2008 Mathematics AD PR

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Southeastern Illinois College – District #533-01
ACADEMIC DISCIPLINE REVIEW REPORT TEMPLATE

SUMMARY REPORT OF REVIEW RESULTS FOR ACADEMIC DISCIPLINES REVIEWED
IN ACADEMIC YEAR 2008

Discipline Area Mathematics

Improvements & Rationale for Action

Principle Assessment Methods Used in Quality Assurance for this Discipline
Standardized assessments
Certification and licensure examination results
Writing samples
Portfolio evaluation
Course embedded questions
Student surveys
Analysis of enrollment, demographic and cost data
Other, please specify: research paper; unmediated speeches (per IAI reqs)

Statewide Program Issues (if applicable)

1
REVIEW OF PROGRAM REVIEW COMPONENTS AND ASSESSMENT
ACADEMIC DISCIPLINES

Program: Mathematics FY 2008

The Coordinator of Institutional Assessment will review the program review components; current
and recommended goals and activities for this academic discipline; the assessment activities that
have been planned and conducted; and how the results of those activities have been used. A
critique will be provided with specific recommendations for improvement and implementation
enumerated.

All components of the program have been documented as specified. The assessment activities appear
to be meeting (exceeding) the needs of the program. There is evidence that decisions made in the
program are based on data driven decision making.

No additional recommendations are offered at this time.

CONTINUE WITH PROGRAM REVIEW (Information provided is sufficient for the program review to
be conducted)

Information is not sufficient for the program review to be conducted. The program
supervisor/division chairperson has been notified and areas needing attention have been discussed.
Items requiring additional work will be returned to the person(s) completing those sections and their
supervisor for revision. Once the revisions are completed, the revised information will be re-
evaluated.

COMMENTS:

2
SUMMARY REVIEW

Program: Mathematics FY 2008

Reviewed by Division Chairperson: Date:

Reviewed by Curriculum Committee: Date:

Reviewed by Dean of Academic Services: Date:

Reviewed by Vice President of Academic Affairs: Date:

Reviewed by Coordinator of Institutional Assessment: Date:

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PROGRAM REVIEW MINUTES

Program: Mathematics FY 2008

Date of Review:

Individuals Present:

Comments:

Action Recommended:

4
DIVISION CHAIRPERSON

Program: Mathematics FY2008

The division chairperson will provide a brief description of the academic discipline; operational details;
and insight into the need, quality and cost. This information should not duplicate the information
provided in the following pages.

The mathematics program is a vital program to the success of students at SIC. It is well known and
respected throughout the district much in part to the current and former mathematics faculty
members. The two current full-time faculty members go above and beyond to ensure that their
students receive a high quality education, both in and out of the classroom. Both instructors not
only provide high quality education to the students in the classroom, but also take the extra steps
that allow the students learn outside of the classroom as well. One instructor is the co-sponsor of
the Math and Science club and has devoted much time to organizing trips and events that greatly
contribute to the math and science majors at the college. The other instructor took a group of
calculus students to the Toyota Manufacturing Facility in Princeton, IN during the fall 2007
semester so that could speak with various engineers that work at the facility. Both are active with
the events surrounding the WYSE competition and are always concerned with recruiting the best
area students to attend SIC.

Although there are a couple of low enrollment courses (Scientific Programming and Differential
Equations) it is imperative to continue offering these courses as they are a major part of our pre-
engineering program. Also, when reviewing unit cost per credit hour statistics it noted that some of
the courses listed under the mathematics program are not part of the department or division.
These courses are ARTCA 122 (Computer Art / II), ARTGD (Graphics Design I), BUS 274
(Business Finance), FORT 110 (Orientation to Outdoor Rec), FORT 236 (Intro to Park
Management), FORT 237 (Heritage Tourism), MATH 130 (Basic Vocational Tech Math- Golconda
Job Corps) and MATH 170 (Vocational-Technical Math- DOC).

The need to replace the recently retired full-time faculty member remains great.

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DIVISION CHAIRPERSON

Program: Mathematics FY2008

IMPORTANT: While the primary purpose of program review is to ensure that programs are of high and/or
continuing quality, the process is also a critical means of being accountable to students and others.
Summaries of program reviews should provide strong evidence that recommendations for quality
improvements are linked directly to the findings of a rigorous program review process. Summaries of
program reviews should provide a continuous accountability loop by including information regarding the
outcome(s) of recommendations from the previous review of each program.

The division chairperson, with input from faculty, will address the following questions based upon
knowledge of the academic discipline and information provided in this packet.

Information provided on the Southeastern Illinois College website that pertains to this academic
discipline is accurate, complete, and up-to-date. This information includes master course outlines
with measurable student learning outcomes, curriculum guides, and course descriptions (title,
hours, prerequisites, IAI numbers, etc.)

Yes *No *List what is incorrect or needs revision: (Please be specific)

Master Course Outlines:

MATH 126 (Trigonometry)- Two of the objectives for this course are listed as to “memorize…”
which probably could be stated a little better in terms of measurability. However, since this course
has not been offered for at least the past 17 years, I seen no harm in leaving it as is.

MATH 142 (Finite Mathematics)- The link to the course outline lists the title of the course as
“Finate Mathematics” rather than “Finite Mathematics”.

MATH 165 (Scientific Programming)- The objectives on the outline of the current instructor are
more understandable. I will be updating the Master Course Outline objectives with these.

MATH 170 (Vocational-Technical Math)- There is a Master Course Outline for this course,
however this course is not listed in the course catalog.

Curriculum Guides:

The footnote regarding MATH 224 is not quite accurate. The footnote reads “Offered every other
year at Southeastern Illinois College and John A. Logan College (distance learning).” Due to
enrollment and equipment issues at JALC, we have not been able to offer this class as often as the
guide state.

The curriculum guide suggests BIOL 121 or BOT 121 as the general education life science course.
However, AG 121 and BIOL 141 are also introductory level IAI approved general education life
science courses and would be appropriate options for the students to take.

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OBJECTIVES:
What are the goals and objectives of the courses and sequence of courses in the academic
discipline? To what extent are these objectives being achieved?

Developmental Math: MATH 101- Math Improvement; MATH 102- Arithmetic; MATH 106-
Beginning Algebra; MATH 108- Geometry; MATH 109- Intermediate Algebra

Enrollment has decreased in the developmental math classes but this is not necessarily a bad thing.
The classes are meeting the needs of the students who require math preparation before enrolling in
the college level math courses.

