Comprehensive Program Review Mathematics Courses of Study Prepared By: Matthew Peace Approved by: Brian Dopson Submitted: October 4, 2011
Description of the Program Review Process Program review is part of Florida Gateway College s (FGC) ongoing institutional effectiveness process to achieve its mission and goals through strategic planning, research, evaluation, and the use of information and data to guide decisions and actions. Educational programs, administrative and educational support departments are systematically reviewed as part of the process. The purpose of program review is to evaluate the quality of education, efficiency of services and processes, and adequacy of institutional resources. It is a tool used to document the achievement of goals and objectives. The results of evaluation are analyzed and actions are taken to address areas that need improvement. The dean or director approves the completed report and submits it to the department of Research and Institutional Effectiveness (RIE). RIE coordinates the distribution of the report to the program review committee and instructs them on the proper assessment procedure. RIE compiles the results from the program review committee and creates a summary for the administrative review committee. The administrative review committee will meet with the appropriate department representatives to discuss the findings and recommendations of the committees. Contacts: Becky van Hoek, Coordinator of Planning & Accreditation Ext. 4491 rebecca.vanhoek@fgc.edu
Section I Profile Mission The mission of the Mathematics Department at Florida Gateway College is to provide quality instruction to enable students to meet the mathematics education requirement pertaining to their academic goal. Vision The vision of the Mathematics Department at Florida Gateway College is to facilitate all students appreciation and understanding of the vital role mathematics provides in their fields and everyday lives. Goals and Related College Strategic Plan Goal (SPG) Type Goal SPG # Teaching/ Curriculum Increase the success rate of students taking internet math courses (MAT 1033, MAC 1105, MGF 1106, and STA 2023) to within 10% of those in traditional math courses. 1.1, 1.4 Technology/Facilities Increase the available technology in all classrooms. 1.4 Recruitment/Retention Retain quality mathematics faculty members. 2 Customer Service Increase retention in our core classes. 1 Community Outreach Maintain current community outreach programs. 4 Page 2
Section II - Content Explain how the courses of study being reviewed support student success. What are students prepared for after graduation? The department offers both preparatory and college level mathematics courses through the sophomore year. State Board of Education Rule 6A-10.030, the Gordon Rule, requires that all students complete six credit hours of mathematics at college algebra, math for liberal arts, or higher. These courses must be completed successfully (grades of C or better) prior to receipt of an A.A. degree. The mathematics department supports students fulfilling the Gordon Rule by offering the required college level courses and preparatory (arithmetic and elementary algebra) courses for students who need remediation. College level courses also prepare students for upper division courses they may encounter. In addition to satisfying the Gordon rule, it is the hope of the department that students develop an appreciation for the mathematics (no matter what level) learned while at Florida Gateway College and appropriately apply if not the concepts, the analytical tools necessary to tackle any real-life problem. Describe community outreach programs and services your department provides or participates in. Each semester, the mathematics department strives to offer dual enrollment classes taught exclusively at the high school. Typically, intermediate algebra, college algebra, and math for liberal arts I are offered in select high schools to better accommodate excelling students. Additionally, certain college mathematics faculty members travel to high schools (see Response to Previous Program Review) to teach dual enrollment classes. This better connects the college with the surrounding high schools. Professor of Mathematics Dr. Lori Holdren served on the Title III committee which met for over a year to develop a proposal to submit for consideration for funding. As part of her committee work, she attended the Noel Levitz Symposium on Writing Title III and IV proposals in Denver, Colorado on Nov 7-9, 2007. Information from the symposium was shared with the committee and used to help write the proposal, which was funded the year after it was submitted. The project stemming from it helps with developmental student success. This includes counseling and tutoring service for the students as well as improvement of the Collegewide Learning Lab facility to better meet students needs. In 2008, the Math Excellence Initiative grant began after development by Professor and Faculty Coordinator Paula Cifuentes. During the 2008-2009 school year, high school and college faculty members (Mathematics Professors Paula Cifuentes and Matthew Peace) developed and taught a remedial math curriculum at two high schools in Gilchrist County and at FGC. The pilot implementation of these courses was closely tracked and evaluated, comparing the success of the target population to that of students in pre-existing remediation programs. Program research outcomes enabled stakeholders to evaluate the math curricula, teaching strategies, assessment tools, and definitions of college- and career-readiness, increasing the likelihood that students will exit high school ready for success. Overall, the goal of the program was to better ready exiting high-school students for mathematics entrance standards, thereby reducing the need for remediation. The program supported the Math Prep Initiative of the FLDOE, whose efforts were to align curriculum and increase college readiness. During the 2009-2010 school year high school faculty members from Baker, Columbia, and Gilchrist counties were invited to participate in training provided to FGC mathematics faculty as part of the Quality Enhancement Plan (QEP). For 10 work day sessions scattered throughout the year, faculty participated in training involving discourse in the classroom, engaging students through the use of questioning and appropriate uptake of responses, and use and integration of the TI-Nspire calculators and TI-Navigator system. Through funding by the Math Excellence Initiative, each of these instructors was given a TI- Nspire calcuator set (30 calculators) and a TI-Navigator system for use in their high schools. Page 3
