1. Continue a multi-year project of developing a scope and sequence document for MTH courses.
Documents are approximately 80% complete. Drafts of several documents have been sent to a few local high school math faculty to help us evaluate the clarity and usefulness of the documents to an external user.
First changes based on these documents are being structured for implementation 07/FL. Changes to include: (1) MTH 110 to become four credit class. (2) Trigonometry to be integrated throughout more courses. (3) Shifts in allocation of class time (course calendar) to provide more time spent on mastery-level topics in each algebra sequence course. More focused assessment of the mastery-level topics. (4) Use of common software in all online and hybrid courses to minimize technology learning curve for students. (5) Integration of this same software into some sections of traditional courses to increase time on task, feedback to students, student access to help at times when instructor is not available, and ability of instructor to monitor learning and respond with just-in-time teaching.
Changes were made to assessment instruments to reflect curricular changes. Changes were also made in course materials supplied to adjunct instructors to support the changes.
2. Formalize plans to launch a pre-engineering certificate program
a. Finalize course sequencing
b. Coordinate scheduling with desired course sequence
c. Work with marketing to recruit students
The courses, course sequencing, and certificate goals and outcomes were developed in cooperation with other departments. The Fundamentals of Engineering Certificate was approved by Curriculum committee, Nov. 7, 2006 and will appear in the new catalog.
3. Implement ADO changes into all course materials
a. Lead faculty communicate changes to adjuncts, providing needed
support materials.
b. All faculty reflect changes in syllabi.
c. Assessment measures updated to reflect ADO changes
Changes are currently being made including writing assessment rubrics for each of our courses and adapting assessment instruments to the new ADOs. Rubrics will be finished during 5/07 and updated assessment instruments will be completed over the summer for implementation FL/07. Course coordinators will communicate the change in language needed for syllabi to instructors teaching in their area for FL/07.
1. Support student success efforts on campus
Data showing lab usage has been collected and analyzed for 05/FL, 06/WN and 06/FL. Significant items include: (1) Lab use has increased with the moving of the lab into close proximity with math classrooms and faculty offices. (2) A disproportionately small number of developmental education students (MTH 110, MTH 095) use the lab. (3) Students in higher level math classes use the lab quite frequently; our lab tutor reports anecdotally that a significant amount of this use is for the purpose of accessing software; more specific data on this issue is currently being gathered.
The math lab hours were increased from 25 per week to 38 per week, with a second tutor added to staff the additional hours, effective WN/07. Preliminary data indicates that the JM math lab has served approximately twice as many students during WN/07 semester as compared to the same time during the previous most heavily-used semester. More complete data, broken down by course enrollment, will be provided at the end of the semester. We would still like to increase the size of the lab and add computer stations.
2. Support academic advising
a. Provide academic advising for students in the pre-engineering program.
b. Provide support for student orientation and for first-year seminars.
MTH department faculty participated in FYS classes and spoke at new student orientation sessions.
Other: We have had two departmental brainstorming sessions, including input from adjunct faculty, on the topic of DE math. While we believe that there are many factors that influence student success that are beyond our control, we developed a number of specific ideas that we would like to implement. We brought these suggestions to a Center for Student Success retreat on the topic of DE math, and combined our input with their ideas to come up with a cooperative plan between CSS and MTH. Action items on the MTH side include: (1) Increasing the credit hours in MTH 110 to four without increasing content; we believe time on task and time with instructor are essential elements; the extra time would be devoted to small group and individual guided practice activities. (2) Piloting a math coaching program in which student coaches would attend and assist in DE math classes; our goal would be to provide more individual help during class time. (3) Working with LLA to offer linked MTH 110 and developmental reading classes; in addition to improving retention through the use of a learning community, the reading course could help the math students learn to read their textbook. (4) Increasing full time faculty presence in MTH 110 and providing professional development opportunities for both full and part time faculty specific to teaching DE math. (5) Increasing DE student use of math tutoring facilities.
1. Continue to support adjunct faculty
Our department newsletter continues to be published several times per semester, and attempts to address topics of particular concern to adjunct faculty. Course coordinators continue to provide adjunct faculty with extensive course materials reflecting any and all departmental changes in curriculum.
2. Participate in available professional development opportunities
Six full time math faculty members and one adjunct faculty member attended professional conferences specific to the mathematics discipline this year. In addition, all department members plus eight adjunct faculty attended a workshop on My Math Lab hosted by the department this spring.