By Juan Collins,2014-05-06 17:39
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    “The institution offers high-quality instructional programs in recognized and emerging fields of study that culminate in identified student learning outcomes leading to degrees, certificates, employment, or transfer to other higher education institutions or programs consistent with its mission. Instructional

    programs are systematically assessed in order to assure currency, improve teaching and learning, and achieve stated student learning outcomes.” This

    excerpt from the accreditation standards is a rationale for this work. This program review and planning document will be reviewed by the deans, and become the basis for the FPM/Block Grant, facilities planning, Box 2A and provide evidence for accreditation. Sections of this document will be reviewed by groups such as the Teaching-Learning Project, Curriculum Committee and SGC.

    Program ___MATHEMATICS - TRANSFER____________________

    ____Degree ____Certificate ____Other__________________

    Submitted on _______________ by the following faculty lead for the program:


     __________________________ _______________________

     (print name) (signature)

Reviewed and Approved by:

    Dean _____________________ _______________________

     (print name) (signature)

    Sr. Dean _____________________ ______________________

     (print name) (signature)

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    As you review and prepare plans for your program, keep in mind current goals and initiatives developed for the college’s Master Plan.


    1. Offer high quality programs that meet the needs of the students and the


    2. Ensure the fiscal well-being of the college.

    3. Enhance a culture of innovation, inclusiveness and collaboration.

    4. Improve the learning of students and the achievement of their educational


    5. Establish a culture of planning, implementing, assessing and improving.


    1. Grow enrollments productively.

    2. Improve the image of the college.

    3. Increase the number of transfers, degrees and certificates.

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    Program review begins with the collection and analysis of data by the research office and instructional deans. The questions posed are based on an analysis of enrollment, productivity, success/retention, curriculum, college and community participation and program resources and development. For occupational programs, a copy of the Core Indicators Report is included. To access data, go to http://siren/cognos

    1. Overall enrollments have been steady. Math 34 is solid and increasing.

    Math 35/37 have been struggling the past few semesters. There is a slight

    decrease for Math 40. Math 50 has made a comeback this last Spring and

    Fall. 60 is steady. Where the *%#$@ did those 32 students come from in

    Math 70 Spring 05?

    When comparing enrollments by seat count……

    Math 60 Fall 02 Math 70 Spring 03

    19 students 12 students

    Math 60 Fall 03 Math 70 Spring 04

    19 students 9 students

    Math 60 Fall 04 Math 70 Spring 05

    44 students 32 students

    It is possible the high enrollment could be due to the large number of student the

    semester before (Math 60 Fall 04). Brentwood reports that the students in Math 70

    were all enrolled in Lois Yamakoshi’s class. Many came from DVC and other

    colleges, after waiting for her to be the instructor.

    Are there plans to increase enrollments in the higher level courses?

    A few years ago LMC opened the Brentwood Center. Since its opening, we have

    been able to increase the number of enrollments in Statistics, Pre-Calculus, and

    Calculus. Our department is currently waiting for the completion of a brand new

    Mathematics building. When it is finished, the new addition of space will allow

    us to offer additional higher level courses, thus increasing enrollments.

    We are also going to strategically package our future course offerings so that

    students’ schedules will not have time conflicts. (For instance, we will try not to

    schedule a Calculus course at the same time as a Physics course.) Additionally,

    we expect one to two new hires in our department (hopefully), which should

    allow us to staff more courses.

    At our Brentwood Campus, we would like to try alternating offering Math 26, 35,

    37, 70, 75 and 80 in Brentwood and Pittsburg. We have had numerous students

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    asking for these classes there. Instructors in Brentwood are excited about this possibility.

    2. Productivity is significantly lower than CCC and DVC and declined over 2002-2005. This should be investigated.

    While the Math Department can hypothesize the causes of the productivity drop (i.e., cancelled classes? tuition increases? etc.) the analysis necessary to thoroughly investigate this issue is beyond our expertise. We hope that management would compile the necessary data and information for the department and make an analysis of this complex issue. This analysis will assist faculty in curriculum development and modification.

    The Brentwood division is working on a flex workshop to focus on retention, success, and productivity.

    3. Retention rates have been an amazingly steady 5% points below the college average. Success rates have improved over this same time period to only 3% points below the college average. Kudos!

    We appreciate the kudos regarding overall retention and success rates. However, the statistics in the Program Review Data (Office of Institutional Research, August 2006) regarding African-American students' retention and success rates are disturbing. Although they have increased over the last three years, both rates are far below the rates of students of other ethnicities and the college average.

