54 21.71 22.79 22.96 3.61 3.65 3.93 3.97 3.16 3.20 3.43 3.47 6.54 6.59 6.93 6.98 2.08 2.10 2.24 2.26 4.21 4.25 4.52 4.56 0.87 0.85 0.87 0.84 0.82 0.84 0.57 0.54 0.57 0.35 0.25 0.35 0.57 0.48 0.57 0.21 0.04 0.21 0.65 0.62 0.65 Test Statistics Report Page 1 Condensed Test Report Fall 2016: Math 60 Form A Legend: Distractors Chosen More than Correct Answer: Total Possible Points: 50 518 Mean Score: Standard Deviation: 8.32 Reliability Coefficient (KR20): No. 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 Question Question1 Question2 Question3 Question4 Question5 Question6 Question7 Question8 Question9 Question10 Question11 Question12 Question13 Question14 Question15 Question16 Question17 Question18 Question19 Question20 Question21 Question22 Question23 Question24 Question25 Question26 Question27 Question28 Question29 Question30 Question31 Question32 Question33 Question34 Question35 Question36 Question37 Question38 Question39 Question40 Question41 Question42 Question43 Question44 3/16/2017 Correct Answer B D C B D B D B B B D C C D C C B D C C A A D A B C B A B D D C C B B A B D B A D C C A Response Frequencies A 3.28 20.08 10.23 3.28 4.05 0.39 11.00 32.43 14.09 0.39 7.53 9.46 6.56 13.71 1.35 2.12 16.60 28.96 15.83 19.50 60.81 65.25 17.57 44.79 2.32 9.27 3.86 42.66 3.09 13.90 2.51 13.32 12.36 7.53 8.69 67.37 6.76 9.07 9.07 75.10 23.36 8.30 7.34 83.59 33 Maximum Score: 31.82 Minimum Score: 9 0.87 Range of Scores: 41 Median Score: Total Students: B 73.36 8.49 7.34 67.57 4.83 91.89 14.48 56.76 47.68 86.49 1.16 8.30 11.39 19.88 3.28 7.72 70.46 6.56 7.72 11.00 10.62 13.32 14.48 11.58 65.25 4.83 85.14 11.20 83.20 16.80 15.25 18.92 18.53 66.02 62.16 10.04 42.08 5.02 62.93 15.06 4.63 16.80 4.63 9.65 C 9.07 13.71 65.83 5.79 2.90 5.98 3.09 3.67 19.11 2.90 18.73 66.22 72.97 18.92 88.22 82.63 3.09 24.52 73.17 48.84 11.78 6.95 14.09 16.80 19.69 69.11 5.98 19.11 7.72 27.61 6.18 47.30 50.77 20.27 18.34 7.92 20.46 6.37 20.27 2.51 4.63 63.71 58.69 2.32 D 6.37 39.38 8.49 22.97 83.59 0.97 61.58 4.05 11.39 8.49 71.04 5.02 1.93 35.33 3.67 3.28 2.32 37.26 1.93 16.02 4.63 10.81 48.65 17.95 7.14 11.20 2.32 18.15 2.32 39.38 65.83 1.74 6.95 5.21 5.60 8.88 23.94 75.68 3.67 6.76 62.16 7.14 22.39 3.09 E 6.95 16.60 7.34 0.19 4.25 0.77 9.46 3.09 7.34 1.54 1.54 10.81 7.14 11.20 3.28 4.05 7.53 2.51 1.35 4.25 12.16 3.28 5.21 6.95 5.21 5.41 2.70 7.34 3.47 2.32 10.23 18.53 10.81 0.77 5.02 5.79 6.56 3.47 3.47 0.58 5.21 3.28 6.76 1.35 Non Distractor Condensed Test Report Correct Group Responses Total % 73.36 39.38 65.83 67.57 83.59 91.89 61.58 56.76 47.68 86.49 71.04 66.22 72.97 35.33 88.22 82.63 70.46 37.26 73.17 48.84 60.81 65.25 48.65 44.79 65.25 69.11 85.14 42.66 83.20 39.38 65.83 47.30 50.77 66.02 62.16 67.37 42.08 75.68 62.93 75.10 62.16 63.71 58.69 83.59 Upper 27% 93.57 73.57 85.71 90.00 95.71 99.29 92.14 75.00 75.00 100.00 89.29 92.14 89.29 69.29 96.43 91.43 90.71 47.86 86.43 73.57 80.71 79.29 68.57 65.71 87.14 93.57 95.71 65.00 93.57 60.71 85.00 80.71 67.86 85.71 78.57 88.57 70.71 94.29 83.57 91.43 90.00 80.00 74.29 97.14 Lower 27% 44.29 15.00 45.00 37.86 60.00 80.00 35.00 38.57 19.29 70.71 46.43 38.57 42.14 14.29 75.00 67.86 42.86 28.57 50.00 34.29 40.71 45.71 30.00 26.43 38.57 37.86 66.43 25.71 72.86 26.43 52.86 15.00 38.57 42.14 48.57 47.86 22.14 48.57 37.86 50.00 25.71 44.29 40.00 57.14 50 Point Biserial 0.45 0.44 0.37 0.43 0.38 0.34 0.47 0.31 0.46 0.36 0.35 0.44 0.46 0.44 0.27 0.26 0.44 0.16 0.33 0.30 0.34 0.34 0.30 0.30 0.45 0.44 0.34 0.33 0.25 0.25 0.30 0.51 0.24 0.39 0.23 0.34 0.37 0.43 0.37 0.41 0.53 0.31 0.27 0.45 Page 1 Total Possible Points: 50 518 Mean Score: Standard Deviation: 8.32 Reliability Coefficient (KR20): No. 45 46 47 48 49 50 Question Question45 Question46 Question47 Question48 Question49 Question50 3/16/2017 Correct Answer A C B C A B Response Frequencies A 75.29 10.04 9.46 8.11 72.59 12.74 33 Maximum Score: 50 31.82 Minimum Score: 9 0.87 Range of Scores: 41 Median Score: Total Students: B 4.25 25.10 71.81 16.02 4.63 69.11 C 11.78 35.14 10.42 50.58 13.13 8.49 D 4.63 23.55 4.44 7.53 6.56 5.02 E 4.05 5.02 3.86 17.37 3.09 4.63 Non Distractor Condensed Test Report Correct Group Responses Total % 75.29 35.14 71.81 50.58 72.59 69.11 Upper 27% 93.57 45.00 92.86 80.71 87.14 94.29 Lower 27% 46.43 22.86 42.86 23.57 53.57 41.43 Point Biserial 0.45 0.23 0.45 0.44 0.31 0.45 Page 2 Test Item Statistics Report Fall 2016: Math 60 Form A Question Question Question1 Question2 Question3 Question4 Question5 Question6 Question7 Question8 Question9 Question10 Question11 Question12 Question13 Question14 Question15 Question16 Question17 Question18 Question19 Question20 Question21 Question22 Question23 Question24 Question25 Question26 Question27 Question28 Question29 Question30 3/16/2017 Summary Statistics Points 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Graded Correct Incorrect No Response Point Biserial 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 380 204 341 350 433 476 319 294 247 448 368 343 378 183 457 428 365 193 379 253 315 338 252 232 338 358 441 221 431 204 133 305 173 167 83 42 197 224 269 69 150 174 140 330 60 89 153 324 139 263 203 178 266 276 178 159 77 289 86 314 5 9 4 1 2 0 2 0 2 1 0 1 0 5 1 1 0 1 0 2 0 2 0 10 2 1 0 8 1 0 0.45 0.44 0.37 0.43 0.38 0.34 0.47 0.31 0.46 0.36 0.35 0.44 0.46 0.44 0.27 0.26 0.44 0.16 0.33 0.30 0.34 0.34 0.30 0.30 0.45 0.44 0.34 0.33 0.25 0.25 Test Item Statistics Report