In April 2010, Paula Cifuentes and Matthew Peace traveled to Ponte Vedra Beach, FL to present the QEP submitted to SACS entitled Math Up at LC 3 at the International Conference on College Teaching and Learning. Additionally, both professors accepted the award for the winning entry in the Curriculum & Program Innovation Category of the NCIA Exemplary Initiative Competition. On February 26, 2011, Florida Gateway College hosted the third annual Northeast Regional Science Olympiad tournament. This event brings local high school and middle school students to campus to let them participate in a competition of Science and Mathematics events. Since 2009, it has been held annually on the FGC campus. The goal of the Olympiad is to get students from the local community enthusiastic about science and mathematics. The event was organized and directed by Lance Kaminski, a mathematics professor and many other professors volunteered their time and helped ensure the event was successful. Describe distance education offerings and use of technology in the courses of study (include evaluation of efforts) The mathematics department is committed to offering students a wide variety of classes and mediums. Each semester, distance learning courses via compressed video are offered in MAT 0018 (formerly MAT 0002, & MAT 0012), MAT 0028 (formerly MAT 0024), MAT 1033, and MAC 1105. Typically one section per semester of these core-four is offered. Offering the core classes via compressed video allows students who live in our other counties the flexibility and reduced cost of driving to and from campus. Courses are conducted with the same requirements, policies, and final exam as our traditional courses. Additionally, several Internet courses are offered each semester. MAT 0024 was offered for two years, but more typically MAT 1033, MAC 1105, MGF 1106, MGF 1107, and STA 2023 are offered online each semester along with traditional sections. This gives the student the choice of a traditional or online approach. The department is committed to ensuring student learning in our online classes by using alternative media such as Camtasia video, YouTube, and CourseCompass to provide adequate support. Departmental syllabi specify proctored examinations are given and with the exception of STA 2023, all courses have departmental final exams. Online students are expected to master the same content as their traditional colleagues. In 2007, the department adopted a series of texts that utilize the CourseCompass/MyMathLab platform. The online management system is tailor made for each course s textbook and the department outlines. For the core courses, departmental homework assignments are created and each instructor must use the department developed shell course. The homework assignments are attractive in the sense that students are supplied immediate feedback. Should a student provide an incorrect response or have any misunderstandings, an example is provided. Other resources such as videos pertaining to the question, animations, and even a tool to email the instructor a direct link to the question are included in the homework assignments. In addition to a homework tool, the platform allows students to use the multimedia textbook, access videos created by the publisher of the textbook, and call in for additional tutoring assistance. The resources of CourseCompass are useful for both traditional and online students. Technology is also prevalent in the classroom. Most of the classrooms occupied by the mathematics department are outfitted with Sympodiums and Elmos. If instructors wish to use Microsoft PowerPoint or Word to type their lecture notes, they can use the computer and projector as a visual aid. Additionally the SmartBoard pen tool allow for annotations within a lecture. Beginning in Fall 2010, the TI-Nspire calculators and TI-Navigator wireless system were integrated into the core four classes as part of the college s Quality Enhancement Plan. The mathematics faculty had been trained in this area the year before. The calculators are in a sense mini computers that allow documents to be created, opened, and edited. The Navigator network allows the instructor to be wirelessly connected to each of the students calculators. Faculty have used activities to enhance learning within the classroom, provide additional feedback to students, and provide a visual tool for the students. Page 4