    Many other colleges have developed programs to address this issue. For example, Foothill College has a program called Pass the Torch, El Camino College has a program called Project Success, De Anza College - A Starting Point, Miami Dade Community College - Black/Hispanic Student Opportunity Program, Prince George's Community College - Black Student Retention Program and our own Puente Program for our Hispanic students. We need to research these programs to gather information and begin to discuss how we will address this issue as a department and college. There are also other promising initiatives that can be looked into for best practices so that we can better meet the needs of these students. (Morgan State University - Sankofa Initiative, Portland Community College- The Success Academy, CUNY - Black Male Initiative amongst others) Some of the best practices these programs and initiatives use include: learning communities, a mentoring component, early intervention, certain courses like African American Studies and College Success. These examples suggest we may consider linking with LMC’s Learning Community Initiative to address these

    issues on a wider scale.

    4. Are there plans for new courses? College Algebra and Discrete Math are a couple of possibilities.

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    From time to time new courses may be needed due to changes in transfer institutions admission requirements or due to growth in related programs at LMC. The Math Department plans to add more transfer courses to meet students’ needs as determined by the factors outlines above and projected enrollments for the new courses.

    For instance, the department designed a new College Algebra course several years ago for the Business Math Majors transferring to California State East Bay when this university changed their requirements to specifically include the course. Sadly, it was never offered because the requirement was dropped before the course could be implemented, but at least the course outline is available if needed.

    As a department we need to do a holistic assessment of the entire transfer program. This would include looking at the needs of all our transfer level students. Research would be done on our top ten transfer schools, both for those going on in any major and those majoring in departments that specifically require a focused math background. We would also examine the needs of the science majors, both at LMC and at 4-year institutions. Finally we would finish the study by looking at math majors. Our investigation would also include looking at the trends at other community colleges to see what they are doing in the Math transfer curriculum. Any changes would be supported by predictions of student demand, including looking at those students who live in our service area but take DVC Math classes that we do not offer.

    Brentwood has discussed offering College Algebra and Trigonometry separately. Brentwood has also started discussions about a Math 30 level liberal arts class.

    5. Although few in number, it is nice to see the Math majors at graduation.

    Brentwood continues to discuss with instructors how important it is to have passion for one’s subject matter. Brentwood hopes that the enthusiasm is

    contagious among its students.

    6. How is the articulation with our transfer program and other institutions? Are there plans to work with high schools and colleges?

The Math Department’s transfer curriculum was designed to meet the needs of

    students with many different majors transferring to a wide range of 4-year universities. In general, as far as we know, our courses are articulated to meet the GE and major prep requirements for the most popular transfer schools and majors. However, we do from time to time hear anecdotal comments from students about certain courses not meeting certain requirements at certain universities. The department does attempt to respond to these anecdotes, but it has always been on a piecemeal basis.

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    Some department members have brought up the need for a comprehensive review of all of our transfer course offerings (see also Section 4, Question 1). This project would include identification of articulation problems that need to be addressed. Are there some courses at LMC that are not being articulated to popular transfer universities towards meeting students’ major requirements? If so, what can be done to fix the problems? We also need to check articulation between the math developmental and transfer programs.

    As for plans to work with high schools and other colleges, while there have been some attempts to meet regularly with local high school teachers, it has been some time since such communication has occurred. High School outreach: In Fall 2003 and Spring 2004, teams consisting of the Senior Dean of Academic Affairs and a management-chosen department designee (typically the department chair, co-coordinator of the Developmental Education Program, or math lead) visited each of our feeder high schools and met with math faculty and counselors to discuss issues related to developmental education (placement and prerequisites, DE program goals, high school student registration policies, etc.) In Fall 2006 the CCCCD joined CalPASS, which will provide the opportunity for data-sharing that will facilitate seamless transitions from high school to universities.

    7. The department should develop a plan for the move to the new building.

See plan in Section 7.


    Write planning objectives to address the analysis and questions.

    ; Increase enrollment by minimizing scheduling conflicts for students ; Adequately staff our department with quality full-time faculty, to increase


    ; Adequately staff our department with quality adjunct faculty, to increase


    ; Obtain data necessary for department to make informed decisions ; Increase productivity by scheduling classes at times of peak demand ; Make efficient and effective use of the new math building

    o Move into new building

    o Rebuild schedule of classes

    ; Work with collegewide initiatives to improve retention and success of

    African-American students

    ; Comprehensively review our transfer offerings

    o Identify holes in our course offerings

    o Identify articulation problems that need to be addressed, including

    articulation between the math developmental and transfer programs

    o Identify other ways to “package” transfer courses to meet students’

    needs better

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    ; Create new courses to fill holes in our course offerings, if projected

    enrollment can justify offering the course

    ; Work through CalPASS to research (and if necessary, improve facilitation of)

    transitions from high school to universities.

