Mathematics Department Academic Master Plan Template Sample

Transcription

1 Mathematics Department Academic Master Plan Template Sample NOTES 1. This document is just a sample it is for presentation purposes and does not represent the Mathematics department actual unit plan. 2. Some data was not available at the time this template sample was created and it states so in the sample. 3. This sample only gives an idea (only one) of what the final printed document would look like. Each department is free to use this format or some other format that better suits its needs. All the plans will eventually go into an electronic repository. 4. Remember the importance of your master plan document: it spells out the priorities of the department in terms of student success and thus determine the budget, facilities, and support services associated with these. More importantly, it is a guide to future needs and contains a long term vision for your department. 5. Academic unit plans start with the faculty the faculty at large as a task force decides what are the strategies to be followed addressing the department s needs and gaps. If the department chairs, deans, VPs, or the Provost want to make major changes to the plan, they need to consult the faculty in that department first.

2 Department of Mathematics Strategic Academic Master Plan Introduction The Department of Mathematics (DM) is the largest of all academic departments at Austin Community College (ACC), with 55 full-time faculty members and 200+ adjunct faculty members, and serving an average of 16,500 students enrolled in over 700 sections each year. All mathematics faculty members report to the chair of the department and the DM policy is set by the Mathematics Task Force, a committee consisting of all full-time mathematics faculty and volunteer adjunct faculty. Vision The Department of Mathematics wants to be recognized as an open door access point for students, as a leading gateway to our students educational goals, and as a catalyst for personal enrichment and increased computational literacy. As part of this vision, the Mathematics Department offers through creative, rigorous, and high quality instruction a variety of paths for students to be successful in their educational career. Mission The mission of the Department of Mathematics is to help students to think critically, precisely, and to apply mathematical principles in their lives. To fulfill its mission, the Mathematics Department offers courses to prepare students for a successful in transition from developmental level to college credit level mathematics courses, provides support services for students in mathematics and mathematics-related courses, provides students with the mathematical knowledge and skills necessary for transfer and be successful at a baccalaureate degree granting institution, provides mathematics service courses that support both two-year degree programs and programs that transfer to baccalaureate degree granting institutions, provides general education mathematics courses.

3 Goals: Year 1: Year 2: Year 3: Implement MATD 0332 Basic Math Using Collaboration. Implement a Reading Skill prerequisite for MATD 0330 and Develop best practices options for underprepared students that meet the latest Coordinating Board requirements. Re-define the prerequisites for many of our courses to enable clearer rules for enforcement. Equip each dedicated math classroom with a document camera. Increase course offerings to the level of Elementary Algebra, based on the success of MATD Implement developmental mathematics courses using the emporium model at the "Highland Mall Lab" to help accelerate the progress for underprepared students. Scale up the sections of MATD 0385 Developing Mathematical Thinking. Improve retention and success rates in Gateway Mathematics Courses by 15% from the academic year rates. Beyond Year 3: Increase to at least 80% the percent of sections being taught by full-time faculty. Bring retention and success rates in Distance Learning Mathematics courses to the level of courses offered in the classroom.

4 How We Serve Faculty: All full-time faculty and adjunct faculty in the department meet the SACS criteria to teach either developmental mathematics courses, college-transfer mathematics courses, or both. Developmental Mathematics Advisors (DMA): Ten full-time faculty members serve as DMA's, with the responsibility of meeting with students who have one or more mathematics holds on their record, preventing them from registering. After seeing the student, the DMA, through a written agreement, finds an option that enables the student to register for courses and work on their mathematics goals for that semester. Instructional Associates (IA): Eight mathematics adjunct faculty members serve as IA's to help the developmental mathematics students referred by the DMA with implementing their agreement. Personnel Faculty Coach: The faculty coach is a full-time faculty member who does the analysis of data to help the department plan and implement solution strategies of the department. Director of the QEP (Quality Enhancement Program): The QEP Director is a full-time mathematics faculty member who is responsible for directing the planning, preparation, and implementation of the "Math PLUS" program. Assistant Department Chairs: In the fall and spring semesters, eight full-time mathematics faculty members are appointed by the chair of the department to function as leaders and assist the chair with specific duties, such as scheduling, distance learning assignments, evaluations, etc. Administrative Assistants: Campus-based assistance is provided to the mathematics faculty by the office of the Dean of Mathematics and Science in the form of two administrative assistants. They help the chair of the department with departmental organization and processes. Hourly Employees: There is one hourly employee who provides support to faculty at the Riverside Campus due to the physical challenges of facilities there.