Reliability Percent Correct 73.36 39.38 65.83 67.57 83.59 91.89 61.58 56.76 47.68 86.49 71.04 66.22 72.97 35.33 88.22 82.63 70.46 37.26 73.17 48.84 60.81 65.25 48.65 44.79 65.25 69.11 85.14 42.66 83.20 39.38 Page 1 Question Question Question31 Question32 Question33 Question34 Question35 Question36 Question37 Question38 Question39 Question40 Question41 Question42 Question43 Question44 Question45 Question46 Question47 Question48 Question49 Question50 3/16/2017 Summary Statistics Points 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 1 Graded Correct Incorrect No Response Point Biserial 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 518 341 245 263 342 322 349 218 392 326 389 322 330 304 433 390 182 372 262 376 358 177 272 252 175 195 169 299 124 189 129 196 184 213 85 128 330 146 254 142 160 0 1 3 1 1 0 1 2 3 0 0 4 1 0 0 6 0 2 0 0 0.30 0.51 0.24 0.39 0.23 0.34 0.37 0.43 0.37 0.41 0.53 0.31 0.27 0.45 0.45 0.23 0.45 0.44 0.31 0.45 Test Item Statistics Report Reliability Percent Correct 65.83 47.30 50.77 66.02 62.16 67.37 42.08 75.68 62.93 75.10 62.16 63.71 58.69 83.59 75.29 35.14 71.81 50.58 72.59 69.11 Page 2 Detail of Math Department Course/Program Discussions based on SLO and other Data: 2012 – Spring 2019 (End of Current Program Review Cycle) Friday, January 6, 2012 – Room 344 – participants FT faculty Opening Day SLO Activity Courses: Math 20/35/45/60 Describe how SLOs were measured: A standardized final exam is given to all sections of this course. The final exam is created by a full time faculty member and then reviewed by a committee of different full time faculty to ensure accuracy. The results of this multiple choice exam are analyzed by an independent firm and individual data analysis reports are returned directly to each instructor at the beginning of the following semester. This firm also provides aggregate SLO assessment data for the department. After analyzing aggregated course data collected, what strengths and/or weaknesses in achieving student learning outcomes are indicated? At the time of the analysis, sufficient information was not available to formulate accurate results or perform comparative analysis; given that: • Data received was for Spring 2011 semester only • A direct objective/SLO link was not available What can faculty within your discipline do to improve your students’ performance? Offer a plan(s) for improvement. First we will be improving the method of assessment to obtain reliable results. During the Spring 2012 semester, new final exams will be written for all developmental courses. Each exam will include a record of the link between individual question and the corresponding SLO/Objective tested. This will be used to target specific questions for SLO assessment. Although data analysis did not provide direct results, the Math Department is committed to student success and plans to promote student understanding through the Math Center by: • Providing assistance during the semester via weekly workshops and at the end of the semester through final exam reviews • Having some faculty available during office hours held at the Math Center • Conducting a student survey at the end of the semester requesting for input and suggestions to better serve their needs • Seeking additional budget funds to increase the tutor staff so that we may better service our students’ needs Course: Math 70 Describe how SLOs were measured: A common, open-response, final exam was written by a committee of full-time faculty and administered to all Math 70 students by all Math 70 faculty. The first, multipart question assessed student’s ability to graph a basic function, find the domain and range, and use interval notation. The instructors used a general rubric and reported aggregate scores using 0 – 1 point as No Pass and 2 – 4 points and Pass. The same question was used in both Spring and Fall 2011. After analyzing aggregated course data collected, what strengths and/or weaknesses in achieving student learning outcomes are indicated? Following is a summary of the Spring/Fall data using the Pass/No Pass rubric: Spring 2011 – 76 (24%) No pass Fall 2011 – 61 (17%) No pass 235 (75%) Pass 289 (83%) Pass Total Students: 315 Total Students: 350 This reflects improvement from Spring to Fall, with most students proficient in both semesters. What can faculty within your discipline do to improve your students’ performance? Offer a plan(s) for improvement. In Spring 2012, we will be providing: • More questions to assess • More than one SLO • Specific grading rubrics for each question (rather than the department guidelines only) to insure uniformity in instructor scoring. Individual instructors are becoming more aware of the unusual content of this course, and report making refinements of instruction regarding procedural vs. analytical methods. Instructors have the option to use graphing calculator worksheets provided by a full time faculty member’s sabbatical project. Courses: All Transfer Level, Math 100 and above Describe how SLOs were measured: One question specifically formulated by full time faculty was included in the final exam for each section of the course. Individual instructors then graded the question using a 0 to 4 rubric and submitted their aggregate results to the Math Department Chair. However, those aggregate results consisted of a simpler Pass/No Pass scale using 0 or 1 scores for No Pass and 2, 3, or 