General Education Math:
MATH 140- Quantitative Literacy
Quantitative Literacy has not been offered since the development of the Heart of Math class.
MATH 141- Statistics / MATH 125 Gen. Ed. Statistics
Statistics is required for majors in the life sciences, business, pre-BSN, social sciences
(psychology, history, sociology, political science) and some humanities/communications majors.
All objectives are being met for these students.
MATH 142- Finite Mathematics
Finite math is an option for one of the math courses required of certain business majors,
economics majors, finance majors, management and marketing majors.
The needs of these students are being met with these courses.
MATH 143- Applied Calculus
Applied calc. is required for business and related majors.
The goals of this course are being achieved.
MATH 144- Heart of Mathematics
Heart of Math is being taken by students who were previously required to take Quantitative
Literacy. These include education majors, social science majors and humanities majors.
The goals of Heart of Math are being met, however, there are no full-time instructors teaching
this course and it is difficult to find qualified (master’s carrying) instructors to serve as adjuncts.
MATH 204- Algebraic and Arithmetic Systems / MATH 205- Geometry for Elementary Teachers
This two semester sequence course is designed for education majors. The courses are fulfilling
the requirements of these students, however, due to the lack of qualified adjuncts we are moving
the meeting times of this class from the afternoon to the evening. Time will only tell what type of
impact the time change will have on enrollment.

Majors Math
MATH 123- Fortran
This class is no longer being offered; it has been replaced with Scientific Programming.
MATH 161- Pre-Calculus
This class is designed as a preparation course to the students who will go on to take one or more
of courses in the calculus sequence. All goals are being met.

MATH 165- Scientific Programming
This is a calculus based course required by pre-engineering students. Despite the historic low
enrollments of this course, it is vital to the engineering program to continue offering it for those
students.
MATH 162- Calculus I / MATH 221- Calculus II / MATH 222- Calculus III
This sequence of classes is required of pre-professional majors, physical and life science majors,
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applied science majors and mathematics majors. Not all majors in these areas are required to
take the full 3 semester sequence. All goals are being met.
Math 224- Linear Algebra
This course is required of mathematics majors. The course was offered every other year as a
distance learning course with John A. Logan college. However, due to enrollment and
equipment issues, we are no longer able to offer the course as often. Currently, students needing
Linear Algebra are required to go to JALC or SIU to take the course.
MATH 225- Differential Equations
This course is required for pre-engineering students and mathematics majors. Despite the low
enrollments in the course, it is vital to the pre-engineering program to continue offering it for
those students.

Math Electives
MATH 126- Trigonometry
Although it is on the books, this class has not been offered in at least 17 years.
MATH 128- College Algebra
College Algebra is an elective course for students pursuing an AA or AS degree. All goals are
being met for this course that is used solely for graduation credit.

CTE Math
MATH 130- Basic Vocational Technical Math
This class is part of the Golconda Job Corps program and not part of the Mathematics
department.
MATH 151- Occupational Math
This class is required of students in vo-tech programs such as diesel mechanics and game
management and other students pursuing the AAS degree or certificates. Currently the needs of
these students are being met, however with the expansion of some of these programs we will need
to offer more sections. We have had some success with online sections of this course.
MATH 155- Technical Math
To my knowledge, we do not offer this class any more. Students are taking MATH 151 instead.
MATH 170- Vocational-Technical Math
This class is part of the DOC program and not part of the Mathematics department.

How does this academic discipline contribute to the degrees and certificates awarded by the
College?

The mathematics department contributes to the degrees offered by the college in many ways. . The
department offers a major’s curriculum (Calculus I, II, and III; Scientific Programming; and
Differential Equations) for mathematics, physics, engineering, chemistry, and many pre-
professional students. It serves the needs of business students by offering Finite Mathematics,
Applied Calculus, and Introductory Statistics. It also serves the need for general education
mathematics for all AA/AS students (Heart of Math, Introductory Statistics, Finite Mathematics,
Applied Calculus, and Calculus I). The department offers mathematics classes for the AAS
students (Occupational Math and Technical Mathematics). In addition, the department offers a
developmental math program for those students entering college without the proper background in
mathematics.

NEED:
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How strong is the demand for the academic discipline?

The demand for the program is very strong. Enrollment dipped in FY 06 then rose in FY 07. For
the past 5 years the program has generated over 3000 credit hours each year. Several students are
required to take one or more of the classes in the program.

How has demand changed in the past five years and what is the outlook for the next five years?

With increasing enrollments in and expansions of current CTE programs we will need to increase
the offerings of MATH 151- Occupational Math. The need for MATH 144- Heart of Mathematics
remains strong as long as we have qualified instructors to teach it. There is a plan to re-develop an
online version of MATH 141 or MATH 125 (Statistics).

It is expected that there is a continuing need for courses in each of the academic disciplines.
Is the array of courses offered appropriate to meet the needs of students and support academic
programs? Please explain any developing opportunities or adverse trends.

As long as SIC continues to offer AA, AS and AAS degrees, there will be a need for the courses in
this program. The array of offerings is appropriate to meet the needs of the students.

QUALITY:
Based on the results of assessment and other information, what steps need to be taken to up-date
the curriculum or improve instruction?

With the installation of Microsoft Vista OS on campus computers, we will need to upgrade the
Minitab software used for the statistics classes on the Learning Lab computers.

What are the strengths of the academic discipline?

The strength of the program is the dedicated, qualified full-time instructors. Both instructors
possess Master of Science degrees in mathematics. One instructor has been with the institution for
16 years and has nearly 20 years of teaching experience. The other full-time instructor has been
with the institution for 12 years and has nearly 15 years of teaching experience.

What are the challenges of the academic discipline?

The challenge of the discipline is the loss of one full-time faculty member at the end of the 2006
academic year without subsequent replacement. We are forced to find Master’s degree level
instructors to serve as adjuncts to cover the classes that a third full-time instructor would teach.
However, there is a severe deficiency of individuals who hold Master’s degrees in mathematics to
serve as adjunct instructors for these courses. Each semester is a struggle to find qualified
individuals to serve as adjuncts; sometimes a qualified instructor has not been found until a few
days before classes start. There have been many occasions where there have been concerns of
having to cancel a full class of students simply because an instructor was not available- this has not
happened yet due to sheer luck.

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What quality improvements have been implemented since the previous program review? What
other decisions have been made that relate to program improvement? Include a proposed action
plan for future improvements and an estimated timeline.

The last program review for mathematics was during FY 2006 with a follow-up during FY 2007.
Since only a few months have passed since the follow-up report, I will be using the information
from that report.

1. Mathematics instructors will work with the recruitment office and the marketing office to
increase marketing and recruitment to attract students to the mathematics, mathematics
education, and engineering programs.
(Original wording: Work with the recruitment office and the marketing office to attract students
to the mathematics, mathematics education, and engineering programs.)

The math instructors continue to work with the recruiter and marketing office to promote the math and
science division during high school visits. Promotional ink pens, magnets and division brochures are
distributed to interested students.

The division members worked with Ms. Donna Patton to produce new division brochures for use in
marketing and recruitment efforts. Additionally a pre-engineering billboard has been designed and
displayed.

WYSE coaches were provided Math and Science brochures and transfer brochures to help answer student
questions.

Ms. Kim Martin produced recruitment packets for WYSE participants and has hosted a roundtable
discussion for area high school students (Grad Talk).

2. Instructors will increase their use of technology in mathematics instruction.
(Original wording: Continue to incorporate technology into mathematics instruction when
appropriate.)