5 Mathematics courses are taught at all ACC campuses (RVS, EVC, SAC, PIN, RGC, NRG, CYP, RRC) currently open, except at HBC. We use dedicated math classrooms as well as other rooms shared with other disciplines. We also offer courses at the University of Texas, Hays, Bastrop, Fredericksburg, Georgetown, Elgin, and San Marcos satellite locations. Facilities Our mathematics courses are being taught in a variety of classrooms: Traditional blackboard/whiteboard lecture rooms with ceiling mounted projector and a computer station for the instructor. Lab-type classrooms with computers for student use. Each full-time faculty member is assigned an individual office at their home campus whenever possible. Adjunct faculty are assigned to assigned office spaces shared with other instructors from mathematics or there disciplines. The Department of Mathematics maintains and supports the following graphing technology for all full-time faculty: Equipment/ Technology Classroom sets of graphing calculators available for check out by faculty for students and for presentations in class. Software such as Mathematica and MyMathLab are used extensively for instruction. All full-time faculty have computers with appropriate software in their offices. Depending on need and by request, some instructors have other equipment and software to address their classrooms needs. Instructors have access to classroom computers; in the lab-type mathematics classrooms, the students have access to computers during class.

6 Current mathematics course offerings: Curriculum MATD 0110 Developmental Mathematics Lab MATD 0330 Basic Math Skills MATD 0332 Basic Math Using Collaboration MATD 0365 and MATD 0166 Mathematics for Statistics MATD 0370 Elementary Algebra MATD 0385 Developing Mathematical Thinking MATD 0390 Intermediate Algebra MATH 1314 College Algebra MATH 1316 Trigonometry MATH 1324 Math for Business and Economics MATH 1332 College Math MATH 1333 Math for Measurement MATH 1342 Elementary Statistics MATH 1350/51 Math for Teacher Certification I and II MATH 1425 Business Calculus I MATH 1476 Business Calculus II MATH 2318 Linear Algebra MATH 2405 Discrete Math MATH 2412 Pre-Calculus MATH 2413 Calculus I MATH 2414 Calculus II MATH 2415 Calculus III MATH 2454 Advanced Vector Calculus (formerly Calculus IV) MATH 2420 Differential Equations More detailed information on course offerings can be found at under course descriptions. The Mathematics Department offers a 2-year Associate of Science Degree in Mathematics Methods of Instruction Traditional lecture. Description here Modified lecture (lecture and computer use requirement). Description here Computer mediated. Description here. CBI plus collaborative learning. Description here. Distance learning (online). Description here.

7 Support Recruitment & Marketing Curriculum support is provided by eight Instructional Associates (IA s) and eight Developmental Math Advisors (DMA s). All full-time faculty members are available to provide advising for transfer students and for students seeking the Associates degree in Mathematics. For the newer courses and for pilot courses, the DM sometimes distributes announcements via and/or sends printed materials to the different campuses to be posted or handed out in class by instructors. The DM maintains a website that provides advising and other information for potential and current students. The DM meets twice each year to update faculty on changes in departmental and college policies. The Math Task Force meets monthly in the fall and spring to develop or change policy for the department. The Faculty Coach meets regularly with the administration and the Chair meets twice each year with the Deans and the Vice President/Provost. Communication

8 Where We Serve In-Person Instruction 94.7% of our sections are taught in classrooms at the major campuses and at several satellite locations. DL Instruction 4.9% of our sections are taught online through Distance Learning (DL).