4 for Pass. After analyzing aggregated course data collected, what strengths and/or weaknesses in achieving student learning outcomes are indicated? Our analysis suggested that the method of assessment was not sufficient to arrive at any meaningful conclusions about learning outcomes. Instead, the need for changing and improving the assessment process was thoroughly discussed. What can faculty within your discipline do to improve your students’ performance? Offer a plan(s) for improvement. At this moment, our faculty will focus on improving the assessment tools so that we can obtain more reliable and meaningful data. Some of the changes suggested include increasing the number of questions that are used to assess a specific SLO and changing the rubric to a true 0 – 4 scale (instead of Pass/No Pass). FALL 2015 – DISCUSSIONS AMONG FACULTY TEACHING CALCULUS COURSES FT faculty had several discussions related to inadequate trigonometry skills noted in Calculus students. As a result, a non-credit Trigonometry refresher course was created. The details of the course (which was submitted in CurricUNET on August 9, 2016) are as follows: Hours of instruction: 9; Class maximum: 24 Course Description & Scope: Provides a review to students who wish to refresh their trigonometry skills. Includes topics such as trigonometric functions; radian measure of angles; graphs of sine, cosine, and tangent; trigonometric equations and inverse trigonometric equations; and law of sines and cosines. Consists of personalized computer-assisted instruction to refresh those concepts identified as needed for each student. Calculus instructors would refer students to the course for enrollment. The course will be set to begin during the second or third week of the semester, beginning Spring 2016. Friday, May 6, 2016 – Room 342 – 11 participants FT and PT faculty SLO results up to Fall 2015 considered for Math 34/45/60 Math 35: After analyzing aggregate course data, what strengths and/or weaknesses in achieving SLOs are indicated: For Spring and Fall 2015 we achieved roughly 60% proficiency in SLO 3 (Solving linear equations…). We would consider this strength in our SLO achievement. However, for SLO 1 and 2 (Perform calculations with… and Set-up and simplify ratios…) we achieved only 20-30% proficiency. We would consider SLOs 1 and 2 our weakness in achieving SLO goals. What can faculty do to improve students’ performance in achieving SLOs? Offer a plan or plans of improvement: To improve SLO 1, faculty could have multiplication table drills. For SLO 2, many topics are based on formulas and students struggle to remember those formulas. We can work on teaching students to form relationships between formulas. Another suggestion would be for all Math 35 instructors to have an understanding of the “most important” or essential formulas and to concentrate on teaching those (depth not breath). Also, we could include some multiple choice assessments throughout the semester to prepare students for the final. Math 45: After analyzing aggregate course data, what strengths and/or weaknesses in achieving SLOs are indicated: Strengths were noted in SLO 1 (Recognize and apply…) at 80% proficiency, and SLO 2 (Solve linear equations…) at 60% proficiency. However, SLO 3 (Graph lines and inequalities…) was identified as a weakness given the 40-50% proficiency levels. What can faculty do to improve students’ performance in achieving SLOs? Offer a plan or plans of improvement: One suggestion is to re-arrange the suggested sequence of topics by having the chapter in factoring introduced earlier and then incorporate the topic into every assessment thereafter. Suggested order is: Chapter 1, 2, 5, 6, 3, 4. This rearrangement might help strengthen factoring and graphing. To assess results we would need to split SLO data based on course arrangement. Math 60: After analyzing aggregate course data, what strengths and/or weaknesses in achieving SLOs are indicated: Strengths were SLO 1 (Recognize and apply algebraic vocabulary…) and SLO 2 (Graph linear, quadratic…) which are topics that students would have seen before and may be review. Weaknesses were noted in SLO 3 (Use algebraic techniques…) which is the outcome related to word problems and applications. What can faculty do to improve students’ performance in achieving SLOs? Offer a plan or plans of improvement: Introduce word problems and application problems at the beginning of each chapter and throughout the chapter (not necessarily solving the problem, but practicing set-up and variable definition) rather than at the end. Write a final exam question where students have to write an equation of the word problem. Also, incorporate some multiple choice questions in semester exams so that students get familiar with multiple choice format. Friday, August 19, 2016 – Participants: FT and PT faculty Opening Day SLO Activity MATH 35: Which SLO did you assess? All Math 35 SLOs How did your discipline collect data for this SLO? Departmental Exam Final – selected questions are assigned to assess each SLO Is this outcome measuring what should be measured in this course, and are students achieving an acceptable level of proficiency in your opinion? Please explain. On SLO 1 36% of students scored as proficient or better; on SLO 2 only 23% were proficient or better; however, on SLO 3, 65% were proficient or better. SLOs are measured via