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ANNUAL PROGRAM REVIEW
Unit: Mathematics
Please give the full title of the discipline or department. You may submit as a discipline or department as is best for your unit.

Contact Person: James Namekata
Due: May 15, 2011
Please send an electronic copy to the email address below

doi@mvc.edu
Please give this file the name of your discipline using the following format: discipline_apr.doc. For example,
geography_apr.doc

Web Resources: http://www.rccdfaculty.net/pages/programreview.jsp

1
Annual Program Review Plan

The Unit Plan is conducted by each unit on each campus and consists of an analysis of changes within the unit as well as significant new resource needs for staff,
resources, facilities, and equipment. It should be submitted or renewed every year by May 15th in anticipation of budget planning for the fiscal year, which
begins July 1 of the following calendar year.

Extensive data sets have been distributed to all Department Chairs and are linked to the Program Review website (password 11111). Chairs have received training
on the use of these data sets. Please consult with your Department Chair or Raj Bajaj for assistance interpreting the data relevant to your discipline. Note that you
are only required to mention data relevant to your analysis or requests. Should you wish assistance with research analysis please fill out the form at
http://academic.rcc.edu/ir/requestform.html and you will be contacted to schedule a time to discuss analysis of your data. You may also request a labor market
analysis using this form. Please utilize these data or data collected by your discipline to assess your goals and as rationale for resource requests.

The questions on the subsequent pages are intended to assist you in planning for your unit. If there is no change from your prior report, you may simply
resubmit the information in that report (or any portion that remains constant) from the prior year.

The forms that follow are separated into pages for ease of distribution to relevant offices, councils and committees. Please keep the pages separated if possible
(though part of the same electronic file), with the headers as they appear, and be sure to include your unit, campus, contact person (this may change from topic
to topic) and date on each page submitted. Don’t let formatting concerns slow you down. If you have difficulty with formatting, contact the dean of instruction.
Simply add responses to those questions that apply and forward the document to the Administrative Support Center with a request to format it appropriately.

If you cannot identify in which category your request belong or if you have complex-funding requests please schedule an appointment with the office of the
college’s Vice President of Business Services. They will assist you with estimating the cost of your requests. For simple requests such as the cost of a staff
member, please e-mail the Vice President of Academic Affairs. It is vital to include cost estimates in your request forms. Each college uses its own prioritization
system. Inquiries regarding that process should be directed to your Vice President.

2
Instructional Unit Plan

Trends and Relevant Data

1. Has there been any change in the status of your unit? (if not, skip to #2)

a. Has your unit shifted departments?
No.
b. Have any new certificates or complete programs been created by your unit?
No.
c. Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science
courses.
No.

2. Have there been any significant changes in enrollment, retention, success rates, or environmental demographics that impact your discipline (See
Dataset provided to all chairs)? If there are no significant* changes in your unit’s opinion, say “None” and skip to question #3. *Your unit may
define “significant change” in this context for itself. If your unit thinks it’s a “significant change” then for purposes of this review please note it.

Yes, math class cancellations due to budget cuts. Even with the ability to fully enroll additional math courses, we are not
allowed to add sections of courses that are needed by the students to complete their degree programs.

3. In reviewing data on enrollment management, are your unit’s planning changes to improve on any aspects of enrollment management (ex:
persistence, scheduling patterns, etc.)? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource
request sections.

The Mathematics Department would like to reinstate the courses that were cut from the schedule due to budget issues.
Increase the number of math sections per semester to support the student population.

3
Total Enrollments from Winter 2008 to Fall 2010

W Sp Su F W Sp Su F W Sp Su F
2008 2008 2008 2008 2009 2009 2009 2009 2010 2010 2010 2010
Math
13 37 14 20 14 28 26 17 21 29
90A
Math
7 19 12 23 9 18 12 12 17 19
90B
Math
2 10 5 12 6 7 4 8 12 11
90C
Math
0 11 12 13 8 19 20
90D
Math
4 9 6 5 5 9
90E
Math
2 8 3 2 4 6
90F
Math 63 45 272 82 244 42 319 78 148 50 303 81 141
Math 64 25 152 56 205 39 175 77 184 41 160 86 196
Math 52 37 451 125 578 51 650 161 638 45 645 163 579
Math 53 124 39 88 128 40 94 136 46 96
Math 35 47 542 154 680 91 697 163 722 92 697 170 761
Math 36 35 64 30 90 66 35 99 44 74 49 98
Math 11 15 121 48 187 45 122 36 214 42 120 31 235
Math 12 16 97 31 109 28 111 47 134 41 115 44 122
Math 10 44 17 61 34 41 72 46 84
Math 1A 29 22 61 15 26 38
Math 1B 29 45 37 46 32
Math 1C 21 35 12
Math 2 21 13 25
Math 3 18 14 35