The original goal was to incorporate technology when appropriate – certain areas and topics of
mathematics do not lend themselves to the use of technology very effectively. However, technology
continues to be incorporated into the math curriculum where it can be incorporated. Math 141, Math 142,
and Math 143 are being taught from Power Point slides. Math 128, Math 142, and Math 143 make
extensive use of TI graphing calculators. Math 141 makes extensive use of Minitab software. Math 161,
162, 221, and 222 make use of graphing calculators for topics where appropriate. An online section of
Math 151 was developed and offered for the first time during the Spring 2007 semester.

3. Instructors will make use of the results obtained by their respective assessment tools and will
document that usage.

As stated during the program review, use of assessment results in mathematics is slowly growing and
improving. Original assessment instructions were to administer tools and evaluate results. When these
instructions were expanded to include documentation of usage of results, instructors began to include this.
However, at the time of the program review, only one cycle of assessment took place under these new
instructions. We are now in the second cycle of assessment under these new guidelines and usage of
results is becoming a more integral part of the process. FY 2006 results show an increased use of results.
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This is documented in the division assessment report submitted in January 2007.

4. Re-assign Ms. Martin to the major’s sequence of courses (Pre-calculus, Calculus I, Calculus
II, and Calculus III) and one elective course.

This goal was accomplished upon the retirement of Mr. Morgan.

5. Re-assign Mr. Mummert from the division chair duties to full-time instruction duties
(Introductory Statistics, Finite Mathematics, Applied Calculus, and College Algebra).

This goal was accomplished.

6. Continue to request filling the instructional position created by the retirement of Mr.
Morgan.

Section 5.1.9 of the Strategic Plan outlines the hiring of a third full-time mathematics faculty member for
2008-2009.

7. Continue to support the educational field trips of the Math and Science Club.

Division members continue to support the Math and Science Club. Two end-of-the semester educational
trips are planned each school year to expose members to math and science related topics not necessarily
available in courses at Southeastern. Additionally, during the Fall 07 semester the club traveled to SIU to
hear astronaut Joan Higgenbotham speak.

8. Continue to offer Math 144 and general education math during the evenings.

Math 106, Math 109, and Math 144 continue to be cycled during evening hours.

9. Look into the counselor request for an evening section of Math 108. Since there is only 1
section of this course per semester, there will be countless complaints the semester this is
done.

The possibility of this was looked into by the new division chair while creating the Fall 2007 schedule.

10. Other Changes That Have Taken Place

A new math course, Math 125 – General Education Statistics, has been developed. The course will allow
students the option to take Math 125 or Math 144 as general education credit without taking College
Algebra first. The existing statistics course, Math 141 – Statistics, will continue to be offered for majors
(Business Management, Biology, Pre-Med, etc.) requiring a more-advanced statistics course which often
leads to a 2-semester sequence upon transfer.

COST
Is the academic discipline cost effective? How was this determined?

Overall, the program is cost effective. The program operates slightly below state average to slightly
above state average in all PCS/CIP code segments, except one. The areas in which we are slightly
above ($12-$40 average per year) the state average are offset by the areas where we fall below ($13-
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$150 average per year) the state average unit cost per credit hour.

The only PCS/CIP code segment where the program is considerably above the state average is 11
110201 (Programming). There are two reasons for this. First, the former physics instructor had a
PhD and many years experience. His salary and the low enrollment in this course caused the cost to
be high. Second, there was a very large expenditure for an upgrade to the Fortran program and
compiler during this review period (FY 03, FY 04, and FY 05). There were no costs incurred
during FY 06 because we did not have a division faculty member available to teach the
programming course and it had to be taught by a computer technology faculty member. Costs in
this segment will continue to be higher than state average due to the low enrollment of the course.
However, the course is vital to mathematics and engineering programs at the college and must
continue to be offered.

What steps can be taken to offer the courses in this academic discipline more cost-effectively?

Attempt to increase enrollments in the pre-engineering program and subsequently MATH 165 to
help with the costs of the Scientific Programming course.

Are there needs for additional resources?

There is a need for a third full-time mathematics faculty member.

ASSESSMENT
Principle Assessment Methods Used in Quality Assurance for this Program
Standardized assessments
Certification and licensure examination results
Writing samples
Portfolio evaluation
Course embedded questions (For example, pre/post tests)
Student surveys
Analysis of enrollment, demographic and cost data
Other, please specify: Research project analysis

Describe the assessment activities that have been conducted during this review period, and explain
how the results of those activities been used in reviewing and/or improving the academic discipline.

Once again, due to the short amount of time that has passed since the prior program review I will
be using information from the FY06 program review and follow-up report.

FY 03 Assessment of Mathematics

Math 142. In Math 142, the pre-test score averaged 1.71 out of a possible 9.0 with a standard deviation of
1.39. The extremely large deviation was due to one student scoring 5 out of 9 and another scoring 4 out
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of 9. The majority of students scored 1 out of 9. Due to missing a total of two weeks during the semester,
two of the questions on the pre-test/post-test were not covered this semester. As a result, the post-test was
not given.

It should be noted that the students were very successful during the Spring 2003 semester. At the end of
the semester, the average grade in the class was 85.37% with a standard deviation of 9.87%. The grade
distribution showed 6 A’s, 5 B’s, and 3 C’s. No one received a D and no one failed the course. Despite
the assessment not being officially completed, overall grade performance shows that the students were
successful in the course.

However, with the assessment not being completed during the Spring 2003 semester, this course has been
scheduled for assessment again during the Spring 2004 semester.

Math 162. In Math 162, a formal assessment was not conducted. It is likely that the assessment
instrument for this course will be eliminated.

In place of the formal instrument being administered, the instructor does a detailed examination of student
performance on the final exam. A common core of questions are examined from the current set of final
exams and compared to those same questions from previous years. In this way, a direct comparison of
“A” students can be made to see if these students seem to be equal in ability.

Results from this examination of performance last fall shows that the student’s abilities have been
declining for the past several years. This seems to be due, in large part, to student apathy. The instructor
is trying to motivate the students to work harder and take a more active role in the course. Regular
quizzes and group projects are being used to attempt to motivate the students to perform better.

FY 04 Assessment of Mathematics

Math 140. In Math 140, an assessment was not conducted. This course has been put on hiatus and is
being replaced with a new general education math course. An assessment tool will be developed for the
new course and will be put into use as soon as possible.

Math 141. In Math 141, an analysis of research projects was conducted. For project one, 37 students
were enrolled in the course. They earned an average of 75.76%. Of these students, one did not complete
the assignment. The remaining 36 students earned an average of 77.86%. For project two, 36 students
were enrolled in the course. They earned an average of 75.47%. Of these students, two did not complete
the assignment. The remaining 34 students earned an average of 79.91%. For project three, 35 students
were enrolled in the course. They earned an average of 73.49%. Of these students, four did not complete
the assignment. The remaining 31 students earned an average of 82.97%.

The combined student project performance was a class average of 72.90 for the three assignments. When
limiting the analysis to only those students who turned in all three assignments, the average performance
was 79.91%.

