Annual Instructional Dashboard Trends –January 6, 2011 Planning Document E TRANSFER
Annual Instructional Dashboard: Program Trends
Transfer Programs
2010-2011
Discipline /Dept.: / Mathematics / Date: / April 2012Is this program / department reviewed by any other agency? / Yes / No / x
Please describe:
1. Enrollment: (Core Theme 1: Access & Diversity)
2007-08 / 2008-09 / 2009-10All aFTEs by discipline / 270.18 FTEs (Dev Ed) +
259.022 FTEs (transfer) =
529.202 Total FTEs / 285.391 FTEs (Dev Ed) +
264.191 FTEs (transfer) =
549.581 Total FTEs / 314.139 FTEs (Dev Ed) +
308.39 FTEs (transfer) =
622.529 Total FTEs
Enrollment target for next year / 600 Total FTEs
Comments/Analysis of Enrollment Trends: Enrollment has been increasing. The balance of DevEd to Transfer has remained about the same over the last few years.
2. Staffing: (Core Theme 2: Program Excellence)
2007-08 / 2008-09 / 2009-10Average student : faculty ratio for transfer / 78.72 / 74.85 / 87.87
Student: Faculty Ratio per discipline / 89.72 DevEd;
78.72 Transfer / 89.42 DevEd;
74.85 Transfer / 95.19 DevEd;
87.87 Transfer
FT faculty :PT faculty ratio / .23 DevEd;
1.54 Transfer;
.68 overall / .57 DevEd;
1.13 Transfer;
.82 overall / .39 DevEd;
1.20 Transfer;
.71 overall
Technical Support (e.g., the number of lab assistants, technicians, etc.)
Comments/Analysis of Staffing Trends: The student : faculty ratio increased dramatically in 2009-2010, particularly in the transfer courses. The student : faculty ratio was nearly 12% higher in 2009 – 2010 than in 2007 – 2008. This reflects the increased number of FTEs in about the same number of sections. To compare, the state average student : faculty ratios for mathematics over these three years were 70.26, 75.78, and 83.04.
The overall FT : PT faculty ratio has stayed about the same over the last few years. Please note that a FT : PT faculty ratio of .7 means that only about 40% of our sections are taught by full time faculty. We actually have almost twice as many part-time teachers as full-time teachers.
Staffing is difficult for the Math Department. There are few qualified applicants. We also have recently lost several part-time faculty to full-time jobs at other colleges (at least three in 2010-2011 and 2011-12). We have been so short-handed during some Fall quarters that we have had to offer 3 or even 4 classes to part-time faculty, as well as asking full time faculty to take moonlights.
3. Financial Status: (Core Theme 5: College Stewardship)
2007-08 / 2008-09 / 2009-103- year cost per aFTE per discipline
(Note by discipline and not program; also includes tech support) / $ 2267.38 / $2265.91 / $1977.00
Program revenue (fees, other) / $ 0 / $ 0 / $23,966.50
Comments/Analysis of Discipline Financial Trends: The cost per aFTE dropped by about 13% in the 2009-10 school year. This is again related to more FTEs in about the same number of sections. Starting Fall of 2009, we started collecting a fee of $5 per math course to help support the Math Learning Center and our math department costs that weren’t covered by our shrinking budget.
4. Student Success by discipline: (Core Theme 1: Educational Attainment and Student Success)
For face-to-Face instruction / 2007-08 / 2008-09 / 2009-10Class completion rate by discipline by each Qtr (% starters finishing with 2.0) / .68 / .62 / .65 / .64 / .66 / .63 / .65 / .66 / .67 / .67 / .63 / .62
% starts receiving a W, V, I or Z grade / .11 / .13 / .11
% starts who achieve a >0.7 grade / .76 / .78 / .80
% starts who achieve a >2.0 grade / .64 / .65 / .65
For online instruction / 2007-08 / 2008-09 / 2009-10
Class completion rate by discipline by each Qtr (% starters finishing with 2.0) / .49 / .49 / .51 / .57 / .54 / .52 / .51 / .41 / .61 / .48 / .41. / .57
% starts receiving a W, V, I or Z grade / .29 / .26 / .27
% starts who achieve a >0.7 grade / .59 / .57 / .66
% starts who achieve a >2.0 grade (P=2.0) / .52 / .48 / .51
For hybrid instruction / 2007-08 / 2008-09 / 2009-10
Class completion rate by discipline by each Qtr (% starters finishing with 2.0)
% starts receiving a W, V, I or Z grade
% starts who achieve a >0.7 grade
% starts who achieve a >2.0 grade (P=2.0)
Comments/Analysis of Student Success by discipline: The math department does not offer any hybrid classes at this time. In general, students have a much greater proportion of success in our face-to-face classes than in our online courses. This is, in part, because of the much higher proportion of online students who do not finish their course (W, V, I, or Z grades).