4
Success Rates and Retention Rates

W 2008 Sp 2008 Su 2008 F 2008 W 2009 Sp 2009
R S R S R S R S R S R S
Math
92% 39% 95% 35% 93% 71% 85% 60% 57% 50% 89% 50%
90A
Math
57% 43% 79% 47% 100% 58% 91% 52% 89% 33% 94% 61%
90B
Math
100% 50% 90% 60% 80% 80% 92% 67% 100% 100% 71% 43%
90C
Math
NA NA 82% 36% NA NA 83% 75% NA NA 69% 23%
90D
Math
NA NA 100% 100% NA NA 100% 78% NA NA 83% 33%
90E
Math
NA NA 100% 100% NA NA 100% 100% NA NA 67% 33%
90F
Math
87% 62% 71% 47% 96% 71% 85% 52% 91% 71% 84% 58%
63
Math
96% 88% 81% 47% 95% 77% 91% 67% 90% 77% 85% 42%
64
Math
76% 41% 67% 38% 82% 54% 79% 46% 84% 69% 74% 47%
52
Math
NA NA 84% 62% 92% 85% 83% 55% NA NA 78% 52%
53
Math
81% 60% 76% 54% 89% 66% 82% 57% 63% 41% 74% 44%
35
Math
83% 63% 86% 73% 97% 80% 74% 57% NA NA 64% 46%
36
Math
93% 80% 77% 63% 90% 81% 81% 62% 98% 96% 76% 58%
11
Math
88% 69% 71% 62% 90% 61% 70% 42% 93% 61% 76% 61%
12
Math
NA NA 80% 61% 84% 71% 85% 71% 91% 77% 34% 17%
10
Math
NA NA 93% 79% NA NA 86% 59% NA NA 62% 41%
1A
Math
NA NA 76% 66% NA NA NA NA NA NA 69% 64%
1B
Math
NA NA NA NA NA NA 86% 81% NA NA NA NA
1C
Math 2 NA NA 71% 62% NA NA NA NA NA NA 92% 85%
Math 3 NA NA 89% 78% NA NA NA NA NA NA 79% 57%

5
Su 2009 F 2009 W 2010 Sp 2010 Su 2010 F 2010
R S R S R S R S R S R S
Math
NA NA 81% 65% 65% 65% 76% 48% NA NA 83% 59%
90A
Math
NA NA 92% 33% 92% 75% 94% 47% NA NA 95% 53%
90B
Math
NA NA 100% 100% 100% 63% 92% 50% NA NA 91% 18%
90C
Math
NA NA 75% 50% NA NA 84% 58% NA NA 75% 50%
90D
Math
NA NA 60% 40% NA NA 80% 80% NA NA ### 89%
90E
Math
NA NA 100% 100% NA NA 100% 100% NA NA 83% 67%
90F
Math
80% 62% 84% 59% 92% 72% 83% 47% 70% 30% 94% 70%
63
Math
94% 68% 90% 59% 98% 85% 80% 44% 88% 61% 91% 68%
64
Math
84% 62% 78% 47% 73% 51% 75% 44% 78% 42% 75% 46%
52
Math
98% 85% 68% 43% NA NA 72% 53% 65% 39% 91% 76%
53
Math
82% 62% 73% 44% 69% 36% 74% 46% 74% 44% 78% 42%
35
Math
77% 51% 75% 50% 89% 64% 81% 51% 92% 90% 84% 48%
36
Math
61% 28% 82% 64% 83% 77% 79% 68% 71% 58% 66% 46%
11
Math
83% 75% 84% 58% 68% 63% 72% 46% 68% 48% 80% 64%
12
Math
NA NA 75% 51% NA NA 61% 48% NA NA 69% 55%
10
Math
NA NA 27% 27% NA NA 58% 42% NA NA 47% 32%
1A
Math
NA NA 54% 35% NA NA 68% 28% NA NA 72% 38%
1B
Math
NA NA 100% 77% NA NA NA NA NA NA 92% 50%
1C
Math 2 NA NA NA NA NA NA 84% 76% NA NA NA NA
Math 3 NA NA NA NA NA NA 49% 34% NA NA NA NA

6
4. If applicable, please report on the progress made on any previous goals your department/discipline had identified.

