9 What changes are anticipated to enhance or strengthen this program over the next five years? What is the driving force for the anticipated changes?

Over the next five years we are anticipating a big turn over in math Faculty. Largely due to our board governance and accreditation issues since Spring 2022 we have lost several math faculty  with out replacement. Additionally, we expect 3 to 4 retirements during the next 5 years within the math department. To maintain the current level of service the math department will conduct two searches for math faculty this spring with hopefully more in the coming semesters. With such a high level of turnover the math department will need to focus on mentorship, collaboration and training over the next five years.

We are committed to strengthen our developmental mathematics courses during the next five years. One of the prior mentioned math faculty searches will be for an additional remedial mathematics trained faculty member. Someone that will collaborate with our existing developmental math faculty to enhance the pedagogy/delivery/curriculum and content of our remedial math courses. In addition to those improvements we will consider adding additional remedial courses specially designed for direct preparation in our gateway GEM 3 courses such as math 023 leading into math 123. Based on internal continuation data we will continue to enhance, tweak and refine our remedial co-requisite instruction and design to strengthen each pathway.

To strengthen this program the math department will continue to look at new ways to incorporate Open Educational Resources with the hope that all or nearly all courses will be low cost or no cost in the next five years. We will continue to research and implement ways to make our online courses fully online courses. We will find ways to improve our early alert system helping us to identify who is struggling during the first 2-weeks of the semester and how best to support those students.

Over the next two to three semesters we will keep a very close eye on institutional data and success rates as they correlate to our new math placement tool and our new co-requisite course model. We believe that it is important to give those mechanisms enough time to playout while making data driven decisions to create improvements. These changes will no doubt have an important impact on the success of our students.