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    The underlying purpose of Student Learning Outcomes (SLOs) is to improve teaching and learning, the heart of the community college. Accreditation standards require evidence that the institution “demonstrates a conscious effort to produce and support student learning, measures that learning, assesses how well learning is occurring, and makes changes to improve student learning.”


    Consider what you expect students to know and be able to do as a result

    of completing your program. Form these expectations into 3-8 broad

    Program Level Student Learning Outcomes (PSLOs) and list them below

    as statements that complete the following sentence:

     At the completion of the program, the student should:

    Students completing transfer-level math courses at LMC will demonstrate:

1. Preparation and Mathematical Maturity: Be prepared for the mathematical

    reasoning required in upper division work in their major, including the ability to

    generalize mathematical concepts and comprehend increasing levels of mathematical


    2. Mathematical Literacy:

    Communicate using mathematics:

    a. Read with comprehension documents having mathematical content and participate

    cogently in discussions involving mathematics;

    b. Clearly articulate mathematical information accurately and effectively, using a

    form, structure and style that suit the purpose (including written and face-to-face


    3. Problem-solving ability:

    a. Reason with and apply mathematical concepts, principles and methods to solve

    problems or analyze scenarios in real-world contexts relevant to their major;

    b. Use technology effectively to analyze situations and solve problems;

    c. Estimate and check answers to mathematical problems in order to determine

    reasonableness, identify alternatives, and select optimal results. 4. Modeling ability:

    a. Construct and interpret mathematical models using numerical, graphical,

    symbolic and verbal representations with the help of technology where

    appropriate in order to draw conclusions or make predictions;

    b. Recognize and describe the limits of mathematical and statistical methods. 5. Effective Learning skills:

    a. Independently acquire further mathematical knowledge without guidance, take

    responsibility for their own learning, and function effectively in different learning


    b. Succeed in different learning environments, particularly in a group setting of

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    working collaboratively with others.


    How will you use assessment results from your last program review cycle to improve teaching and learning? (Note: This question may not be applicable for your program for this review cycle because most programs

    have not yet identified or assessed student learning outcomes.)



    Write planning objectives that indicate which Program Level Student Learning Outcomes you will be assessing in the short term, and what college support you will need to do the assessment.

; Assess students’ achievement of PSLO’s

    o Each semester, select a course and one or more PSLO’s (for Spring

    2007: Math 34 and the Modeling PSLO) and develop common


    o Collect student work on a common measurement instrument (e.g.,

    statistics projects or common final exam questions) from all sections

    of all courses that have a common instrument

    o Assess student work on the common, normed instrument for one


    o Analyze assessment results; design and implement plan to improve

    student learning

    o Distribute PSLO’s and common assessment instrument to all

    professors for following semester

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    Accreditation standards and Title V require that program curriculum is current

    and meets student needs regardless of credit awarded, delivery mode or location.


    1. Accreditation standard II.A.2.c. states that “High-quality instruction and

    appropriate breadth, depth, rigor, sequencing, time to completion, and synthesis of learning characterize all programs.” Explain how the program meets this standard, evaluating the extent to which it is coherent, comprehensive and also meets the needs of the students and community.

    Breadth: The LMC Transfer Math Program offers a range of transfer math courses comparable to other community colleges in CA with the exception of College Algebra, a transfer-level Liberal Arts course, and Discrete Mathematics, which are offered by some community colleges. In response to the needs of business management majors transferring to Cal State East Bay, the math department developed a College Algebra course that was approved by the Curriculum Committee in 2002. In 2003, Cal State East Bay dropped this requirement for the business management major, so the LMC College Algebra course was never offered. Also in 2002, we developed and the Curriculum Committee approved a transfer-level Liberal Arts course; however, articulation to UC was denied in SP 03, so this course has not been offered. The target audience for Discrete Mathematics is typically computer science majors. Computer Science offerings have decreased significantly in recent years, so we do not have plans to develop a Discrete Mathematics course.

    Depth and rigor: The transfer math program has no mechanism in place to insure that different sections of the same course have comparable depth and rigor. Different instructors are using different texts, which vary substantially in both depth and rigor. Judging by the work that students do in the math lab, different sections of the same course often differ widely both in content coverage and in the goals for student learning.

Sequencing and Time to Completion: A full-time student entering ready to

    take Math 50 could complete the math A.S. major requirements (22 units) in math in two years:

    o Fall of Year #1: Math 50

    o Spring of Year #1: Math 60; Math 34 or Physics 35LS or Physics 40

    o Fall of Year #2: Math 70

    o Spring of Year #2: Math 75, Math 80

    The Governing Board, G.E., and Graduation & Competency requirements can be taken in many orders: the math major requirements are not prerequisites. If the student enters needing to take Math 40, then she/he will need five

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