5. What is your unit’s mission statement?

The Mathematics Department of Moreno Valley College empowers a diverse community of students to develop mathematical
potential to meet their academic, professional, and lifelong learning goals.

6. What are your departmental/discipline goals for the 2011-2012 academic year? As you develop your goals, please review and align with the
strategies listed in the Moreno Valley College Strategic Plan. Please indicate if these are new goals or ongoing. What activities will your
department/discipline pursue to meet these goals? What support does your department/discipline need for goal attainment? If applicable, please
include the support indicated in the subsequent forms and/or include data to support the rationale.

The Mathematics Department of Moreno Valley College plan to begin offering MAT 65 (5 units) which is the combination
course of MAT 63 Arithmetic (3 units) and MAT 64 Pre-Algebra (3 units). This will decrease the time students need taking
prerequisite courses and begin taking their degree requirements or transfer level courses in mathematics. We plan to continue
offering MAT 90 DEF for students place into the prealgebra level on their assessment exam. This will hopefully increase the
enrollment in the modular courses.

Across the U.S. students placing at remedial levels of mathematics are failing to reach college level mathematics courses.
Indeed, students who place 3 or more levels below a college transferable math class have only a 10% chance of ever passing a
“gatekeeper” course (Bailey, Jeong, and Cho, Referral, Enrollment, and Completion in Developmental Education Sequences
in Community Colleges (CCRC Working Paper No. 15), 2008).

The problem seems to lie in the number of exit and entrance points along the prerequisite path. At each point, the likelihood
that successful students do not enroll in the next course in the sequence needs to be factored in, causing a multiplier effect that
lowers the chances of students successfully reaching college level. Data from the Riverside Community College District (Fall
2006 to Spring 2010) supports the national findings and is summarized in the chart below:

Successful
No
Success NonSuccess Progress Total
MAT-
63 331 430 0 761
MAT-
64 101 25 205 126
MAT-
52 50 15 36 65
MAT- 17 7 26 24
7
53/35
CL 6 1 10 7

Successful No
Success NonSuccess Progress
MAT-
64 44 45 89
MAT-
52 17 6 21 23
MAT-
53/35 6 2 9 8
CL 3 2 1 5

Successful No
Success NonSuccess Progress
MAT-
52 627 557 1184
MAT-
53/35 173 60 394 233
CL 77 18 78 95

Successful No
Success NonSuccess Progress
MAT-
53/35 901 426 1327
CL 339 69 493 408

One proposed solution to the leaky prerequisite pipeline is “accelerated remediation”. This term has many meanings, but one
that the mathematics discipline at RCCD has focused on is an intensive pre-requisite course that is being designed to offer
“just in time” learning for concepts that students will need to successfully complete a college-level statistics course. This
course will mirror one that was developed by professor Myra Snell at Los Medanos College in California. Data collected by
Snell that showed students succeeding at higher rates than through the standard prerequisite path was presented at the math
discipline meeting in fall 2010 (shown in the table below). The math discipline voted to allow pilot projects using this model to
proceed at any of the campuses.

8
Using topics such as exploratory data analysis, data collection, numeracy, algebraic reasoning, mathematical modeling with
functions and density curves, and graphical reasoning, a new six-unit course will be developed having no required pre-
requisite course. Three district math faculty will participate in a six-month community of practice with faculty from 22 other
California Community Colleges to develop a course outline and learning activities for this course. One section of this course
will be piloted at Moreno Valley College during the spring 2012 semester. Institutional Research will assist in recruiting a
stratified sample of students placing at various math levels for participation in this pilot. Results of the pilot will be analyzed
and used in making decisions on continuing and/or expanding other such course offerings.