It should be noted that the class average was dramatically reduced on the first two assignments due to one
student. This student did not meet the prerequisite standards to be enrolled in the course. However, due
to a clerical error, the student was allowed to enroll in the course. As a result, the student failed both
assignments with grades substantially below that of classmates. By the third assignment, this student was
no longer attending class.
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When factoring out the student who did not turn in the assignments, there was a steady growth in the
research papers over the course of the semester. Grades went from a beginning average of “C” to an
ending average of “B”. While the overall student performance was less than anticipated, it should be
noted that several students only turned in one of the three papers. Others consistently turned assignments
in late; this resulted in individual grades being reduced anywhere from 5% to 25% depending upon how
late the papers were. In addition, when factoring out the students who did not turn in all three papers, the
course average was “B- / C+”.

A survey of statistical method analysis showed the following results. Question one had an average of
92.9% correct. Question 2 had an average of 100% correct. Question 3 had an average of 70% correct.
When confronted with a situation in which a computer and a calculator are equally good methods,
students often state a preference for one of them. Question 4 had an average of 71.4% with a standard
deviation of 4.58. The large deviation was due to the fact that partial credit was not possible for this
question. It is impossible to perform multiple regression on a calculator. A compute is essential.
Question 5, as usual, was a disaster. The average was 32.6%. This question is an open-ended research
oriented question. It is beyond the scope of an introductory statistics course. However, the instructor was
impressed by the few students who scored 70 or above on this question. They show a true assimilation of
the course content.

Math 142. During the Spring 2003 semester, in Math 142, the pre-test score averaged 1.71 out of a
possible 9.0 with a standard deviation of 1.39. The extremely large deviation was due to one student
scoring 5 out of 9 and another scoring 4 out of 9. The majority of students scored 1 out of 9. Due to
missing a total of two weeks during the semester, two of the questions on the pre-test/post-test were not
covered this semester. As a result, the post-test was not given. The course was scheduled to be assessed
again during the Spring 2004 semester.

In Math 142, a nine-question pre-test was administered. The average score for the test was 1.93 questions
correct with a standard deviation of 1.10. When the post-test was administered, the average score for the
test was 3.07 correct with a standard deviation of 1.53. Although a paired data test shows that this is a
significant growth, it is not a growth that shows academic success. These results are not impressive!

Four years ago, the IAI general education panel made drastic changes to this course. The number of
course objectives was increased by approximately 30%. At that time, a request was made to increase the
number of credit hours from 3 to 4 so that the added topics could be taught. This request was denied. In
the last four years, three different teachers have attempted to teach this course and each has failed to
adequately cover the increased topics in the course. Attempts have been made to cut “non-essential”
topics from the course without success. When the “non-essential” topic is cut, student success on related
topics suffers. As a result, students are being rushed through difficult concepts without being given the
necessary time to learn and assimilate the material. This course is in serious trouble and it will remain so
until the credit hours are increased to allow adequate time to cover the material.

Math 143. Students in the Spring 2004 semester were required to complete a comprehensive project.
This project takes the students through the entire process of problem solving in calculus, using real and
meaningful topics. Projects include data collection, modeling, optimizing using calculus techniques and
graphing calculators and error analysis-all the main concepts and skills included in the course.

These projects took fourteen weeks to complete. All but one of the projects submitted demonstrated
satisfactory to thorough understanding of the course concepts. One project was evaluated as "average" or
"C" work, and showed a lack of full understanding of some of the course concepts.
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Overall, the instructor was very pleased with the outcome of the projects and feels they are a very good
indicator of student progress in the course.

Math 205. Students in Math 205 were given a pre-test and post-test. These short tests included typical
problems from the main topics in the course. Results were as follows: the pre-test mean was 2.1 out of 5
and the post-test mean was 4.4 out of 5.

Students demonstrated a satisfactory understanding of the major course topics after completing the course.
This assessment tool will be used again for future Math 205 classes.

FY 05 Assessment of Mathematics

Math 162. In Math 162, certain items were selected from the final exam of the Spring 2005 Math 162
course. Similar items were selected from the final exam of the Spring 2004 Math 162 course. An item
analysis was performed comparing the present student performance to the performance of the previous
year’s students on the selected items. The results from the analysis indicate a slight to moderate
improvement in student performance. This shows that the changes implemented over the past year have
resulted in improved student performance.

FY 06 Assessment of Mathematics

Math 141. Introductory Statistics utilizes three research projects in which students must perform
background research, data collection, data analysis, table/graph construction, and report writing. Each
skill is used within every project to a varying degree to obtain the student’s individual score. The overall
class performance is analyzed to determine if the skills are successful utilized. Each component of the
project is scores on a scale from 0 (no usage) to 4 (excellent integration). Therefore, the desired score
should be a 2 or higher (which correlates to a 73%).

When project one was assigned, 37 students were enrolled in the course. The average score from project
one was 72.5 with a standard deviation of 29.1. While this is below the target score, it should be noted
that 4 students failed to turn in the assignment. When looking at the 33 students who completed the
assignment, the average score was 81.3 with a standard deviation of 15.4. This average exceeds the target
score. This is more impressive since these 33 scores include a 0 for one student who turned in someone
else’s research paper.

When project two was assigned, 33 students were enrolled in the course. The average score from project
two was 78.5 with a standard deviation of 21.4. This is above the target score despite the fact that 2
students failed to turn in the assignment. When looking at the 31 students who completed the assignment,
the average score was 83.6 with a standard deviation of 8.1. This average exceeds the target score and
shows a great deal of consistency between scores.

When project three was assigned, 32 students were enrolled in the course. The average score from project
three was 79.5 with a standard deviation of 17.1. This is above the target score despite the fact that 1
student failed to turn in the assignment. When looking at the 31 students who completed the assignment,
the average score was 82.1 with a standard deviation of 9.5. This average exceeds the target score and
shows consistency between scores. It was disappointing that the scores did not continue to increase
through all three projects. There were two factors for this: a lack of attention to details in the confidence
intervals and hypothesis test in project three, turning in project three after the deadline.

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With the scores exceeding the target score of 73%, no major changes are planned for this course based on
these results. More emphasis will be placed on the proper interpretation of hypothesis test results since
this was a major weakness on project three papers.

In addition, Introductory Statistics utilizes a research methods analysis to determine if students can
identify the most appropriate technology to assist in solving an analysis situation and to see if students can
identify all of the steps necessary to completely analyze a given situation. The research methods analysis
was only performed with Section B due to a snow day which did not leave time to involve Section A
students. Results of the analysis are included in Table 5.

Question 1 shows that students had a good understanding that 500 pieces of data require a computer to
best do analysis. Some students thought either a computer or a calculator would be equally good. While
it is possible, the computer is best. Success was achieved at 76.19%.

Question 2 shows that students had an excellent understanding that a proportional study can best be
analyzed by either a computer or a calculator. Success was achieved at 100%.

Question 3 shows that most students have a preference for performing small-study mean analysis on
either the calculator or the computer. They did not realize that either is equally effective. Success was
achieved at 64.29%.