Faculty: List faculty and their credentials, accomplishments, and professional development activities Name FT/PT Credentials William Batlle FT M.A.-Foundations of Education-University of Florida-2000 B.A.-Philosophy-University of Florida-1984 Sylvia Calcano FT M.S.-Florida State University Paula Cifuentes FT Ph.D.-Curriculum and Instruction with Specialization in Mathematics Education-University of Florida-(expected graduation Summer, 2012) M.S.- Applied Mathematics-Virginia Tech-1998 B.S.- Applied Mathematics-George Mason University-1996 Additional Coursework for PhD in Mathematics from Virginia Tech until 2002. Lori Holdren FT Ph.D.-Mathematics Education-University of South Florida-2002. M.A.-Mathematics-University of Arizona-1989. B.S.-Mathematics-Richard Stockton College-1987 Matthew Peace FT Ph.D.-Curriculum and Instruction with Specialization in Mathematics Education-University of Florida-(expected graduation 2016) M.S.-Mathematics-University of North Florida-2009 M.S.-Electrical Engineering-University of Florida-2005 B.S.-Electrical Engineering-Clemson University-2002 The department utilizes several adjuncts to provide more sections for the students. For MAT 1033 level and higher, adjuncts must have a masters degrees in mathematics or a masters degree with at least 18 hours in graduate mathematics. Professional Development Since Fall 2009, all full-time mathematics faculty have participated in several QEP training sessions. In general, there have been 15 workday sessions during both the 2009-2010 and 2010-2011 school years. Most of the full-time faculty have attended and/or participated in local, regional, and national conferences. Additionally, both Paula Cifuentes and Matthew Peace are in the process of completing a Ph.D. in mathematics education from the University of Florida. Page 5
Section III - Response to Previous Program Review Goal: Choose a text and software for developmental courses In 2007, the department compiled extensive reviews of textbooks and associated software from several publishers. The consensus was to choose the MyMathLab platform. The department then selected texts for the core four classes as well as MGF 1106/1107 (Math for Liberal Arts I and II). Courses were standardized by creating a uniform MyMathLab shell for each course (MAT 0002, MAT 0024, MAT 1033, MAC 1105, MGF 1106, and MGF 1107). Each instructor was required to copy this shell course thereby standardizing the homework all students must complete and making available a uniform set of resources for the students. Over the years the shell sites and some of the textbooks have changed, but the department continues to use MyMathLab. Goal: Developed continued communication with local high schools and high school students. In 2008 Paula Cifuentes visited Baker County High School to discuss the merits of studying mathematics to the student body. Additionally in 2008, under the Math Excellence Initiative grant, Paula Cifuentes and Matthew Peace worked with Gilchrist county high school teachers and Dr. Stephen Pape from the University of Florida to develop a standard curriculum (at both the secondary and post-secondary level) to better align the conceptual expectations of out going high school seniors and incoming college freshman. In addition to aligning the curriculum, the collaboration focused on strategies to draw the mathematics out of the student by effective questioning. A questioning guide was created for the core four classes. The original pilot followed a cohort of college students beginning with MAT 0002 and finishing MAT 1033. A high school cohort was also followed. The collaboration was especially helpful in bridging the gap between what students learn in high-school and what they need to know coming into college. Both Paula Cifuentes and Matthew Peace have taught dual enrollment classes at Baker County High School. Bringing the college classes to the high-school demonstrates a good faith effort on the part of the department to maintain communication. The college included Gilchrist, Baker, and Columbia county high school teachers in our QEP training in 2009-2010. The trainings included in-depth questioning and uptake techniques and extensive training from Texas Instruments in the use of Ti-Navigators and TI-Nspire Calculators. Each county was also provided with at least one Navigator system and a set of 30 TI-Nspire calculators to use in their classes at the high school. Goal: Increase CLAST exam pass rate for the mathematics portion to 85% From 2007-2009, CLAST review sessions were given during the fall, spring, and summer. Study guides and practice problems were distributed to interested students. In summer 2009, the CLAST was sunset and no new test has been developed as of May 2011. Students must still meet the 2.5 GPA requirement but if they do not, they can use CPT results to fulfill the requirement. At present, the goal is not relevant in discussion since CLAST no longer exists. Goal: Increase the success rate of students taking internet mathematics courses to within 10% of those in the traditional math courses This goal has not been seriously addressed. The data reflect no improvement in the disparity between Internet and traditional classes. The QEP does not address Internet classes so any professional development under the QEP does not directly apply to the online classes. Additionally, with part-time faculty teaching online classes to allow full-time faculty to teach in-seat sections (for the QEP), the disparity may increase. This goal needs to be studied further and addressed in the next five years. Goal: Develop and offer internal trainings to emphasize effective strategies for mathematics instruction. 1) Dean Brian Dopson offered a training in the use of effective questioning. Additionally in 2010, Dean Dopson invited Dr. Paul Eggen to campus to lead a training for all faculty. 2) The Quality Enhancement Plan (QEP) has resulted in numerous hours of training during 2009-2011 school year. Trainings involved increased communication in the classroom, dialogue and uptake, and extensive use of technology via the TI-Nspire calculators and Navigator system. Page 6