The Mathematics Department of Moreno Valley College also plan to begin offering MAT 65 (5 units) which is the combination
course of MAT 63 Arithmetic (3 units) and MAT 64 Pre-Algebra (3 units). This will decrease the time students need taking
prerequisite courses and begin taking their degree requirements or transfer level courses in mathematics. We plan to continue
offering MAT 90 DEF for students place into the prealgebra level on their assessment exam. This will hopefully increase the
enrollment in the modular courses.

9
Instructional Unit Plan
Human Resource Status

7. Complete the Faculty and Staff Employment Grid below. Please list full and part time faculty numbers in separate rows. Please list classified
staff who are full and part time separately.

Faculty Employed in the Unit
Teaching Assignment (e.g. Math, English) Full-time faculty Part-time faculty
(give number) (give number)
Associate Professor 5 0
Assistant Professor 3 0
Instructors 0 22

Classified Staff Employed in the Unit

Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give Part-time staff
number) (give number)
Instructional Department Specialist 1 0
(shared with Business, Computer Science,
Life Sciences, Physical Sciences and
Kinesiology)

10
8. Staff Needs
NEW OR REPLACEMENT STAFF (Faculty or Classified)1
Indicate (N) =
List Staff Positions Needed for Academic Year__2011-2012___ New or (R) =
Annual
Please justify and explain each faculty request based on rubric criteria for your campus. Place titles on Replacement
TCP*
list in order (rank) or importance.

1. New Full Time Tenure Track Faculty Member
N $117,837
Reason: Replacement for Full Time Tenured faculty member(s) with reassigned time.

2. New Full Time Tenure Track Faculty Member
Reason: Need another full time mathematics faculty member to increase the number of sections to meet N $117,837
demand. There has been difficulty in finding a sufficient number of qualified part-time faculty.

3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:

* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. New positions (not replacement positions) also require
space and equipment. Please speak with your campus Business Officer to obtain accurate cost estimates. Please be sure to add related office space, equipment and other
needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” Classified Staff only. All replacement staff
must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

1
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

11
9. Equipment (excluding technology) Needs Not Covered by Current Budget2
*Indicate whether Annual TCO**
List Equipment or Equipment Repair Needed for Academic Year__2011-2012__ Equipment is for (I) =
Please list/summarize the needs of your unit on your campus below. Please be as Instructional or (N) =
Cost
Non-Instructional Total Cost of
specific and as brief as possible. Place items on list in order (rank) or importance. purposes
per Number
Request
item Requested
1. New Batteries for the laptop computers in PSC 10
Reason: The batteries in the laptop computer in PSC 10 are old and need replacing.
They do not hold a charge for an entire class period. Students often find themselves I ? 30 ?
switching laptop computers in the middle of a session just so they can complete their
work.
2. New Whiteboard for HM 207.
?
Reason: The current white board in the class room has several large scars which inhibits I ? 1
instructors’ ability to write detailed mathematical lecture notes.
3. Site License for Geometer’s Sketchpad
Site
Reason: Will allow graphic representations to be projected for geometry, algebra, and I
License
calculus classes.
4.
Reason:
5.
Reason:
6.
Reason:
* Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student
learning and skills development (i.e. desk for student or faculty use).
Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but
which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component
for the use of other specific instructional equipment, may be included (i.e. desk for office staff).

2
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

12
10. Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 3
NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)

Submitted by: Title: Phone:

Annual TCO*
Location
New (N) Program: Is there How
(i.e Has it been
or New (N) or existing many
Priority EQUIPMENT REQUESTED Replacem Continuing
Office,
Infrastructu users
repaired Number
Classroo frequently? Cost per Requeste Total Cost
ent (R)? (C) ? re? served?
m, etc.) item d of Request
1.
Usage /
Justification
2.
Usage /
Justification
3.
Usage /
Justification
4.
Usage /
Justification
5.
Usage /
Justification
* TCO = “Total Cost of Ownership” for one year is the cost of an average cost for one year. Please speak with your campus Business Officer to obtain accurate
cost estimates. Please be sure to check with your department chair to clarify what you current budget allotment are. If equipment needs are linked to a position
please be sure to mention that linkage. Please speak with your Microsupport Computer Supervisor to obtain accurate cost estimates.
++Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.

Remember to keep in mind your campuses prioritization rubrics when justifying your request.

3
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “justification” section of this form.