Question 4 shows that most students fully understand that regression analysis using more that one
predictor cannot be performed on the calculator and a computer must be used. Several students had no
comprehension whatsoever. However, the majority of these students were the ones who skipped class
during the linear regression lessons. Success was achieved at 71.43%.

Research shows that students do not have a grasp on how to proceed with an open-ended research
question. It is beyond the scope of this course. Most did not get beyond the need to collect data. No one
fully realized what procedure would be necessary to perform the analysis. Performance on this question
was a total failure at 24.29%.
Overall, the students were only slightly below the desired level of success at 59.33%. However, from a
statistical standpoint, this is equivalent to a success rate of 60%. In addition, when ruling out Research,
the student performance was well above the goal of 60%.
Math 141 - Section B
Student Question 1 Question 2 Question 3 Question 4 Research Total
1 10 10 10 10 1 41
2 0 10 10 0 0 20
3 5 10 5 0 2 22
4 10 10 10 10 6 46
5 10 10 5 10 3 38
6 5 10 5 10 3 33
7 10 10 10 10 2 42
8 10 10 10 10 0 40
9 10 10 5 0 1 26
10 10 10 5 10 5 40
11 5 10 5 10 5 35
12 10 10 5 10 5 40
16
13 5 10 5 0 1 21
14 5 10 5 0 0 20
15 10 10 5 10 2 37
16 5 10 10 10 0 35
17 10 10 5 10 4 39
18 5 10 5 10 4 34
19 10 10 5 10 4 39
20 5 10 5 0 3 23
21 10 10 5 10 0 35
Average 76.19% 100% 64.29% 71.43% 24.29% 59.33%
Table 5

These results show that the course is effectively integrating the proper use of technology. Students, for
the most part, are gaining appropriate knowledge on how to use technology to assist in the analysis of
data. However, students are not gaining the knowledge necessary to perform open-ended research. The
instructor feels that this is beyond the scope of an introductory course. This particular question will not
be used in the future to assess the statistics course. This question is more appropriate to assess a research
methodology course. Overall, no changes are planned in the course as a result of these findings.

Math 144. In Math 144, a pre-test / post-test assessment is performed. On the pre-test, the students
averaged 1.42 correct solutions out of 10 possible questions, for a score of 14.2% correct. On the post-
test, the students averaged 6.28 correct solutions out of 10 possible questions, for a score of 62.8%
correct. The class average, as a percent, increased by 46.8%. This isn’t surprising for this course since
most of the topics are completely unfamiliar to students who have a traditional (algebra) mathematics
background.

The question on topology and one of the questions on probability involving a compound event had the
lowest number of correct answers. As a result of this assessment, discussions on these two topics will be
altered to try to improve student understanding.

What quality improvements are recommended for implementation as a result of assessment
activities (use of results)?

Uses of results are included in the above discussion.

STATEWIDE PROGRAM ISSUES (if applicable)
Provide a brief description of emerging state-level problems and/or academic discipline issues that
will eventually affect programs offered by Southeastern which cannot be addressed at the local
level. Such problems/issues might include licensure changes, trends in occupational demand, and
developments in disciplines or modifications to university transfer policies.

There are no state-level problems that I know of in the area of mathematics that would affect SIC.

Provide a narrative description of exemplary improvements or innovations. Provide at least one
best practice specific to this academic discipline.
17
With the assistance of the Title III grant, the department is making use of Smart Room technologies
in many of its classes. Power Point presentations are integrated into several mathematics classes
(Heart of Math, Introductory Statistics, Finite Math, and Applied Calculus). A web supplement
page is integrated into Introductory Statistics. An Elmo unit is integrated into the calculus classes.
A TI-84+ Silver Edition overhead graphing calculator unit has been integrated into the Smart
Room technologies in one classroom. (FY06 program review with modification)

(Attach copies or provide links on the SIC Website of all assessment information and strategic
planning material relative to the past five years.)

FY 06 Assessment Report

http://www.sic.edu/Editor/assets/05-06%20Assessment%20Results/05-06%20Assessment%20-
%20Mathematics.pdf

Assessment reports for FY03-05, and FY07 & 08 are attached.

Baccalaureate master plan documents are attached.

18
Program: Mathematics FY 2008

MASTER PLANNING/STRATEGIC PLANNING

A critical step in the program review/assessment process is the use of results and tying those results to the
planning and budget process. The division chairperson is requested to tie the results of this program review,
assessment results, and planning to the academic master plan and/or Strategic Plan, and the budgeting process.

List information currently listed in the Academic Master Plan and/or Strategic Plan that pertains
to the program being reviewed, the status of that information, updated budget considerations, and
any revisions or deletions.

Baccalaureate Master Plan

Employ a third full-time math faculty member. Status: Awaiting 2008-2009 school year.

Update Minitab software in the Learning Lab for statistics classes. Status: Awaiting the installation
of Vista on campus computers.

Pursue the top area high school students to encourage them to attend SIC as a math or science
major. Status: A luncheon is currently planned for the participants in the WYSE competition
(Feb. 2008) and we are currently awaiting approval & funding from the Foundation to offer full-
ride scholarships to SIC to at least the top 2 performers at WYSE.

Based on this program review, assessment activities/results, and planning activities, provide
information that will be added to the academic master plan and/or strategic plan for this academic
discipline. Be sure to include any budget planning considerations.

Nothing additional will be added to the current plan.

19
SOUTHEASTERN ILLINOIS COLLEGE
Academic Discipline Summary
A Component of the Institutional Assessment Plan
Program: Mathematics FY 2008

NEED, QUALITY, AND COST CRITERIA

ENROLLMENT DATA FY O3 FY 04 FY 05 FY 06 FY 07
HEADCOUNT (duplicated) - Totals 783 836 945 814 852
MATH - MAJORS 113 111 119 106 110
MATH - ELECTIVES 38 35 57 46 79
MATH - GENERAL EDUCATION 320 300 302 282 286
MATH - CTE 101 103 119 97 108
MATH - DEVELOPMENTAL 211 287 348 283 269
Credit Hours Generated - Totals 3143.0 3337 3697.0 3270 3378.0
MATH - MAJORS 494 476 519 477 491
MATH - ELECTIVES 152 140 228 184 316
MATH - GENERAL EDUCATION 1266 1179 1208 1128 1144
MATH - CTE 387 412 476 388 432
MATH - DEVELOPMENTAL 844 1130 1266 1093 995
Sections Taught - Totals 51.0 60 67.0 60 64.0
MATH- MAJORS 9 9 9 9 8
Adjusted for concurrent Courses 9 9 9 9 8
MATH- ELECTIVES 3 3 3 3 3
Adjusted for concurrent Courses 3 3 3 3 3
MATH - GENERAL EDUCATION 17 16 16 17 15
Adjusted for concurrent Courses 17 16 16 17 15
MATH - CTE 8 8 7 7 8
Adjusted for concurrent Courses 8 8 7 7 8
MATH - DEVELOPMENTAL 16 25 32 24 30
Adjusted for concurrent Courses 14 24 32 24 30