the final exam, but the level of difficulty among SLO questions is not consistent (fractions/decimals – harder questions; word problems – easier). What conclusions did you make after looking at the data? What did you discuss? SLOs are very broad, need to be more specific. Make a recommendation that you think will help to increase student learning for this outcome. Break the three SLOs into sub-SLOs. Move ratios and rates to SLO1 Move proportions to SLO 3 Review course topics for overlap Shorten final exam A new text might help Build questions that are appropriate for a non-calculator exam What resources, if any, does your discipline need to accomplish your action step? PSP and Math Center tutors Describe the steps we will take to implement the recommendation made above and please include an estimated timeline. • Have regular multiplication table drills – this will improve performance in SLO1 • Students tend to struggle to remember formulas. As instructors, we could work on teaching students to form relationships between the formulas. • Have an understanding of the most essential formulas and concentrate on teaching those (depth, not breath). • Include some multiple choice questions on exams to prepare students for the final. MATH 45: Which SLO did you assess? All Math 45 SLOs How did your discipline collect data for this SLO? Departmental Exam Final – selected questions are assigned to assess each SLO Is this outcome measuring what should be measured in this course, and are students achieving an acceptable level of proficiency in your opinion? Please explain. SLOs are too broad so we are unable to pin down a specific proficiency. Data is not great, better proficiency levels should be expected; however, data only comes from final exam (excluding any work done during the semester) What conclusions did you make after looking at the data? What did you discuss? Split data is more helpful. It would be best to have data segregated by topic – then we can better discuss results and improvements Consider data of classes that have PSP tutors – classes that meet during different days, etc. Make a recommendation that you think will help to increase student learning for this outcome. Re-write SLOs and assessment method to better indentify weaknesses and steps to improve student learning. What resources, if any, does your discipline need to accomplish your action step? More funding for Math Center tutors and PSP tutors. Describe the steps we will take to implement the recommendation made above and please include an estimated timeline. • Re-arrange the sequence in which topics are covered ie. Chapter 1, 2, 5, 6, 3, 4. This way factoring is covered earlier in the semester. • Incorporate topics that represent weaknesses in every assessment. i.e. After factoring is covered (with the re-arranged sequence), include some factoring problems in each exam. • Analyze results by splitting the information between classes that re-arrange the schedule and classes that do not. • Have FT math faculty in the Math Center • Create worksheets/handout to be available in the Math Center for specific topics – introduce uniformity in tutoring. • Improve tutor training • Have a site where instructor materials can be shared (ie. Worksheet or practice activities that work well for certain topics). Use Sharepoint for teaching resources. • Encourage students to keep a portfolio of their work to include class notes, handouts, graded work,etc. All of these materials can be used as reference to study and prepare for exams. MATH 60: Which SLO did you assess? All Math 60 SLOs How did your discipline collect data for this SLO? Departmental Exam Final – selected questions are assigned to assess each SLO Is this outcome measuring what should be measured in this course, and are students achieving an acceptable level of proficiency in your opinion? Please explain. Rational expressions should be measured separately. Data shows that students are not achieving an acceptable level of proficiency: SLO 1: 39% at low/no proficiency SLO 2: 40% at low/no proficiency SLO 3: 60% at low/no proficiency What conclusions did you make after looking at the data? What did you discuss? Rewrite SLOs (take vocabulary from SLO 1 to SLO3) Re-visit some questions for the SLO and replace Grading scale and weight for final is inconsistent – therefore student performance is inconsistent Make a recommendation that you think will help to increase student learning for this outcome. Math Center tutors can have weekly review workshops during the semester for specific topics – integrate questions related to the SLO that is being covered by then. Include free response questions on the final exam review. What resources, if any, does your discipline need to accomplish your action step? More PSP tutors – with more time in the classroom. Describe the steps we will take to implement the recommendation made above and please include an estimated timeline. • To help students understand word problems we should introduce them at the beginning and throughout the chapter (not just at the end). Also, have some questions where they do not have to solve the problem, but just describe the meaning of the variable and set-up an equation. • Incorporate some multiple choice questions into some exams to expose student to the type of questions they will see in the final. • Incorporate previous chapter problems on current