9 Needs Analysis Sources of Information Dept Snapshot (Attached to MTF minutes for Oct 28, 2011) Internal External Research Multiyear Comparison of Success (11/7/ from dept website) Student Satisfaction Survey (2005) OIEA: Analysis of Non-Transfer, Withdrawal, Non-Mastery. And In-Progress Rates Time is the Enemy Promoting Increased Student Persistence and Success; legislative updates, CASP conference (October 24, 2011) Dr. Suzanne Morales-Vale Effects of Part-Time Faculty Employment on Community College Graduation Rates Daniel Jacoby

10 Analysis 1. A high percentage of our students (45%) are struggling with our lowest level developmental math course, Basic Math Skills. Identify Needs, Gaps and Challenges The DM has identified a relationship between the entering reading level of those students and their success in MATD 0330, Basic Math Skills. 2. A small percentage of our students (10%) are successfully completing their developmental sequence and taking their first college-level math course. 3. Student success from MATH 2413 to MATH 2414 has declined. For success rates for other courses have declined for other courses by 4%. 4. The State is requiring major changes to the developmental math programs at all institutions in Texas, to be implemented by Fall See Promoting Increased Student Persistence and Success: Legislative Updates Morales-Vega 5. It is increasingly difficult to find qualified faculty to serve as Department Chair due to the demands of that position and lack of adequate support. 6. Success rate for College Algebra students in distance learning sections is 9%? lower than the one for students taking the same course in the classroom.

11 Needs/Gaps Analysis and Solution Strategies - Guidelines Needs/Gaps/Challenges Describe the need and provide # and/or % affected based on the data you collected. Objective How will you address the need? Strategy/Action When will this be resolved? Measurable Outcome What will be changed or different once you implement the action/solution? Data Collection What information or data do you need to determine whether you reached your intended outcome? Biannual Review / Update What data did you collect and what does it show in terms of the outcome you expected?

12 Facilities Very few dedicated classrooms for mathematics courses. This makes scheduling of courses difficult. As a result, many students are turned away from taking mathematics courses when they need them. Campus CYP EVC NRG PIN RGC RRC RVS SAC Dedicated 3 3 5? 7 6 4? 5 2 Rooms Computer Mediated Needs/Gaps/ Challenges Inefficient scheduling process. Data RVS and other campuses large courses in small classrooms and vice versa Awkward design for many of the classrooms; students desks are too small in many of the classrooms; projection screens and computers are in the way of the instructor. Photographs needed here. Inadequate faculty office space. Many faculty members have to share office space with other instructors which limits privacy for discussions with students; adequate office space for new full-time faculty is not available at most campuses. Some faculty at the Riverside campus hold office hours at scattered locations, impeding collegiality; adjunct faculty are assigned to office spaces shared with other instructors from the same or other disciplines - the number of work spaces is insufficient, leaving many faculty to have office hours in the classrooms where phone and contact is limited or impossible. Increase number of designated mathematics classrooms to minimize scheduling difficulties and the number of students who are turned away. Objective Re-design classrooms based on best practices and how this issue has been approached at other institutions. This will enhance students learning experience and allow for more flexible modes of instruction (group work, presentations, etc.) Implement adequate office space for faculty and staff.

13 Strategy/ Action Measurable Outcome Submit a full report and proposal on the best use of space for dedicated classrooms at the different campuses by the fall of Submit a report and proposal on classrooms that need to be re-designed to the administration by Fall Actual classroom re-design to be completed by Fall Submit a proposal to increase office space for all mathematics faculty. The addition of dedicated mathematics classrooms will reduce scheduling difficulties; a more important result will be reduction in the number of students who are turned away due to lack of classroom space availability. Student and instructor satisfaction will increase with well-designed learning spaces. New design would allow for a variety of modes of instruction. Adequate office space will affect student retention, satisfaction, and success. Data Collection Survey the Department chair on scheduling process. Compare the number of students who were turned away before adding dedicated classrooms against the number turned away after adding dedicated classrooms. (Data has been requested). Survey students and faculty regarding the re-design of teaching spaces. It is difficult to measure how office space affects student success, but there is a study (Jacoby s Study on Adjunct Faculty) that supports this notion. Biannual Review / Update Data not available yet.