13
11.Facilities Needs Not Covered by Current Building or Remodeling Projects*4

Annual TCO*
List Facility Needs for Academic Year__2011-2012________
(Remodels, Renovations or added new facilities) Place items on list in order (rank) or
importance. Total Cost of Request

1. Larger Math Lab
Reason: We only have 22 computers in the math lab, yet we have approximately 240-300 students
N/A
enrolled in the math classes that require students to use computers to do their homework and take
proctored exams.

2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:

*Please contact your college VP of Business or your Director of Facilities, Operations and Maintenance to obtain an accurate cost estimate and to learn if the facilities
you need are already in the planning stages.

4
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

14
12.Professional or Organizational Development Needs Not Covered by Current Budget*5

List Professional Development Needs for Academic Year__2011-2012___. Annual TCO*
Reasons might include in response to assessment findings or the need to update
skills to comply with state, federal, professional organization requirements or the
need to update skills/competencies. Please be as specific and as brief as possible. Number
Cost per Requested
Some items may not have a cost per se, but reflect the need to spend current staff item
Total Cost of Request
time differently. Place items on list in order (rank) or importance.

1. The $200 allotment for each faculty member is inadequate to cover the cost
of a single meeting attended. Departments function by sharing resources. Is
one meeting every 3 to 4 years considered to be adequate Professional $500.00 8 $4000.00
Development for the Faculty by the District?
Reason:
2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:

*It is recommended that you speak with Human Resources or the Management Association to see if your request can be met with current budget.

5
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

15
13. Student Support Services (see definition below**) Services needed by your unit over and above what is currently provided by
student services at your college. These needs will be communicated to Student Services at your college6

List Student Support Services Needs for Academic Year___2011-2012___
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Not all needs
will have a cost, but may require a reallocation of current staff time.

1. $20,000 Increase funding for math lab tutors
Reason: With increases in student enrollment in ILA 800, hybrid, and online proctored tests there is a need for more tutors. We
should pay students to attend tutor training, and to provide tutors for the online math lab. Also supplemental instructional tutors for
increased sections of Math 90ABCDEF.
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:
**Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment
(placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation.

6
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

16
14. Library Needs Not Covered by Current Library Holdings7 Needed by the Unit over and above what is currently provided. These
needs will be communicated to the Library

List Library Needs for Academic Year__2011-2012___
Please list/summarize the needs of your unit on your campus below. Please be as specific and as brief as possible. Place items on
list in order (rank) or importance.

1. Software Manuals
Reason: With new software like Mathematica, we need manuals in our library to teach students and faculty how to use the
software package.
2.
Reason:
3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:

7
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

17
15. Learning Support Center Services Not Covered by Current budget*.

List Learning Support Center Services Needs Total Cost of Requests
If your unit is responsible for running a learning support center such as the Writing and
Reading Center, the Math Learning Center, Computer lab or similar learning support Ongoing
Cost per Number (O) or
center please address those needs here. These do not include laboratory components Total Cost
item Requested one-time
that are required of a course. Place items on list in order (rank) or importance. (OT) cost

1. 4 drawer file cabinet
? 1 ? OT
Reason: To manage testing and worksheets for students.

2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:

*It is recommended that you speak with your college IMC and/or Lab Coordinators to see if your request can be met within the current
budget and to get an estimated cost if new funding is needed.

18
16. OTHER NEEDS not covered by current budget8

Annual TCO*
List Other Needs that do not fit elsewhere.
Please be as specific and as brief as possible. Not all needs will have a cost, but
may require a reallocation of current staff time. Place items on list in order (rank) Cost per Number Total Cost of Request
or importance. item Requested

1. Whiteboard/Chalkboard Drawing Set
Reason: In classes like Geometry, we need oversized drawing tools to assist with
$80.00 2 $160.00
the construction of various angles and measurements.
https://www.modernss.com/shopping/family_sale_4_familyid_3382_cat_803

2.
Reason:

3.
Reason:
4.
Reason:
5.
Reason:
6.
Reason:

8
If your SLO assessment results make clear that particular resources are needed to more effectively serve students please be sure to note that in the “reason” section of this form.

19
MORENO VALLEY COLLEGE

Student Learning Outcome Assessment
SLO assessment is now being done at the college level. You will find Moreno Valley College’s course level SLO reporting form on the
following page with examples of answers to the questions in italics. Erase or write over the italicized text. There is also a form with just the
questions. Fill out the form or insert completed forms into this document.