exams. MATH 70: Which SLO did you assess? All Math 70 SLOs How did your discipline collect data for this SLO? Departmental Exam Final – selected questions are assigned to assess each SLO Is this outcome measuring what should be measured in this course, and are students achieving an acceptable level of proficiency in your opinion? Please explain. This outcome ismeasuring a portion of the SLO topics. Particularly on SLO 1, improvements are needed since 35% of students scored at Low or No proficiency. What conclusions did you make after looking at the data? What did you discuss? Will consider re-writing SLOs to break them appart. Make a recommendation that you think will help to increase student learning for this outcome. Final Exam: Use 6 questions to assess 3 SLOs, as done in Math 250. Final Exam/SLO: Instructors – conscientiously use grading rubric and send feedback to course coordinator. Math Center: Have tutors ask students which course they are in before they start tutoring – especially since Math 70 should include GC methods. What resources, if any, does your discipline need to accomplish your action step? Document cameras in all classrooms Tablet computers for all faculty New projectors in 398, 397, others?? (because tablet images become square) If internet connection is down, emulator in classroom does not work – provide all Math 70 instructors with emulators on memory disk ASO rental calculator upgrade Upgrade classroom computers (e.g. room 555 in National City) Describe the steps we will take to implement the recommendation made above and please include an estimated timeline. • Will make request for materials through program review and other sources of funding such as BSI. • Communicate with all instructors teaching Math 70 to improve accuracy and reliability of SLO assessment process. • Ensure that tutors in the Math Center include a graphing calculator approach when helping Math 70 students. Saturday, September 24, 2016 – Participants: FT and PT faculty MATHEMATICS DEPARTMENT RETREAT Objective: Explore re-design options to streamline the current Developmental Mathematics course sequence through changes to course offerings and/or course content. A total of 30 FT, PT Math faculty and 2 counselors came together for 4 hours to discuss the Math program for Developmental courses. Data considered included course SLO analysis completed during opening day (8/19/2016), successful completion rates for the courses in questions and Basic Skills Tracker Data from the Chancellor’s office and CAP (California Acceleration Project) information. Small group discussion yielded similar results: It is necessary to shorten the developmental path. It was decided that the focus at this time would be on STEM pathway. Plan of Improvement: Create a FT faculty group to explore Intermediate Algebra re-design options for STEM pathway. This group (called Intermediate Algebra Acceleration Project) was formed immediately after the retreat took place; Martha Carey is the lead faculty member coordinating this effort. The team is comprised of 8 members. Friday, January 27, 2017 – Participants: FT and PT faculty Opening Day SLO Activity Which PSLO did you assess? Program: Associate of Science in Mathematics Studies in Transfer 01585: SLO: Use the basic definitions, properties, theorems, and techniques of Calculus. Is this outcome accurately measuring what should be measured in this program, and are students achieving an acceptable level of proficiency in your opinion? Please explain. • The SLO may be adequate to assess the content knowledge, but not necessarily success of the program. To evaluate program success we need transfer data • Currently, assessment numbers are pulled from CSLOs for Math 250/251/252. However, not all students taking the Calculus sequence are Math Majors; many are majoring in engineering, computer science, physics, etc. This will cause inaccuracies in program data. Considering Math 250/251/252 CSLO data, 44% of the students in the program are receiving a score 3 or higher, which is an acceptable level of proficiency while we have 65% with a score that is not proficient (2 or less). We believe that we need to improve the level of proficiency in the program. What conclusions did you make after looking at the data? What did you discuss? • Many students take Math 250, but do not move on to Math 251 and 252; therefore, PSLO data would be better represented by considering only CSLOs from Math 251/252. • To better assess our program, it was discussed that an additional PSLO should measure also include transfer rates of students in the program. For this analysis we would also need success data (at the transfer institution) to assess how well we are preparing students. In addition, it would be great to have data on time-to-completion; to see how fast our students are able to complete the program. Make at least one recommendation that you think will help to increase student learning for this outcome. • Make corrections to the way data is assessed (i.e. exclude Math 250 from the results for the program). • Improve collaboration between pre-calculus and calculus instructors to ensure that students are better prepared. • Implement PSP tutoring for Calculus sequence • Continue non-credit trigonometry refresher • Implement other non-credit refreshers • Expand workshop offerings for the calculus sequence. • Expand offerings for