20
Average Enrollment - Totals 14.3 13.5 15.8 13.9 16.3
MATH- MAJORS 12.6 12.3 13.2 11.8 13.8
Adjusted for concurrent Courses 12.6 12.3 13.2 11.8 13.8
MATH- ELECTIVES 12.7 11.7 19.0 15.3 26.3
Adjusted for concurrent Courses 12.7 11.7 19.0 15.3 26.3
MATH - GENERAL EDUCATION 18.8 18.8 18.9 16.6 19.1
Adjusted for concurrent Courses 18.8 18.8 18.9 16.6 19.1
MATH - CTE 12.6 12.9 17.0 13.9 13.5
Adjusted for concurrent Courses 12.6 12.9 17.0 13.9 13.5
MATH - DEVELOPMENTAL 13.2 11.5 10.9 11.8 9.0
Adjusted for concurrent Courses 15.1 12.0 10.9 11.8 9.0

21
INSTRUCTION SITE DATA FY O3 FY 04 FY 05 FY 06 FY 07
HEADCOUNT (duplicated) - Totals 783 836 945 814 852
Campus 728 804 892 761 821
Carmi - White County Extension Center 6 31 22 35 21
High School - Off Campus Site 0 0 0 0 0
High School - Dual Credit Classroom 0 0 12 18 10
Off-Campus - Other Sites 32 1 19 0 0
Golconda Job Corps 17 0 0 0 0
SICCM 0 0 0 0 0
Credit Hours Generated - Totals 3143 3337 3697 3270 3378
Campus 2940 3212 3497 3040 3250
Carmi - White County Extension Center 24 121 64 140 78
High School - Off Campus Site 0 0 0 0 0
High School - Dual Credit Classroom 0 0 60 90 50
Off-Campus - Other Sites 128 4 76 0 0
Golconda Job Corps 51 0 0 0 0
SICCM 0 0 0 0 0
Sections Taught - Totals 53 61 67 60 64
Campus 46 53 55 54 57
Carmi - White County Extension Center 2 7 9 5 6
High School - Off Campus Site 0 0 0 0 0
High School - Dual Credit Classroom 0 0 1 1 1
Off-Campus - Other Sites 3 1 2 0 0
Golconda Job Corps 2 0 0 0 0
SICCM 0 0 0 0 0
Average Enrollment - Totals 14.8 13.7 14.1 13.6 13.3
Campus 15.8 15.2 16.2 14.1 14.4
Carmi - White County Extension Center 3.0 4.4 2.4 7.0 3.5
High School - Off Campus Site 0.0 0.0 0.0 0.0 0.0
High School - Dual Credit Classroom 0.0 0.0 12.0 18.0 10.0
Off-Campus - Other Sites 10.7 1.0 9.5 0.0 0.0
Golconda Job Corps 8.5 0.0 0.0 0.0 0.0
SICCM 0.0 0.0 0.0 0.0 0.0

22
INSTRUCTOR DATA FY O3 FY 04 FY 05 FY 06 FY 07
HEADCOUNT - Totals 18 16 16 16 21
Full Time Program Instructors 5 5 4 4 4
Full Time Instructors - Outside Program 4 2 1 1 2
Administration Taught Courses 0 2 2 2 2
Other Staff Taught Courses 0 0 0 0 0
Adjunct Instructors 7 7 8 8 13
Dual Credit Instructors 0 0 1 1 0
Golconda Job Corps Instructors 2 0 0 0 0
SICCM Instructors 0 0 0 0 0
% CREDIT HOURS GENERATED 100.00% 100.0% 100.00% 100.0% 100.00%
Full Time Program Instructors 64.02% 58.0% 54.29% 56.6% 39.79%
Full Time Instructors - Outside Program 7.95% 7.4% 5.41% 5.7% 2.75%
Administration Taught Courses 0.00% 3.7% 5.14% 3.5% 3.29%
Other Staff Taught Courses 0.00% 0.0% 0.00% 0.0% 0.00%
Adjunct Instructors 26.41% 31.0% 33.54% 31.4% 54.17%
Dual Credit Instructors 0.00% 0.0% 1.62% 2.8% 0.00%
Golconda Job Corps Instructors 1.62% 0.0% 0.00% 0.0% 0.00%
SICCM Instructors 0.00% 0.0% 0.00% 0.0% 0.00%

23
INSTRUCTOR DEMOGRAPHICS 2003 2004 2005 2006 2007
FULL TIME INSTRUCTORS 5 5 4 4 4
1 FORSTER,EUGENE X X X X X
2 HOLLAND,RICHARD X
3 HUMPHREY,JOSEPH TIM X
4 LOWERY,ANITA X
5 MARTIN,KIMBERLY X X X X X
6 MORGAN,ALAN X X X X
7 MUMMERT,JACK X X X X X

FULL TIME INSTRUCTORS – FROM OTHER DEPARTMENTS 1 2 1 1 2
1 DOTSON,STEVEN X
2 RAKES,WILLIAM X
3 SCHNEIDER,FRANK X X
4 TABANLI,MUZAFFER X X X

ADMINISTRATORS PROVIDING INSTRUCTION SERVICES 0 2 2 2 2
1 PACKARD,CATHERINE X X X X
2 WEISS,KAREN X X X X

OTHER STAFF PROVIDING INSTRUCTION 0 0 0 0 0

ADJUNCT INSTRUCTORS 7 7 8 8 13
1 ADAMS,DEBORAH X
2 BETZ,TENEKA X
3 BUSH,JOHN X X X
4 CARRICO,ELIZABETH X
5 COCHRAN,THOMAS X X
6 CRADDOCK,JAMES X
7 DAS,ELLEN X
8 DUNN,MELISSA X
9 EBERSOHL,ERIC X
10 GEORGE,JUDITH X X X
11 GILLESPIE,MARCIA X
12 HARBISON,JERRI X
13 HARTZ,JASON X
14 HUGGINS,ROBIN X X X X X
15 MC CREIGHT,JEFFREY X
16 NEAL,KAREN X
17 PIETSCH,CHARLES X X X X
18 PLATZ,WILLIAM X
19 SHULTZ,CHERYL X X X
20 SMITH,MELISSA X
21 TARRANT,TERRI X
22 TENNYSON,TIMOTHY X X X X X
23 WILLIAMS,JERRY X X X
INSTRUCTOR DEMOGRAPHICS 2003 2004 2005 2006 2007
DUAL CREDIT INSTRUCTORS 0 0 1 1 0
1 GILLESPIE,MARCIA X X

