7 Program Goals: list your annual program goals and describe the actions/progress taken to meet those goals.

Math Pathways: The goal of providing an alternative pathway for statistics has been accomplished through the introduction of the Math 153 course. Math 153 is specifically tailored for students in disciplines where they will primarily apply statistical concepts rather than actively engage in statistical analysis. This includes fields such as Nursing and Communications. Previously, students had limited options, either taking Math 123, which only briefly covered statistical reasoning, or Math 253, which focused more on statistical methods instead of just reasoning.

CoRequisites for Gateway Courses: To expedite students’ progression into their GEM Math class at an earlier stage in their academic journey, we’ve introduced co-requisite courses.

1. Math 153 now includes an embedded co-requisite course, providing “just in time” remedial content alongside statistics instruction.
2. Introducing Math 143p, another novel course adopting a co-requisite model, offers supplemental instruction to support under-prepared students in College Algebra. This course incorporates a traditional lecture format for 3 hours weekly, supplemented by the ALEKS adaptive learning system. This personalized approach provides individualized supplemental instruction and one-on-one faculty support for an additional 2 hours per week. Currently, one pilot section is underway (SP24), with two more sections scheduled for the fall.

Placement: In response to prior reviewer suggestions and Statewide demands, NIC is in the process of developing a new placement procedure. This approach incorporates multiple measures, primarily relying on high school GPA and the grade in the last math course, alongside advising to guide students into the appropriate math course. The NICE MP or “North Idaho College Easy Math Placement” tool, integrated into MyOpenMath, serves as an self efficacy, self guided assessment tool, allowing us to actively manage and refine placement assessments to align with our specific course sequencing. If a student is not satisfied with the placement of the NICE MP then they can challenge by taking the existing ALEKS PPL. The math department also utilizes ACT and SAT scores within the past four years.

Developmental Courses: In addition to our traditional developmental sequence (Math-015 and Math-025) and accelerated course (MATH-090), we’ve introduced a modular course. This supports students requiring an asynchronous refresher or those unable to attend classes regularly. The modular course follows an Emporium model with “mini-lectures” integrated into MyOpenMath. Students advance based on competency (conditional release) in the Canvas course, with the flexibility to follow a minimum pace calendar or accelerate through the content and complete the course early if desired.

Math Education Center (MEC): We consistently support students through our Math Education Center (MEC), providing services such as drop-in tutoring, facilitated study groups, math consultations (academic coaching), Zoom bookings for one-on-one assistance, and Math Placement support through workshops. This year, the MEC has collaborated with the Center for New Directions to enhance students’ study skills through weekly workshops offered in the evenings on Mondays and Wednesdays.

Math Pedagogy Project:  Two math faculty members, along with the Math Education Center Coordinator and Director of E-Learning at NIC, are actively involved in the Statewide Math Pedagogy Project from 2023 to 2025. The project aims to enhance collective use of evidence-based math instructional practices, emphasizing the transition to corequisite/co-supported math structures. Collaborative discussions span institutions across the state, with designated co-leads for each participating college or university. At NIC, the project promotes purposeful collaborations among math faculty, fostering a shared commitment to advancing math education methodologies.

Math Transitions Steering Committee: An NIC math faculty member, along with a staff member from the Dual Credit office, actively participate in the Idaho Math Transitions Committee, meeting bi-monthly. The project supports Idaho high schools by offering career-aligned math courses for juniors and seniors, maximizing dual-credit opportunities. NIC’s engagement focuses on providing advice and data to fortify its impact on Region 1 high schools, actively representing their needs at the steering committee level, contributing to the overall success of the Math Transitions initiative.

Project Z/OER Materials: Faculty in the Department are actively working to expand the courses utilizing low or no-cost materials.  To date, just under half of our course offerings utilize OER materials.  These courses include: all sections of MATH-123 (GEM 3), MATH-153 (GEM 3), MATH-253 (GEM 3), some sections of MATH-170 (GEM 3), MATH-187, MCTE-101, MATH-015, and some sections of MATH-025.

Fully Online Courses: We’ve created a fully online Math 123 course, offering NIC students the flexibility to complete programs and degrees entirely online. Proctored assessments are facilitated through the use of the Respondus LockDown Browser.

First Year Experience (FYE) Courses: In Spring 23, we introduced the FYE course (CLC 130) at the Cardinal Learning Center. Aligned with the High Impact Practice for Collaborative Learning, this course integrates with Math 123. The FYE-CLC 130 curriculum emphasizes Design Thinking.

MATH.AS program update: The goal of enhancing transfer flexibility and aligning with the University of Idaho has been successfully realized by eliminating the Physics requirement from our MATH.AS program.

Alternate schedules: We have successfully achieved our objectives by:

1. Expanding our range of course offerings.
2. Introducing alternative scheduling options.
3. Establishing course offerings at our outreach centers.

We now provide a comprehensive selection of options, including:

• 12-week early end
• 12-week late start
• Evening sections for our three main GEM courses (Math 123, 143, 153).

Our delivery modes encompass a blend of:

• Face-to-face instruction
• Hybrid formats
• Online sections

Furthermore, we extend our reach through OLEC courses, which are accessible via Zoom to the Sandpoint outreach center.

Additionally, we offer instruction at the Parker CTE site, featuring courses such as MCTE 101, MCTE 105, Math 025, and Math 123.