Academic Program Review

ACADEMIC YEAR	2014-2015	Basic Skills Transfer Career Technical Education (CTE)
PROGRAM	Mathematics
DESCRIPTION/PURPOSE
DIVISION	Health and Sciences
DEPARTMENT	Science, Math, and Engineering
SUBMITTED BY:	Allyn Leon

INSTITUTIONAL GOAL 1	INSTITUTIONAL GOAL 2	INSTITUTIONAL GOAL 3	INSTITUTIONAL GOAL 4
INSTITUTIONAL MISSION AND EFFECTIVENESS – The College will maintain programs and services that focus on the mission of the College supported by data-driven assessments to measure student learning and student success. 1.1 Develop systems and procedures that establish the mission of the college as the central mechanism for planning and decision making. 1.2 Develop an institutional score card to assess student learning that drives integrated planning and resource allocation. 1.3 Develop systems and procedures to ensure that the college maintains a collegial and self-reflective dialogue that improves effectiveness. 1.4 Develop systems that are inclusive, cyclical, and understood by all stakeholders.	STUDENT LEARNING PROGRAMS AND SERVICES – The College will maintain instructional programs and services which support student success and the attainment of student educational goals. 2.1 Ensure that all instructional programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.2 Review program learning outcomes annually (or biennially) to assure currency, improve teaching and learning strategies, and raise student success rates. 2.3 Ensure that all Student Services programs, regardless of location or means of delivery, address and meet the current and future needs of students. 2.4 Ensure that all Student Services programs engage in a process of sustainable continuous quality improvement by annual review of Service Area Outcomes, and annual Program Review. 2.5 Ensure that the Library meets as closely as possible that “Standards of Practice for California Community College Library Faculty and Programs” of the Academic Senate for California Community Colleges. 2.6 Ensure that instructional labs continue to collaborate in sharing financial and human resources, thus maintaining continuous quality improvement.	RESOURCES – The College will develop and manage human, technological, physical, and financial resources to effectively support the College mission and the campus learning environment. 3.1 Develop and implement a resource allocation plan that leads to fiscal stability. 3.2 Implement a robust technological infrastructure and the enterprise software to support the college process. 3.3 Build new facilities and modernize existing ones as prioritized in the facility master plan. 3.4 Design and commit to a long-term professional development plan. 3.5 Raise the health awareness of faculty, staff, and students.	LEADERSHIP AND GOVERNANCE – The Board of Trustees and the Superintendent/President will establish policies that assure the quality, integrity, and effectiveness of student learning programs and services, and the financial stability of the institution. 4.1 Review all Board policies annually to ensure that they are consistent with the College mission statement, that they address the quality, integrity, and effectiveness of student learning programs and services, and that they guard the financial stability of the institution. 4.2 Maintain a clearly defined Code of Ethics that includes appropriate responses to unprofessional behavior. 4.3 Ensure that the Board of Trustees is informed and involved in the accreditation process. 4.4 Ensure that processes for the evaluation of the Board of Trustees and the Superintendent/President are clearly defined, implemented, and publicized. 4.5 Establish a governance structure, processes, and practices that guarantee that the governing board, administration, faculty, staff, and students will be involved in the decision making process.

I. INSTITUTIONAL GOALS

II. PROGRAM GOALS

PAST – EVALUATION OF PREVIOUS CYCLE OBJECTIVES/PROGRAM GOALS (SET IN PREVIOUS YEAR)

List your previous objectives/goals and associated Institutional Goals. All program goals must address at least one of the institutional goals.

1	PAST PROGRAM GOAL #1	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Math Lab needs updated computers. Math Lab needs student (peer) tutors.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: Math Lab computers have all been updated to new models. Additional funding for peer tutors has been found through a ASG grant and through a new IVC Foundation account that allows staff to earmark their donations specifically for the Math Lab. The need for student (peer) tutors was in advertently overlooked entirely in the 2014-2015 budget. The funds will come from the IVC Foundation and an appropriate tutoring CTE account.

2	PAST PROGRAM GOAL #2	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): Math Dept. is unable to meet the demand for certain classes (developmental math and statistics) because we need another FT faculty. Jill Nelipovich has become Institutional Researcher and is not teaching any math classes. Eric Lehtonen is 75% reassigned.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: Jill Nelipovich has returned to FT math faculty. Eric Lehtonen's term as AS President ended 6-30-14. Some of the pressure on Statistics classes has been eased by the Psychology program beginning to offer their own Statistics course. Demand for developmental math classes appears to be easing. We believe this to be a result of the realignment of developmental math courses done in 2010, reducing the repeat rates for these courses. The need for additional Math faculty continues.

3	PAST PROGRAM GOAL #3	INSTITUTIONAL GOAL(S) (Select one primary goal.)
Identify Program Goal and Budget request, if any, from the Program Review completed in 2013-2014 (Section II C): If and when the State mandates that math 61, 71, and 81 become non-credit, we will be able to meet some of our need with new PT faculty. We need at least a FT faculty split 50% engineering and 50% math.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Met	Partially Met	Not Met
Describe how this program goal increased student achievement and/or program effectiveness in 2014-2015: Math 61, 71 and 81 are still credit courses at this time, requiring fully qualified faculty. There is a lack of a qualified applicant pool of PT math faculty in the Imperial Valley. Some of our current PT faculty would need to pass equivalence today. No new faculty has been hired for math or engineering.

PRESENT – DATA ANALYSIS AND PROGRAM HEALTH – ACCREDITATION

Summarize and analyze all disaggregated data by day, evening, gender, ethnicity, and distance education. Narrative only. Submit electronic excel file with graphs or trend data.

Enrollment and Fill Rates

Discuss the trends in enrollment and fill rate for each program by day and evening at the program level.

Since 2011, overall fill rates have fluctuated between 105% (Fall 2011) and 96% (Fall 2012); the most recent fill rates have leveled off at 100% (Spring 2014).

Productivity

What are the trends in productivity?

Almost all math classes have a quota of 35, with one class having a cap of 28 and another couple with a cap of 30. Productivity has remained high, at levels at or in excess of 525, with a dip during the Spring 2012 (495) and Fall 2012 (514) terms.

Success and Retention

Discuss the success and retention rates by day, evening (extended day), and online classes in each program and identify gaps.

Day Sections: Raw enrollment numbers have increased from 1387 (Fall 2011) to 1709 (Spring 2014), but corresponding success rates have fallen over the same time period, from 62% to 57%; a similar downward trend has taken place in retention rates, which have dropped from approximately 86% to 81%.

Extended Day Sections: Raw enrollment numbers have dropped from 789 (Fall 2011) to 601 (Spring 2014), while corresponding success rates have increased over the same time period, from approximately 57% to 61%; retention has remained virtually flat, with a slight drop from approximately 82% to 81%.

Online Sections: Raw enrollment numbers have decreased from 170 (Fall 2011) to 103 (Spring 2014), while corresponding success rates have increased from approximately 59% to 72% over the same time period; retention rates have also increased, rising from approximately 75% to 84%. There were no online courses offered during the Spring 2013 term.

Success and Retention by Ethnicity

Discuss the success and retention rates by demographic diversity of students.

Hispanic Students: Success has varied from Fall 2011 to Spring 2014 but has a slight decrease overall, from approximately 60% to 58%. Retention has had a similar trend, falling from 84% to approximately 82%. It is worth noting that Hispanic students account for over 85% of the overall student body, and the math courses are no different.

African-American Students: Success has varied widely, increasing from 47% in the Fall 2011 term to 83% in the Spring 2013 term, and subsequently falling to 33% in the Spring 2014 term. Retention has dropped from 82% (Fall 2011) to 67% (Spring 2014). The number of students included in this analysis, however, is very small, (17 students in Fall 2011, 6 Students in Spring 2013, 3 students in Spring 2014), and so a wide variation is to be expected.

White Students: Success has increased from 58% (Fall 2011) to 75% (Spring 2014), while retention has suffered a slight drop during the same time period, from 80% to 75%. The number of students has dropped as well, though, with 65 students included in the Fall 2011 term and only 12 students in the Spring 2014 term.

Other Students: Success has remained relatively flat, with 76% reported in the Fall 2011 term and 75% reported for the Spring 2014 term. Retention posted the same trend (76% to 75%).

Unknown, Non-Responsive Students: Success has increased from 60% (Fall 2011) to 63% (Spring 2014), while retention has suffered a slight drop during the same time period, from 82% to 80%.

Degrees and Certificates

Discuss the trends in the number of degrees and/or certificates awarded.

From Fall 2011 to Spring 2014 a total of 59 students have earned an Associate’s Degree in Mathematics. This includes both the AS as well as the AS-T degrees. While the math department serves most, if not all, students, many math enrollees are taking courses as a part of another program, to satisfy degree or transfer requirements. There are no certificates for this program.

Program Changes

What program changes, if any, do you expect to have a positive effect on students?

We would like to see more emphasis on development of students for transfer to educational programs which will lead to employment in the Imperial Valley. In particular, demand for various engineering fields in the Valley is high. IVC and CETYS Universidad in Mexicali have entered into an MOU with the goal of developing transfer opportunities in engineering.

Summarize revisions, additions, deletions, and alternate delivery methods to courses and/or program based on the last program review.

In 2010 we expanded the developmental math sequence from three courses to four and from 10 units to 15. It was hoped that these changes would lead to an increase in student success, eventually reducing the demand. We have indeed seen a recent trend for less demand for math 91 in particular. There are three potential reasons for this: 1) better success rates due to the increase in units; 2) generally lower enrollment at IVC; 3) the increase in exit points in the developmental math sequence.

The IVC Math Dept. is reviewing the success of the 2010 sequence change. We may offer a combined math61/math71 to reduce the number of exit points. We are now offering Math 91 and Math 119 sections online. We will be developing a Math 81 online for delivery in Spring 2015.

Evaluate the program’s viability by addressing program completion, size (FTES), projections (growing/stable/declining), and quality of outcomes.

The math program is more than viable and sustainable with Fill Rates 100%-105%, WSCH:FTEF at 523 or above in past 3 semesters, and a positive direction in FTES returning. MATH degree completion of 35 is fairly good and MATH AS-T completions of 10 is excellent considering the limited time the AS-T has been available.

C. FUTURE – LIST OF “SMART” (SPECIFIC MEASURABLE ATTAINABLE RELEVANT TIME-LIMITED) PROGRAM OBJECTIVES FOR NEXT ACADEMIC YEAR TO ADDRESS PROGRAM IMPROVEMENT, GROWTH, OR UNMET NEEDS/GOALS. ALL PROGRAM GOALS MUST ADDRESS AT LEAST ONE OF THE INSTITUTIONAL GOALS.

FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
1	2015-2016 PROGRAM GOAL #1 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Replace Retired Faculty (pending official notice from faculty member)	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Hire 1 full-time, tenure-track faculty member for Mathematics
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Ask HR to advertise for a full-time, tenure-track position
Timeline: December 1, 2014
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__________
Select 1 full-time, tenure-track mathematics faculty member
Timeline: July 31, 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$_$85,000___________
C.
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? Yes or No – Did we hire a full-time, tenure-track faculty member?
How will the completion of tasks identified improve student/program success? This is to maintain our current level of offerings and access, in an attempt to replace a retired faculty member.
Who are the responsible party(ies) and assigned user(s)? Allyn Leon
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
2	2015-2016 PROGRAM GOAL #2 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Increase Part-Time Faculty Pool	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Hire 1 Part-Time faculty member for Mathematics
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Ask HR to advertise until a selection pool for qualified part-time faculty member is acquired.
Timeline: December 15, 2014
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Select 1 Part-Time faculty member
Timeline: February 2, 2014
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$_$21,600___________
C. N/A
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? Yes or No – Did we hire a part-time faculty member?
How will the completion of tasks identified improve student/program success? This is to maintain our current level of offerings and access; we have a numberof unstaffed sections for Spring 2015 .
Who are the responsible party(ies) and assigned user(s)? Allyn Leon
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
3	2015-2016 PROGRAM GOAL #3 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Expand hybrid math classroom opportunities and make easier access to the Math Lab.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Increase student success in developmental classes.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
Move Math Lab closer to math classrooms.
Timeline: May 2016
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__100,000_______
B. Create a computer classroom for hybrid classes.
Timeline: May 2016
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
N/A
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? Yes or No - Math Lab Moved? Computer Classroom developed?
How will the completion of tasks identified improve student/program success? Improved Math Lab access will enable students to obtain more immediate help with their studies. The computer classroom will enable an increase in computer-assisted offerings.
Who are the responsible party(ies) and assigned user(s)? Allyn Leon
FUTURE PROGRAM GOALS (Describe future program goals. List in order of budget priority.) You are not required to list 3 goals. Only list/identify goals that are viable in one year’s time or can be carried over a number of program cycles.	INSTITUTIONAL GOAL(S) (Select one primary institutional goal)
4	2015-2016 PROGRAM GOAL #4 Budget Priority #1	INSTITUTIONAL GOAL(S)
Identify Future Global Goal: Resurrect the Pre-engineering program.	1 Mission & Effectiveness 1.1 1.3 1.2 1.4 2 Student Learning Outcomes 2.1 2.4 2.2 2.5 2.3 2.6 3 Resources 3.1 3.4 3.2 3.5 3.3 4 Leadership & Governance 4.1 4.4 4.2 4.5 4.3
Objective: Create AS-T future engineers to meet the local demand.
RESOURCE PLAN (Check all that apply.)
Facilities Marketing Technology Professional Development Staffing
Task(s)
A. Hire 50/50 Math and Engineering faculty member.
Timeline: May 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$__85,000__________
B. Rebuild pre-engineering program.
Timeline: May 2015
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
Timeline:
Expense Type	Funding Type	Budget Request
One-Time Recurring	General District Categorical (Specify)	$________________
How will this objective be measured? Yes or No - 50/50 Faculty Hired? Engineering expanded? Partnership started? Students Recruited?
How will the completion of tasks identified improve student/program success? The pre-engineering program will enable students to pursue a high-paid, high-demand career locally.
Who are the responsible party(ies) and assigned user(s)? Allyn Leon

(WSCH/FTEF) The goal is 525 as per state guidelines. A low number means that we are below target levels for productivity. For example, in a small class that has a mandated cap of 15 students, the fill rate may be 100% but the productivity number (WSCH/FTEF) will be very low. A class with a cap of 40 students with a 100% fill rate will have a productivity number close to or above 525.