24
GOLCONDA JOB CORPS 2 0 0 0 0
1 HEATH,RODNEY X
2 SCOTT,ROBERT X

SICCM (Southern Illinois Collegiate Common Market) 0 0 0 0 0

COURSES BY CURRICULUM GUIDE
MATH - MAJORS MATH – ELECTIVES MATH – GENERAL EDUCATION
MATH 123 Fortran MATH 126 Trigonometry MATH 140 Quantitative Literacy
MATH 161 Pre-Calculus MATH 128 College Algebra MATH 141 Statistics
MATH 162 Calculus & Analytic Geom. I MATH 142 Finite Mathematics
MATH 165 Scientific Programming MATH 143 Applied Calculus
MATH 221 Calculus & Analytic Geom. II MATH 144 Heart of Mathematics
MATH 222 Calculus & Analytic Geom. III MATH 204 Algebraic & Arithmetic Sys.
MATH 224 Linear Algebra MATH 205 Geometry - Elem.Teachers
MATH 225 Differential Equations
MATH – CTE MATH – DEVELOPMENTAL
MATH 130 Basic Voc. Technical Math MATH 101 Math Improvement
MATH 102 Arithmetic
MATH 151 Occupational Math
MATH 106 Beginning Algebra
MATH 155 Technical Math MATH 108 Geometry
MATH 170 Vocational-Technical Math MATH 109 Intermediate Algebra

UNIT COST/CREDIT HOUR

Courses By PSC/CIP Code FY03 FY04 FY05 FY06 Averages
11 110201 State Ave $214.14 $228.81 $246.33 $258.88 $237.04
Business Programming SIC Cost $386.77 $236.58 $487.39 $0.00 $277.69
ARTCA 122 Computer /Art II Difference ($172.63) ($7.77) ($241.06) $258.88 ($40.65)
ARTGD 121 Graphics Design I
MATH 123 Fortran
MATH 165 Scientific Programming
11 131202 State Ave $181.25 $18775 $205.73 $223.17 $199.48
Elementary Education SIC Cost $128.40 148.13$ $138.38 $169.79 $145.52
MATH 204 Algebraic & Arithmetic Sys. Difference $52.85 $39.62 $67.35 $53.38 $53.30
MATH 205 Geometry - Elem.Teachers

25
11 270101 State Ave $172.02 $183.32 $192.15 $200.64 $187.03
General Mathematics SIC Cost $219.02 $221.45 $194.04 $284.29 $229.70
MATH 126 Trigonometry Difference ($47.00) ($38.13) ($1.89) ($83.65) ($42.67)
MATH 128 College Algebra
MATH 161 Pre-Calculus
MATH 162 Calculus & Analytic Geom. I
MATH 221 Calculus & Analytic Geom. II
MATH 222 Calculus & Analytic Geom. III
MATH 224 Linear Algebra
MATH 225 Differential Equations
11 270301 State Ave $166.43 $174.52 $186.25 $195.89 $180.77
Applied Mathematics SIC Cost $210.07 $148.53 $141.23 $167.55 $166.85
MATH 142 Finite Mathematics Difference ($43.64) $25.99 $45.02 $28.34 $13.93
MATH 143 Applied Calculus
MATH 144 Heart of Mathematics
11 270302 State Ave $215.14 $209.85 $231.68 $209.90 $216.64
Quantitative Methods SIC Cost $139.58 $129.01 $0.00 $0.00 $67.15
MATH 140 Quantitative Literacy Difference $75.56 $80.84 $231.68 $209.90 $149.50
11 270501 State Ave $162.08 $171.17 $180.19 $191.32 $176.19
Statistics SIC Cost $197.40 $211.06 $189.25 $205.80 $200.88
MATH 125 General Education Statistics Difference ($35.32) ($39.89) ($9.06) ($14.48) ($24.69)
MATH 141 Statistics
12 270301 State Ave $173.11 $182.48 $196.23 $201.85 $188.42
Applied Mathematics SIC Cost $0.00 $145.77 $137.65 $160.56 $111.00
BUS 274 Business Finance Difference $173.11 $36.71 $58.58 $41.29 $77.42
Math 130 Basic Vocational Tech. Math
Math 151 Occupational Math
Math 155 Technical Math
Math 170 Vocational-Technical Math
FORT 110 Orientation to Outdoor Rec.
FORT 236 Intro. To Park Management
FORT 237 Heritage Tourism
14 320104 State Ave $154.94 $160.89 $174.25 $183.08 $168.29
Math 102 Arithmetic SIC Cost $181.67 $132.81 $116.59 $131.38 $140.61
Math 102 Arithmetic Difference ($26.73) $28.08 $57.66 $51.70 $27.68
Math 106 Beginning Algebra
Math 108 Geometry
Math 109 Intermediate Algebra
Math 101 Math Improvement

26
COURSE OUTLINE REVIEW
Program: Mathematics FY 2008
TO BE COMPLETED BY THE COURSE OUTLINE SUB-COMMITTEE.

QUALITATIVE INFORMATION
Faculty Course Outlines NONE SOME MOST ALL

1. Contain clearly stated student learning outcomes in measurable terms.

2. Contain course descriptions that correspond to the official college catalog
located on the SIC website and the Master Course Outline.

3. Are clearly written and contain a topical outline of material to be covered.

4. Contain course requirements that are clearly stated.

5. Contain all necessary information for determining letter grades.

6. Are on file.

Master Course Outlines NONE SOME MOST ALL

1. Contain clearly stated student learning outcomes in measurable terms.

2. Contain course descriptions that correspond to the official college catalog
located on the SIC website.

3. Are clearly written and contain a topical outline of material to be covered.

4. Contain course requirements that are clearly stated.

5. Contain all necessary information for determining letter grades.

6. All elements of the outline address required information in a comprehensive
manner. For example, course prefix and number, course title, course hours,
CS/CIP code, IAI numbers, prerequisites, students the course is expected to
serve, primary method of instruction, textbook, and ADA statement.
27
COURSE OUTLINE REVIEW

C. Specific Findings by Course
Math 170, Math 224 – instructor syllabi not submitted. (170 not taught by Math Dept) (224 offered by
JAL when it is taught)

Math 130 – master outlines missing (neither taught by Math Dept)

Math 106 – Das, Math 108 – Das, Math 109 - Holland: Not using the college-wide developmental grading
scale.

28
COURSE SCHEDULE

Program: Mathematics FY 2008

TO BE COMPLETED BY A COUNSELOR

COURSE SCHEDULE

Counselors will address the College course schedule relative to the following areas for the specific
program of study.

1. Full-time students enrolled in traditional courses on campus.

Yes, very good times and variety of classes.

2. Part-time students enrolled in traditional courses on campus.

Yes, evening classes are rotated very well for A.A., and A.A.S. completion.

3. Students enrolled at other college teaching sites in the district.

Yes, a variety are rotated at Carmi.

4. Students enrolled in online courses that are a component of the program.

No online math for transfer, but math 151-O seems to work very well due to the competence of the
instructor. Is math for transfer being developed for the online A.A.?

5. Any Additional Comments:

Please keep upper level math courses for our majors as well as MATH 165. Watch for Math 151 time
conflict with Diesel Tech. conflicts this SP 08.

29
LIBRARY RESOURCES

Program: Mathematics FY 2008

THE LIBRARIAN WILL ADDRESS THE LIBRARY RESOURCES PROVIDED FOR THIS ACADEMIC DISCIPLINE.

A SILNET (online book catalog) search resulted in 50 titles owned by Southeastern Illinois College with
the subject heading “Mathematics.” There are additional titles with the subject headings Algebra,
Geometry, Calculus and Arithmetic. There are well over 1000 titles available via interlibrary loan
through the Shawnee Library System.