If faculty in your discipline have already written assessment reports using last year’s form, it is not necessary to re-enter the information,
simply attach your work. We ask that you encourage all faculty members within your department/discipline to complete the assessment
reporting form by the May 15 deadline.

If you are depending on information from the end of the semester for initial data or to complete your analysis, please fill out as much as you
can about your initial plan, investigation, and strategy. Report on your plans and provide us with an anticipated completion date.

If you have any questions regarding the assessment process or the reporting form, please contact Sheila Pisa at 951-571-6146/
sheila.pisa@mvc.edu or Carlos Tovares at 951-571-6162/carlos.tovares@mvc.edu. We are here to help.

20
Math Discipline Assessment

The task of assessing course level student learning outcomes is often difficult in the math discipline
since there are seventeen different sections of math that are offered every academic year. However,
math faculty, both full and part-time, have been very active in supporting the concept of assessment for
improving instruction.

At the time of writing this document, an assessment cycle has been completed or is in progress for the
following courses:

21
Course SLO assessed Completed In progress
cycle
Math 63 X
Math 90ABC Spring 2011
Math 64 Students will be able to apply the four basic Spring 2011
operations to integers and rational numbers:
subtracting fractions. In class intervention,
reassessment
Math 90 DEF Spring 2011
Math 52 All SLOs assessed through common final Spring 2011
exam in fall 2010. Item analysis showed
fractions a problem. Addressed in spring
with DLAs related to fractions. Common
final will again be applied in spring,
analyzing those who did DLAs
Math 35 Students will be able to solve linear, rational, Fall 2010
quadratic, exponential, radical, logarithmic,
absolute value equations, and systems of
equations: solving quadratic equations by
completing the square. In class intervention,
reassessment
Math 35 Solve linear, rational, quadratic, exponential, Spring 2011
radical, logarithmic, absolute value equations,
and systems of equations: solving rational
equations. In class intervention,
reassessment.

Math 53 Spring 2011
Math 11 Apply exponential and logarithmic functions Winter 2011
in business and humanities: compound
interest problems. In class intervention,
reassessment

Math 12 Determine confidence interval estimates for Spring 2011
population means, proportions and variances.
In class intervention, reassessment

Math 10 Solve polynomial, radical, exponential, Spring 2011
logarithmic, trigonometric, parametric and
absolute value equations.Students will be able
to demonstrate knowledge of basic facts
about partial fraction decomposition. In class
intervention, reassessment.

Math 1A
Math 1B Solve applications of integration problems, Spring 2011
including those involving area, volume, work,
arc length, and force. In class intervention,
reassessment.

Math 1C X
Math 2 X
Math 3 22 X
ILA 800 - math Surveys were created and administered X
during the spring 2011 semester. Results will
be tabulated and evaluated for improvements
MORENO VALLEY COLLEGE
Kari Richards-Dinger, Assistant Professor, Mathematics
Student Learning Outcome Assessment Report
Mathematics 64

Tell us about the section you assessed.
Morning, face-to-face Pre-Algebra class on the Moreno Valley College campus.

Which SLO from the Course Outline of Record (COR) does this project assess?
Students will be able to apply the four basic operations to integers and rational numbers.

Why did you choose that SLO?
The ability to add and subtract fractions is a necessary skill for adding and subtracting rational
expressions, which is a key part of subsequent math courses.

What specific topic does this project focus on?
In this project, I focused on one element of the SLO: adding signed fractions.

Describe your inquiry strategy, including scoring criteria and timeline.
The 28 question chapter test asks students to add or subtract fractions in 5 different problems, some with
the same denominator, some with different denominators.

For this project in Fall 2010, I chose to concentrate on a question that asked students to add a negative
and a positive fraction with different denominators. I give two versions of each test, so there were two
instances of the chosen question. While grading the chapter tests, I kept a separate tally of the answers to
4 2 2 7
the questions: - + and - + .
5 3 3 8

What were the results? Based on the results, what goal was set?
39 students took the chapter test. 22 (56%) answered the question correctly. 10 (26%) answered the
question incorrectly by adding the numerators together (regardless of their signs) instead of following
the rules for adding signed numbers. 7 (18%) answered the question incorrectly by making some other
mistake.

Since the most common mistake was forgetting to use the sign rules when adding fractions, I decided to
focus on that. I set a goal of 70% of students being able to correctly add signed fractions on this
semester’s final after assigning a directed learning activity.