transfer level courses (consider high-school offerings). Also, need classrooms to offer more courses. Improve scheduling by have a more flexible college hour or offer additional MWF sections. • Improve study group facilitations. • Improve assessment/placement methods • Improve and revise our pedagogical methods for teaching calculus and possibly include a lab portion. In the lab portion, we could have students do collaborative learning projects or have faculty demonstrate where the calculus topics they are learning appear in upper level science and • engineering classes as well as how it is used in STEM research programs. Considering what other colleges are using as a PSLO and CSLOs and how their data looks to help us improve our PSLO and CSLO process. What resources, if any, does your discipline need to accomplish your actions step(s)? • More tutors and larger space for tutoring centers. To also include the centers. • Improve communication with transfer students and transfer institutions. • Additional funding for MESA Center Describe the steps that will be taken to implement the recommendation(s) made above and please include an estimated timeline. Steps: • • • • • • Increase conversation between Precalculus and calculus instructors (Spring 2017 and ongoing) Inquire about having PSP leaders in Math 250 courses (inquire in Spring 2017 for Fall 2017 and/or subsequent semesters – but depends on funding) Implement workshops (Fall 2017) Implement more non-credit refreshers (begin research in Spring 2017) Improve PSLO assessment data by excluding Math 250 results Continue to work on assessment/placement process Timeline: • • • • • • Spring 2017 and ongoing Begin inquiries in Spring 2017 for Fall 2017 and/or subsequent semesters – but depends on funding Earliest possible would be Fall 2017 Begin research for non-credit course offerings in Spring 2017 Spring 2017 Ongoing from Spring 2016 Thursday, February 16, 2017 – MATH DEPARTMENT MEETING UPDATE ON PLAN OF IMPROVEMENT FROM SEPTEMBER 24, 2016 During the first Math Department Meeting of Spring 2017, the team coordinating the Intermediate Algebra Acceleration Project provided the following update: Goal: Math 60 (4 units) + Bridge (2 units) = New Math 70 (6 units) Reduce the STEM/business path by 1 semester & 2 units (from 12 M45/48-60-70 to 10 for M45/48-70). Bridge to be offered Intersession, Summer, and as short-course during regular terms. Both Bridge and New Math 70 have required graphing calculator. Timeline: Full implementation in Fall 2018 This semester: CurricUNET to add the Bridge path to Math and MSE classes having Math 70 prerequisites STEM/Business path will become: Math 45/48 -> Math 70 -> Transfer-level Non-STEM/Non-business path will remain: Math 45/48 -> Math 60 -> Math 100 or 110. STEM/Business alternate path: Math 45/48 -> Math 60 -> Bridge ->Transfer-level Students who take Math 60 by mistake can take the Bridge course (number between 61 and 64 TBA) during Intersession or Summer, and go directly from Bridge to Transfer-level. Students will need to decide after Math 45/48 (instead of Math 60) which path to take. Communication with • Math 45 and Math 48 students, esp. in Spring 2018 and Fall 2018. • MSE faculty (starting now) • Counselors (soon) Outcome Assessment Timeline Academic Programs In the spaces provided below, please list course-level and program-level student learning outcomes and when each will be assessed. When completing the timeline, consider the assessment process (writing outcomes, measuring outcomes, discussing results with colleagues, formulating plans for improvement where necessary, implementing plans and reporting results of implemented plans. Course ID MATH 100 *Term Measured or Term to be Measured Date Data Analyzed with Colleagues or Approximate Date Scheduled to Analyze Data with Colleagues Term Plan(s) of Improvement Implemented or Term Plan(s) of Improvement to be Implemented Date Plan(s) for Improvement Data Analyzed with Colleagues or Approximate Date Scheduled to Analyze Plan(s) for improvement Data with Colleagues Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Course-Level Student Learning Outcome (CSLO) Calculate and interpret the probability and odds of everyday events. Using real-world data, analyze contemporary mathematical problems by applying problem solving techniques using a variety of methods. And then, communicate the results mathematically through a variety of forms. Analyze properties and behavior of functions and implement appropriate techniques to solve applications. MATH 101 Use a variety of methods to solve systems of equations and implement those methods to solve application problems. Recognize and graph conic sections. Analyze the behavior of sequences and series. Apply the binomial expansion theorem. MATH 104 MATH 110 Analyze properties and behavior of trigonometric functions and implement appropriate techniques to solve applications. Use polar coordinates; represent complex numbers in rectangular and trigonometric forms; perform operations with complex numbers. Apply different strategies to solve problems - including but not limited to guess and check, sketch pictures and diagrams, look for patterns, work backwards, and solve similar problems. Identify and apply the properties and basic operations from the whole number to the rational number system. Analyze computational situations to obtain and