5. Discipline Excellence: (Core Theme 2: Program Excellence)
CommentsDescribe how the discipline is kept up to date. / Mathematics doesn’t change much, but the methods of instruction do change as technology improves. Many of us have been incorporating online homework systems and videos into our classes, both online and face-to-face. More of us have started teaching our online classes.
Technology has also caused significant changes in what content we emphasize – as it becomes less important for students to learn to do calculations by hand, it becomes more important for them to learn how to analyze situations, how and when to apply the right methods, and how to communicate their conclusions.
Describe the adequacy of facilities, including classrooms spaces, labs, equipment, etc. / Our ordinary classrooms are for the most part adequate – some of the oldest ones were recently updated with new furniture and new media/computer equipment (2011). We have ongoing issues with the whiteboards accumulating grime over the course of each day, which we have so far been unable to resolve. We still have issues with glare from the lights in the rooms in the 2200 building. And some of the new media equipment is placed poorly, which makes it difficult to teach with.
The computer lab we are currently assigned to for our modular courses is inadequate. It is far too small. The students are crowded, there is no private or quiet place for testing, and it could not accommodate a student in a wheelchair.
The computers in the space dedicated for our modular course are also lacking. There are often delays or other hassles associated with updating browsers, and not all of the computers are adequately protected against cheating.
Describe the level and breadth of staffing, including faculty qualifications and key professional development activities. / We are proud of the quality of faculty, both full-time and associate faculty. Our math faculty, whether full-time or part-time, all have at least a Masters degree in Mathematics, and most have several years of experience teaching in a college setting. Our faculty are all qualified to teach every course we offer, and most of us teach a variety of courses each year, both developmental and college-level.
The Director of our Math Learning Center is part of our faculty, qualified to teach any of our courses. Our student Learning Assistants are enrolled in Shoreline’s upper-level math courses.
We try to attend the Washington Community College Math Conference. Each year, at least a few of us go. The Math Department has agreed to cohost the 2014 Conference with the Math Department at Everett Community College.
External recognition of faculty and/or discipline?
What are the strengths of the discipline? / Mathematics is one of the fundamental disciplines; nearly every student at Shoreline Community College is required to take a math course. Quantitative Reasoning is one of the College’s General Education Outcomes.
Mathematics and statistics courses serve primarily as prerequisites to other courses and programs. Physics, chemistry, engineering, nursing, economics, and many other disciplines use mathematics often, and those faculty expect their students to be prepared. Many graduate programs require statistics as a prerequisite for admission.
List the discipline’s student learning outcomes (if established).
Describe how the discipline assesses student learning. / For each course outcome within each course, there are problems for the students to do. The Math Department has sample final exams for many of our courses, so that we all have example problems to refer to. These items can appear on homework, projects, quizzes, worksheets, group work, or exams.
We look for correct calculations, whether numerical or algebraic. We expect complete solutions with correct answers and supporting work and reasoning. We expect our students to communicate their conclusions clearly, in English and using correct units when appropriate.
In all of our classes, a substantial portion of assessed work is written, typically by hand on paper. This is the most efficient way to communicate mathematics.
How has the discipline used the results of its program assessments for program improvement? / The Math Department is aware of where we need to improve, regardless of whether those weak spots are evident in program assessments. We make improvements with our students’ best interests in mind.
We are also proud of our Department; we maintain our high standards and uphold our obligations to the faculty and students who depend on us.