What modifications were made to the curriculum?
The learning objective of adding signed fractions requires students to apply a relatively new skill
(adding integers) to a challenging setting (adding fractions). I wanted to try an approach that would help
students remember to use both skills in combination, emphasizing that the sign rules for addition need to
be applied whenever appropriate, not just in the section of the textbook where the skill is first taught. I
chose to use a directed learning activity (DLA) including a lesson and several practice problems. I
assigned this to be completed outside of class so that students could take as much time as needed.
23
Describe your re-inquiry strategy, including the timeline and results.
I assigned the DLA late in the Fall 2010 semester, a few weeks after the afore-mentioned chapter test
and a couple weeks before the final exam.
6 5
34 students took the final exam in Fall 2010, which included the question - + .
7 9
15 (44%) of the students answered the question correctly. 6 (18%) of the students made the mistake of
adding the numerators together regardless of their signs. 8 (24%) either didn’t answer the question or
made a wild guess (showed no work). 5 (15%) showed work but made a different type of error (usually
arithmetic).

The results show that fewer students answered the question correctly on the final than did on the chapter
test. I think this is due to the quantity of material that is tested on the final exam; the students have
trouble keeping a wide variety of things in mind at the same time. This hypothesis is supported by the
large number of students who left the question blank or made a wild guess. Of the students who
seriously attempted the problem, fewer made the mistake of ignoring the signs in the numerator after
completing the DLA. Since this was the main focus of the DLA, I am encouraged by this result and hope
to follow up on this next time I teach Prealgebra. One way might be to use DLAs consistently
throughout the semester to emphasize more challenging skills, with the hope that this would help
students master the skills well enough to remember them on the final exam.

In Spring 2011, I had a discussion with other math instructors about the project. I am not scheduled to
teach Prealgebra this coming semester; I will work on a different assessment project instead.

Math 52 Common Final Analysis
Sheila Pisa

In Fall 2010, thirteen Math 52 sections were offered, six in traditional lecture format, four in hybrid
format, two in online format, and one short semester course. Eleven sections reported common final
results: five traditional, three hybrid, two online, and one short-semester. Course types: 1=traditional,
2=hybrid, 3=online, 4=short semester

Summary Statistics for Students Taking the Common Final
Traditional courses had the highest number of students and also had the highest average of students per
class (33.6), followed by hybrid (23 students per class), short semester (17 students per class) and online
(14 students per class).

24
Summary statistics for finl1:
Group by: Course type
Cours Std. Media Rang Ma Q
n Mean Variance Std. Dev. Min Q1
e type Err. n e x 3
16 0.48802
1 28.827381 40.01194 6.325499 28 31 11 42 25 34
8 29
41.28260 0.77349
2 69 32.47826 6.425154 32 31 13 44 29 37
8 77
106.4801 10.31892 1.95009
3 28 31.535715 35 41 0 41 24 39
56 2 3
52.00735 1.74907
4 17 31.588236 7.211612 31 23 22 45 27 34
5 29

Final Exam Grades Compared by Delivery Method

Two sample t-tests were done to determine if there were differences in average scores based on
modality. Based on a p-value of .1, results are summarized as follows:

 Hybrid students’ average was significantly higher on common finals than traditional students:
Hypothesis test results
μ1 : mean of 1 finl1 (traditional)
μ2 : mean of 2 finl1 (hybrid)
μ1 - μ2 : mean difference
H0 : μ1 - μ2 = 0
HA : μ1 - μ2 < 0
(without pooled variances)

Difference Sample Mean Std. Err. DF T-Stat P-value
μ1 - μ2 -3.6508799 0.9145846 124.85708 -3.991845 <0.0001

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 Online students’ average was significantly higher on common finals than traditional students:
Hypothesis test results
μ1 : mean of 1 finl1 (traditional)
μ2 : mean of 3 finl1 (online)
μ1 - μ2 : mean difference
H0 : μ1 - μ2 = 0
HA : μ1 - μ2 < 0
(without pooled variances)

Difference Sample Mean Std. Err. DF T-Stat P-value
μ1 - μ2 -2.7083333 2.010231 30.468502 -1.3472747 0.0939