justify solutions using techniques such as mental arithmetic, estimation, traditional and non-traditional algorithms. Demonstrate familiarity with basic geometric vocabulary. Identify fundamental geometric properties of two- and threedimensional shapes, including congruency, similarity, and transformations. MATH 111 MATH 112 MATH 115 MATH 119 MATH 120 Find values of such quantities as perimeter, area, surface area, volume, etc. for certain two and three dimensional shapes. Identify and describe different problem solving strategies -including but not limited to guess and check, pattern identification, working backwards, and solving similar problems and use them to represent and solve problems in multiple ways Read and critique article(s) pertaining to problem solving with whole numbers or fractions. Analyze children's understanding of basic arithmetic operations with whole numbers, fractions, and decimals. Use appropriate vocabulary and tools to analyze and describe a statistical question. Recognize statistical applications in everyday life and apply appropriate analytical tools and problem solving skills. Recognize and apply algebraic vocabulary, symbols, and properties, and evaluate and perform operations on algebraic expressions. Identify, explain and summarize statistical concepts and terminology. Identify, analyze, and construct formal tests of hypotheses concerning single population means and single population proportions. Solve equations and inequalities using algebraic, numerical, and graphical processes, in both mathematical and applied settings, and correctly interpret the results as measured by completion and accuracy of individual tasks graded by teacher-generated rubric. Demonstrate knowledge, comprehension, and application of concepts from business calculus including, but not limited to finding maximum and minimum values of a function, and describing the behavior of a function such as the intervals where a function is increasing, decreasing, concave upward and concave downward. Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 MATH 121 MATH 122 MATH 130 MATH 140 MATH 230 MATH 241M MATH 241P Apply knowledge of the definitions, properties, and concepts of differential calculus to evaluating derivatives of polynomial, rational, radical, exponential, and logarithmic functions. Apply appropriate critical thinking, analytical reasoning, and concepts of first semester calculus to the solutions of problems in the fields of physical science, social science and biology Demonstrate knowledge and the application of concepts of algebra, analytic geometry, and properties and concepts of differential calculus to finding tangent lines, rates of change, velocity, curve sketching, and optimization Demonstrate knowledge and appropriate application of the definitions, rules, and concepts Apply integration techniques to solve problems including areas, volumes, and average value Write, compile, run, and test simple Java programs using a text editor or an integrated development environment (IDE), such as Eclipse. Apply the key principles of object-oriented programming, including abstraction, inheritance, polymorphism, and encapsulation. Use conditional logic, loops, and arrays in a Java application. Describe problem requirements and employs correct programming constructs and syntax to create a working solution. Identify necessary data structures or existing algorithms and use them to solve a problem. Demonstrate how fundamental high-level programming constructs are implemented at the machine-language level. Use an understanding of computer organization and architecture to structure programs to perform more efficiently. Model real world situations with and interpret solutions. Utilize mathematical resources and technology while demonstrating numerical reasoning and literacy. Use conditional logic, loops, and arrays to analyze data. Write, compile, run, and test Python applications using an integrated development environment (IDE) such as Eclipse. Use object-oriented programming to model real-world applications. Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 MATH 244 MATH 250 MATH 251 MATH 252 MATH 253 MATH 254 Analyze properties and behavior of functions and implement appropriate techniques to solve applications. Use a variety of methods to solve systems of equations and implement those methods to solve application problems. Recognize and graph conic sections. Analyze the behavior of sequences and series. Apply the binomial expansion theorem. Analyze properties and behavior of trigonometric functions and implement appropriate techniques to solve applications. Use polar coordinates; represent complex numbers in rectangular and trigonometric forms; perform operations with complex numbers. Use the basic definitions, properties, theorems, and techniques of first semester Calculus to solve problems and applications. Analyze and sketch graphs using the principles of calculus. Evaluate limits, derivatives and integrals numerically, graphically and algebraically. Use the basic definitions, properties, theorems, and techniques of second semester Calculus to solve problems and applications. Apply Calculus techniques to curves given in polar and parametric form, including graphing, equations of tangent lines, arclength, and area. Find and apply power series representations of functions and determine possible errors, radius of convergence, and corresponding derivatives and integrals. State and apply basic definitions, properties, and theorems of multivariable Calculus to solve problems and applications. Apply vector operations in two and three dimensions and use vector methods to analyze plane and space curves, and curvilinear motion. Use the basic definitions, properties, theorems, and techniques of Differential Equations to solve problems and applications. Apply various methods to solve the vast array of differential equations encountered in Differential Equations. Write clear and accurate proofs for some of the results used in the course. Use matrices and their operations to solve linear systems and use linear transformations to model real-life problems. Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 MATH 11 MATH 260 MATH 35 MATH 45 MATH 48 MATH 57 Retake the Math Assessment test and place at least two levels above prior placement. Score at least 70% on a Math 60 Departmental Final Exam. Communicate mathematical ideas and concepts to various audiences. Construct mathematical proofs using standard techniques such as induction, contradiction, and contraposition. Assess the validity of mathematical arguments. Perform calculations with, convert between, solve applications, or compare whole numbers, fractions, decimals and percents without a calculator Set-up and simplify ratios and rates; solve problems involving proportions, conversions or geometric problems involving perimeter, circumference, area and volume; all without a calculator Solve linear equations that contain integers, fractions or decimals; apply exponent rules to simplify exponential expressions; evaluate and perform algebraic operations on polynomials, and solve application problems; all without a calculator Recognize and apply algebraic vocabulary, symbols, and properties, and evaluate and perform operations on algebraic expressions Solve linear equations, quadratic equations and linear inequalities, including applications Graph lines and inequalities in two variables and apply to linear models Recognize and apply algebraic vocabulary, symbols, and properties, and evaluate and perform operations on algebraic expressions Graph lines in two variables and apply to linear models Solve linear equations, quadratic equations and linear inequalities, including applications Use appropriate vocabulary and tools to analyze and describe a statistical question. Recognize statistical applications in everyday life and apply appropriate analytical tools and problem solving skills. Recognize and apply algebraic vocabulary, symbols, and properties, and evaluate and perform operations on algebraic expressions Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2017 Fall 2017 Spring 2018 Fall 2018 Spring 2017 Fall 2017 Spring 2018 Fall 2018 MATH 60 Recognize and apply algebraic vocabulary and definitions, symbols, and properties; evaluate and perform operations on algebraic expressions, and solve equations and inequalities Graph linear, quadratic and radical functions, and circles Use algebraic techniques to model and solve applications MATH 70 Demonstrate knowledge and appropriate application of absolute value, polynomial, radical, rational, exponential, inverse, and logarithmic functions. Analyze and graph functions and conics using algebraic methods and graphing calculator. Recognize mathematical applications in everyday life and apply appropriate critical thinking and algebraic problem solving skills. Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Program Mathematics 01580 Associate in Art Associate of Science in Mathematics Studies in Transfer 01585 Associate in Science Computer Science 02191 Certificate Computer Science 02190 Associate in Science Computer Science 01180 Associate in Arts Associate Degree in Computer Science for Transfer 01185 Associate in Science Transfer Term Measured or Term to be Measured Date Data Analyzed with Colleagues or Approximate Date Scheduled to Analyze Data with Colleagues Term Plan(s) of Improvement Implemented or Term Plan(s) of Improvement to be Implemented Date Plan(s) for Improvement Data Analyzed with Colleagues or Approximate Date Scheduled to Analyze Plan(s) for improvement Data with Colleagues Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Spring 2016 Fall 2016 Spring 2017 Fall 2017 Program-Level Student Learning Outcome (PSLO) Use the basic definitions, properties, theorems, and techniques of Calculus. Use the basic definitions, properties, theorems, and techniques of Calculus. Recognize and appropriately apply current and historical Software Engineering design patterns, algorithms, and data structures to produce efficient, well-engineered software products. Recognize and appropriately apply current and historical Software Engineering design patterns, algorithms, and data structures to produce efficient, well-engineered software products. Recognize and appropriately apply current and historical Software Engineering design patterns, algorithms, and data structures to produce efficient, well-engineered software products. Recognize and appropriately apply Software Engineering design patterns, algorithms, and data structures to produce efficient, well-engineered software products.

* Your assessment is very important for improving the work of artificial intelligence, which forms the content of this project

Download PDF

advertisement