14 Equipment/ Technology Needs/Gaps/ Challenges The number of instructors teaching mathematics distance learning courses is increasing, and robust professional development is needed to make instructors aware of the technology (and its efficient use) available at their disposal for their distance learning courses. Objective Expose distance learning mathematics faculty to best practices and latest technology available in distance learning. Strategy/ Action Conduct a 1 week professional development training course on technology/equipment proficiency and curriculum best practices for all instructors teaching distance learning mathematics courses. This would include efficient web-design, use of appropriate software for teaching distance learning mathematics courses, (Mathematica, Adobe Connect, Skype, social media, advanced BB features, etc.), equipment (IPAD, Elmo, clickers, smart-boards, etc.), and availability of resources from media, IRT, ACC libraries, etc. Part of this workshop would include a best practices component when using technology in distance learning courses. Implement the professional development training workshop by fall Measurable Outcome Increase in students retention and passing rates. Increase in students satisfaction with the new technologies. Increase in success in the following course (if the student decides to go on) Increase instructors awareness of best practices and new technologies for distance learning courses.

15 Data Collection Biannual Review / Update Compare passing rates, retention rates, and satisfaction between distance learning mathematics sections before and after the training. Once a year update the training, look at the student success data and report to the administration. Curriculum Needs/Gaps/ Challenges Objective Students spend too much time in remediation, especially in mathematics. Data needed College algebra has a very high attrition rate. Data needed There is a decrease in next-course success of 4% when students move from MATH 2413 Calculus I to MATH 2414 Calculus II Remediation: Create a one semester intermediate/college algebra course. College Algebra: Create a one semester college algebra course with a mandatory lab section taught right after the lecture. Increase the next-course success from MATH 2413 to MATH 2414.

16 Strategy/ Action Intermediate/College Algebra course implemented by Fall 2014 College algebra course with mandatory lab right after it by Fall 2014 XXXX (fill in) Students will move more efficiently through their developmental sequence Students retention and passing rates will improve. Measurable Outcome Next-course success will improve Data Collection Compare passing rates, retention rates, and grades between sections using the college algebra lab and the ones that did not. Compare passing rates, retention rates, and grades between students taking the usual intermediate and college algebra courses and the more intense intermediate/college algebra section. Look at departmental snapshot from OIEA Not available at this time. Biannual Review / Update

17 Support Needs/Gaps/ Challenges Many students and advisors have difficulties with advising for college credit mathematics courses, (especially for courses above college algebra) as to what is the correct placement into mathematics courses. Data needed from the counseling and advising office. Objective Improve the advising process to reduce the number of students having difficulties with mathematics advising. Strategy/ Action Increase the number of mathematics faculty advising students during peak times. Create faculty teams at each campus that advise students in person and online regarding mathematics course placement, prerequisites, and scheduling. Strengthen the collaboration between the advisors and mathematics faculty. Conduct workshops on resources, legislative updates, etc. and training of faculty on the use of Datatel for advising. Include an advising component as part of the mentoring program for new full-time mathematics faculty. Measurable Outcome Improved student satisfaction with the advising process. Reduced number of students turned away due to lack of advising availability. Shorter lines at the advising office.

18 Data Collection Survey students on waiting times to get advice (for mathematics courses, if possible), and satisfaction with the new process. Track the number of students that were turned away, because of lack of advisor availability. Biannual Review / Update Revise the collaborative process once per semester and make improvements as needed.