Comments/Analysis of discipline excellence:
6. Partnerships and External Relations: (Core Theme 3: Community Engagement)
CommentsRelationship to transfer institutions, including articulation agreements, etc. / All our 100-level and above courses transfer to colleges and universities around the state.
Most of our 100-level and above math courses satisfy Quantitative Reasoning requirements at the transfer colleges and universities.
What are the ‘like’ disciplines at nearby colleges? / All colleges in the area have a Department of Mathematics. The bigger colleges also have a Department of Statistics, while the smaller ones (like ours) include statistics within the mathematics discipline.
Discipline support potential from partners?
Discipline’s connections at SCC or other colleges? Linkages to the Five Star Consortium? / The Math Department consults with other departments on campus to ensure our courses continue to provide what our students need.
We are part of a 5-Star Consortium agreement to accept common placement scores for Math 099 and our entry-level college classes.
We will co-host the Washington State Math Conference in 2014 with the Math Department at Everett Community College.
K-12 linkages? / Starting in 2011, several partnerships have opened up. We are involved in the Math Alignment Task Force, the Core to College project, and the Rethinking Pre-College Math Project. All these projects are focusing in some way on the transition between high school and college math.
We may not be able to sustain our connection to all three projects as they get more established; we don’t have enough people in our department.
7. Contribution to the College Mission (Core Theme 4: Access & Diversity)
2007-08 / 2008-09 / 2009-10What is the ethnic diversity in the discipline? / ()(144,187,331)
AfrAm (96,82,178)
Alaska (3,0,3)
Asian (217,533,750)
Hispanic (35,15,50)
MultiR (112,69,181)
Haw (16,13,29)
Nat Am (16,6,22)
Other (44,47,91)
Pac Isl (3,3,6)
Wh (867,539,1406) / () (183,295,478)
AfrAm (141,61,202)
Alaska (2,0,2)
Asian (186,429,615)
Hispanic (31,13,44)
MultiR (160,86,246)
Haw (16,9,25)
Nat Am (8,5,13)
Other (49,30,79)
Pac Isl (2,1,3)
Wh (906,590,1496) / () (175,467,642)
AfrAm (161,73,234)
Alaska (4,0,4)
Asian (180,351,531)
Hispanic (39,17,56)
MultR(160,105,265)
Haw (9,12,21)
Nat Am (12,12,24)
Other (64,34,98)
Pac Isl (7,4,11)
Wh (979,675,1654)
Explanation: The numbers in the triples represent students in developmental ed, transfer, and total.
Comments/Analysis of ethnic diversity in the discipline: The numbers of African American, MultiRacial, and White students in our math classes have increased. The numbers of Asian students have declined, especially in our transfer classes.
8. Summary of Curriculum Changes in the past year: (Core Theme 2: Program Excellence)
Activity List Explanation for Activities Undertaken
Courses AddedCourses Deleted / Math 145 and Math 209 / We had not taught them in years, and were unlikely to teach them again.
Courses Modified / We continued to revise our developmental sequence. / We found a textbook we liked for the algebra courses, and wanted to align the order of our topics with the book. We were also making sure our face-to-face classes were aligned with the new computer-delivered, self-paced course we were developing.
Planning Sheets Revisions
Other Development Activities / We developed sample final exams for our developmental courses.
Self-paced modules were posted on the Math Learning Center website. / The sample finals are meant to guide our faculty as to depth, breadth, and difficulty when they write their own finals.
The modules are intended for students to use to review math concepts, to fill in gaps so that they might not have to take a full remedial course.
Non-Traditional Delivery Courses / We developed Math 085, a computer-delivered, self-paced algebra course. This course is set to pilot Winter quarter 2011.
Federico Marchetti received a grant to develop an online statistics course using open resources. The course is set to pilot in Winter 2011. / Dean Susan Hoyne suggested we pursue this to help students who had difficulty with the pace of our face-to-face course.
Unmet Needs / We need dedicated computer lab space to run the modular algebra courses we are developing.
We want to develop Math 080 online and we want to substantially revise our online Math 099. We have been unable to obtain funding for this development. / PLAN:
Analysis of curriculum change in the past year: