8 Program Goals: provide previous program review or accreditation recommendations and describe the actions/progress taken to meet the recommendations.
Our 2019 Program Review yielded valuable feedback, particularly in the “recommendations” section, where the overall sentiment was positive. The program was acknowledged as well-managed with a thorough and realistic action plan. Some areas for discussion were suggested, including exploring multiple measures for placement, considering options for low-enrolled sections, and offering experiential learning opportunities for students.
In addition to advancing general recommendations, our department has made substantial progress on the 5-year action plan outlined in the 2019 Program Review which were:
1. Use of data from assessment to improve curriculum and instruction is outstanding.
2. Professional Learning Communities are an excellent way to coordinate efforts and improve courses.
3. Exceptional use of technology in the classroom.
4. Students noted that faculty are accessible and support student learning.
5. Program leadership is working well to keep faculty involved to move the department forward.
6. Assessment alignment to the SBOE Mathematical Ways of Knowing competencies is strongly evident.
7. The statistics pathway is innovative and seems to be working well, noting exceptionally high student success in Math 253 for students passing Math 151.
8. The annual Math Contest is a good way to promote the department and the college.
9. The department does a thorough job of coordinating with 4-year institutions to ensure transferability.
10. Overall, the program is well-managed. The action plan is thorough and realistic. Ideas for discussion include: investigate multiple measures for placement, consider options for low- enrolled sections, and offer experiential learning opportunities for students.
In response, we have made progress in enhancing our placement process by exploring and finalizing mechanisms to incorporate multiple measures. For low-enrolled sections, we have proactively monitored and adjusted their scheduling, such as offering them in specific terms like spring only, aligning with student needs and maximizing enrollment. In instances where courses don’t achieve sufficient enrollment, we have implemented timely cancellations, providing directed study alternatives when feasible.
However, our efforts thus far have been primarily focused on addressing immediate concerns, including State initiatives. As a result, we have not had the opportunity to fully explore and implement experiential learning opportunities for our courses and students. This remains an area of consideration for future developments, acknowledging the importance of incorporating such opportunities into our program.
Here are key achievements in various pathways and areas:
Student Learning Outcomes Assessment and Program Outcomes Assessment:
We have completed our assessment plans, now conducting comprehensive assessments for all General Education in Mathematics (GEM) outcomes and Program Outcomes. Further details can be found in
Chapter VI.
Math Placement:
The Math Department has analyzed cut-score data, leading to adjustments in placement cut scores in 2020. These changes allow SAT and ACT scores to place students into Developmental courses. Moreover, we have modified course-specific cut scores to facilitate a broader range of course options, such as concurrent enrollment in Math-147 or Math-144 with Math-143. Currently, we are finalizing a new placement process and system, incorporating multiple measures into the overall math placement procedure.
STEM Pathway:
To support students in Math-170 and Math-175, we’ve introduced dedicated tutoring time slots known as the “Calculus Power Hour,” typically scheduled immediately following calculus classes. We have also refined the Math-143/-144 curriculum, enabling students to concurrently enroll. Furthermore, the Math-143 curriculum has been enhanced, identifying areas for increased focus to support a co-requisite delivery (piloted Sp24 for full implementation Fa24).
Career Technical Pathway:
We streamlined our Career Technical Education (CTE) offerings by consolidating four MCTE courses into one, better serving lower enrollment CTE programs. While the current MCTE courses are specific to certain programs and not General Education courses, our department aims to further consolidate offerings to provide a GEM 3 version of technical mathematics.
Statistics Pathway:
Aligning with Statewide efforts, we redefined our Statistical pathway and introduced a gateway Statistical Reasoning course (Math-153) in Fa23, designed for students with lower math placement or pre-requisite needs. This course, offered with embedded co-requisite support, focuses on the learning needs of students who simply need to “read statistics”. In turn, this enables Math-253 Statistical Methods, to focus more on STEM students and the statistical needs of future researchers.
Developmental Mathematics:
Continuous review of data for Developmental courses has led to necessary adjustments in student support. Currently, we are developing a modular approach for the Developmental pathway, planning to implement an Emporium-style model to provide an additional pathway option for students who cannot regularly come to campus.
Professional Development:
Despite disruptions caused by COVID, the department adapted by focusing on methodologies and technologies for the remote environment. Before the pandemic, seven members completed a PD course on “Teaching Students How to Learn.” In Summer 2020, several members participated in a virtual workshop on Inquiry-Based Learning. Although the AMATYC conference was canceled in 2020, many in the department participated virtually. We have also attended virtually Washington Mathematics conferences (WAMATYC) in 2021 and 2022. Several faculty attended the WAMATYC conference in 2023. These experiences have enriched our collective knowledge and teaching practices in the evolving educational landscape.