General Learning Outcome #3: Quantitative Reasoning Students will demonstrate the knowledge and ability to use numerical, geometric and measurement data in computations and reasoning to draw logical conclusions and make well-reasoned decisions. 2009-2010 Use of Results Summary Departmental changes in all the departmental final exams. Curriculum changes will take effect Fall, 2009 from outside consultant report. Faculty professional development will begin Fall, 2009and will last through Spring, 2010 to address how to promote classroom discourse. TI-Navigator systems will be purchased to use in the mathematics classroom to aid in classroom discourse. Improvements: Core classes (MAT 1033, MAC 1105, MGF 1106) have been standardized to provide consistent expectations across all sections. Success rates for MAT 1033 and MAC 1105 have increased in the last two years. 2008-2009 Use of the Results Summary Department will meet beginning summer of 2009 to discuss findings from the academic school year. A total combined percentage and line item breakdown will occur at the end of spring 2009. Curriculum changes will take effect Fall, 2009 from outside consultant report. Improvements: Curriculum was studied and edited in order to focus on key concepts in each of the core classes. Success rates for MAT 1033 and MAC 1105 have increased in the last two years. Page 7
Section V Student Performance Describe Student Performance Trends 2007-2008-09 2009-10 2010-11 Trend Interpretation 08 Enrollment 2151 1869 1862 1931 MAT 1033 and higher. The numbers indicate a slight drop in college credit mathematics courses since 2007. The need for mathematics courses is based on overall enrollment of AA students. When comparing MAT 1033 and higher enrollments to MAT 0012 and MAT0024 enrollments, a significant increase in the latter courses was observed. This indicates a higher percentage of our students are requiring preparatory mathematics. Total 59% 66% 63% 68% Success rates have climbed over the last 3 years. Success Rate Success Rate 57% 68% 66% 73% Traditional success rates have increased significantly in the last three years. Traditional Success 47% 54% 51% 56% Success rates are low when compared to traditional Rate Online Success Rate Compressed Video sections, but have improved slightly. 62% 64% 48% 56% Success rates fell significantly in year 3. Summarize the above information: In most of the above data, an increase in success rates is noted. Better organization, clear standards for each course, and professional development may explain these trends. A clear explanation for the drop in success rates for compressed video is unknown. The rate improved in 2010-2011, but more data is needed. Online courses had a success rate of at least 10% less than the traditional rate. It should be noted that not every FGC mathematics course has both a traditional and online section. MGF 1107 has often only had an online section, while MAC 1114, MAC 1140, etc. do not have online sections. Page 8
Section VI: Comprehensive Analysis List the internal and external factors affecting your program External: Internal: Discipline Trends What is happening What is happening internally at the external to the college (e.g., in the college (e.g., changing student community, advisory group input, with demographics, declining enrollment) that technology,) that might affect what we do might affect what we do in the future as a in the future as a department? department? The harder economic times might influence the number of individuals who decide to return to school. There are numerous factors in the demographics that might affect whether the student seeks remediation. There seems to be a greater need for preparatory courses (MAT 0012/0024). We may require our full time faculty to teach more of these preparatory courses. Strengths: Describe the strengths of your program. (Improved course and program SLO s, interdepartmental relationships, industry partnerships, advisory council participation, etc.) Integration of technology, Sympodiums, Elmos, TI-Nspires, TI-Navigators Faculty development opportunities Involvement in Title III development Development of common standards for mathematics courses. Strong community presence working with high schools-- providing high school faculty development opportunities, development of high school remedial math curriculum, Olympiad tournament. Weaknesses: Comprehensive, self reflective list of all areas needing improvement. Low compressed video course success rate Low Internet section success rates. Mathematics department personnel and classrooms not located in same area Page 9
Resource Needs: Section VII: Planning Anticipated future teaching/curricular changes and needs More full-time faculty members are needed to avoid faculty overload. This is especially important with the additional preparation needed to successfully implement the QEP. Technology, equipment, and facilities needed for future growth or continuation The mathematics department is quite scattered throughout the campus in office and classrooms. For better collaboration and growth, having a mathematics building or being able to group mathematics faculty with each other near classrooms they use would be optimal. Goals (from Section 1) Goal Increase the success rate of students taking internet math courses (MAT 1033, MAC 1105, MGF 1106, and STA 2023) to within 10% of those in traditional math courses. Increase the available technology in all classrooms. Retain quality mathematics faculty members. Increase retention in our core classes. Maintain current community outreach programs. Objective Increase the success rates to: MAT 1033: 64% MAC 1105: 61% MGF 1106: 72% STA 2023: 69% Have all classrooms fitted with Sympodiums and TI- Nspire calculators with TI-Navigator systems. Develop mentor relationships between new faculty members and tenured (or returning) faculty members. Reduce the withdrawal rate in MAT 1033, MAC 1105, and MGF 1106. Continue to support and sponsor the yearly Science Olympiad at Florida Gateway College. Action Plan Tasks Responsibility Timeline Mirror the tasks suggested in the retention plan for online classes. Request additional sympodiums in classrooms in Building 009. Request additional TI-Nspire calculators and TI-Navigator system in classrooms in Building 009 and Building 016. Senior mathematics faculty will reach out to new faculty members to provide support and encouragement. Mirror the tasks suggested in the retention plan. Department Beginning 2012. Department Beginning 2011. Department Beginning 2011. Department Beginning 2012. Page 10