The library subscribes to two print periodicals dealing with mathematics including Mathematics Teaching
in the Middle School and Teaching Children Mathematics. There are 336 mathematics journals and
periodicals indexed in EbscoHost.

A search in the general periodical database, EbscoHost resulted in 31,403 periodical articles with the
subject heading “Mathematics” 13,186 of which were full-text. Traditionally, Math students do not use
library resources, however, future teachers do. A search using the subject heading “MATHEMATICS
teachers -- Training of” resulted in 129 articles. Forty-five of these were full-text.

As a result of these findings, I determine that the Southeastern Illinois College library as sufficient library
resources to support the Mathematics program.

30
INSTRUCTOR REVIEW

TO BE COMPLETED BY THE INSTRUCTORS OF THE ACADEMIC DISCIPLINE

Program: Mathematics FY 2008

I. INSTRUCTIONAL RESOURCES AND SUPPORT
A. BOOKSTORE: Adequate N/A Inadequate
1. CUSTOMER SERVICE 2 0 0
2. AVAILABILITY 2 0 0
3. COMMENTS:
B. LIBRARY Adequate N/A Inadequate
1. BOOKS 2 0 0
2. PERIODICALS 2 0 0
3. ELECTRONIC PRODUCTS/SERVICES 2 0 0
4. CUSTOMER SERVICE 2 0 0
5. LIBRARY ORIENTATION 1 1 0
6. COMMENTS
C. MEDIA CENTER: Adequate N/A Inadequate
1. TURN AROUND TIME 2 0 0
2. PRODUCTION MATERIALS AND SERVICES 2 0 0
3. QUALITY OF WORK 2 0 0
4. CUSTOMER SERVICE 2 0 0
5. AVAILABILITY 2 0 0
6. ONLINE STUDENT ORIENTATION 1 1 0
7. ONLINE COURSE SUPPORT FOR STUDENTS 2 0 0
8. ONLINE COURSE SUPPORT FOR INSTRUCTORS 2 0 0
9. TWO-WAY INTERACTIVE TECHNICAL SUPPORT 1 1 0
10. SMART CLASSROOM TECHNICAL SUPPORT 2 0 0
11. STAFF DEVELOPMENT/TECHNOLOGY TRAINING FOR INSTRUCTORS 2 0 0
12. COMMENTS:
D. SECRETARIAL SUPPORT SERVICES: Adequate N/A Inadequate
1. QUALITY OF WORK 2 0 0
2. CUSTOMER SERVICE 2 0 0
3. TURN AROUND TIME 2 0 0
4. COMMENTS
E. INFORMATION TECHNOLOGY Adequate N/A Inadequate
1. TECHNICAL SUPPORT 2 0 0
2. QUALITY OF WORK 2 0 0
3. CUSTOMER SERVICE 2 0 0
4. RESPONSE TIME 2 0 0
5. COMMENTS:

31
F. LEARNING LAB Adequate N/A Inadequate
1. TUTORING SERVICES 2 0 0
2. ADA SUPPORT SERVICES 2 0 0
3. TESTING SERVICES 2 0 0
4. COMMENTS:
BETTER AIR CIRCULATION IS NEEDED. TEMPERATURE IS MUCH IMPROVED.
II. INSTRUCTIONAL FACILITIES
A. CLASSROOM AND LABS Adequate N/A Inadequate
1. CLASSROOMS ARE FURNISHED APPROPRIATELY TO ACCOMMODATE STUDENTS 2 0 0
2. SMART CLASSROOM EQUIPMENT IS MAINTAINED 2 0 0
3. LABORATORIES ARE PROPERLY FURNISHED AND MAINTAINED 1 1 0
4. CLASSROOMS ARE CLEANED ON A REGULLAR BASIS 2 0 0
5. CLASSROOM ENVIRONMENT IS COMFORATALBE – HVAC, FOR EXAMPLE 2 0 0
6. COMMENTS
III. EQUIPMENT
A. INSTRUCTIONAL EQUIPMENT Adequate N/A Inadequate
1. INSTRUCTIONAL EQUIPMENT IS UP-TO-DATE FOR THE PROGRAM AREA 2 0 0
2. INSTRUCTIONAL EQUIPMENT IS AVAILABLE IN SUFFICIENT QUANTITY 2 0 0
3. EQUIPMENT IS IN SAFE OPERATING CONDITION UTILIZING SAFETY STANDARDS 2 0 0
4. COMMENTS
IV. PROGRAM MARKETING, RECRUITMENT AND RETENTION
A. MARKETING Adequate N/A Inadequate
1. MARKETING MATERIALS ARE CURRENT, ACCURATE, AND INFORMATIVE 2 0 0
2. MARKETING MATERIALS ARE DEVELOPED IN A TIMELY MANNER 1* 0 0
3. COLLEGE WEBSITE SUPPORTS PROGRAM AREA 2 0 0
4. MEDIA RELEASES (PRINT, RADIO, TV) ARE PREPARED IN A TIMELY MANNER, 0* 1 0
AS APPROPRIATE
5. FACULTY COMMUNICATES MARKETING NEEDS ON A REGULAR BASIS 1* 0 0
6. COMMENTS:
* THOSE UNCHECKED ARE AREAS FOR IMPROVEMENT BUT I DON’T FEEL THEY ARE DESRVING OF “INADEQUATE”.
B. RECRUITMENT Adequate N/A Inadequate
1. RECRUITMENT IS ACCOMPLISHED THROUGHOUT THE DISTRICT USING 2 0 0
ACCURATE, CURRENT INFORMATION
2. FACULTY COMMUNICATES RECRUITMENT NEEDS ON A REGULAR BASIS 2 0 0
3. COMMENTS
C. RETENTION Adequate N/A Inadequate
1. RETENTION EFFORST ARE TIMELY AND EFFECTIVE 2 0 0
2. FACULTY COMMUNICATES RETENTION NEEDS ON A REGULAR BASIS 2 0 0
3. COMMENTS:

32
V. COMMUNITY SERVICE
LIST THE COMMUNITY SERVICE FUNCTIONS YOUR PROGRAM HAS PARTICIPATED IN ON BEHALF OF THE COLLEGE DURING THE PAST FIVE
YEARS. ESTIMATE THE TOTAL NUMBER OF EVENTS, STAFF, AND PARTICIPANTS.
WYSE COMPETITION – APPROXIMATELY 120 HIGH SCHOOL STUDENTS IMPACTED. THERE ARE 5 – 6 INSTRUCTORS WHO PARTICIPATE.
WYSE FOLLOW-UP LETTERS TO PARTICIPANTS AFTER THE EVENT.
ADOPT-A-HIGHWAY – MATH AND SCIENCE CLUB. 1 – 3 INSTRUCTORS PARTICIPATE WITH 10 – 20 STUDENTS.
GRAD TALK
HIGHLIGHTING TOP STUDENTS THROUGH POST-CARD MAILINGS.