 Short semester students’ average was significantly higher on common finals than traditional
students:
Hypothesis test results
μ1 : mean of 1 finl1 (traditional)
μ2 : mean of 4 finl1 (short-semester)
μ1 - μ2 : mean difference
H0 : μ1 - μ2 = 0
HA : μ1 - μ2 < 0
(without pooled variances)

Difference Sample Mean Std. Err. DF T-Stat P-value
μ1 - μ2 -2.7608542 1.8158807 18.57742 -1.5203942 0.0726
 Although hybrid students had a higher average than online students, it was not significantly
higher:
Hypothesis test results:
μ1 : mean of 2 finl1
μ2 : mean of 3 finl1
μ1 - μ2 : mean difference
H0 : μ1 - μ2 = 0
HA : μ1 - μ2 > 0
(without pooled variances)

Difference Sample Mean Std. Err. DF T-Stat P-value
μ1 - μ2 0.9425466 2.0978944 35.812084 0.44928217 0.328

26
 Although hybrid students had a higher average than short semester students, it was not
significantly higher:
Hypothesis test results:
μ1 : mean of 2 finl1
μ2 : mean of 4 finl1
μ1 - μ2 : mean difference
H0 : μ1 - μ2 = 0
HA : μ1 - μ2 > 0
(without pooled variances)

Difference Sample Mean Std. Err. DF T-Stat P-value
μ1 - μ2 0.89002556 1.9124734 22.666218 0.4653793 0.3231

Some thoughts on the analysis
Even though the caps on the traditional courses and the hybrid courses are roughly the same, the
average number of students taking finals in the traditional classes were much higher than those in hybrid
classes. This indicates that their retention rate is better. Given that the average common final scores in
the hybrid class were higher, some questions might be considered:
 What is the course success rate in the different modalities?
 Is there a relationship between success rates and common final?
o If students in traditional classes were not as successful, did students in hybrid, online, and
short semester classes have better communication about grades with their instructor
before the final exam?
o If students in traditional class were as successful, did they do as well in subsequent
semesters despite having lower final scores?
 Are students in traditional classes covering as much material in their courses as students in
courses of different modality?
 Does having a course management system with online homework improve chances of higher
common final scores?
 Is there a relationship between common final scores and whether the instructor is full or part-
time?
Redesigned vs. Hybrid Results

The redesigned format was altered to that of hybrid for the fall 2010 semester. Based on students’
comments over the years, the math discipline faculty decided to do away with required lab hours and
determine if it was in students’ best interest to do so.

A two-sample t-test was run comparing 69 hybrid students’ common final results (Fall 2010) with those
from 92 redesigned students (Spring 2010). The evidence suggests that there was no difference in
common final averages between hybrid and redesigned students. However, it appears that by using the
hybrid format, fewer students completed the course. There were three sections of each redesigned and
hybrid courses, making a difference of 28 more students taking finals in the redesigned course sections
(averaging 9 students more per section) than in hybrid. This might be a consideration with cuts being
made in course sections for spring and in the future, especially if there were many students on waiting
lists for math 52 in fall 2010 that never enrolled.
27
Redesigned (Spring 2010) vs. Hybrid (Fall 2010) results on the Common Final

Summary statistics:

Column N Mean Variance Std. Dev. Std. Err. Median Range Min Max Q1 Q3

Hybrid 69 32.47826 41.282608 6.425154 0.7734977 32 31 13 44 29 37

Column n Mean Variance Std. Dev. Std. Err. Median Range Min Max Q1 Q3

Redesigned 92 31.217392 40.347828 6.351994 0.66224116 32 30 14 44 28 35

Hypothesis test results:
μ1 : mean of Hybrid
μ2 : mean of Redesigned
μ1 - μ2 : mean difference
H0 : μ1 - μ2 = 0
HA : μ1 - μ2 > 0
(without pooled variances)
Difference Sample Mean Std. Err. DF T-Stat P-value
μ1 - μ2 1.2608696 1.0182642 145.71982 1.2382538 0.1088

28
Item Analysis for the Fall 2010 Common Final

An item analysis was conducted on common finals to determine which questions were most often
missed. Common final results were analyzed from nine sections: four traditional, three hybrid, and two
online. All four versions of the test were used (20 students used form A, 141 form B, 46 form C, and 43
form D). Questions from forms A, B, and D were matched to questions on test form C and totals of
correct responses tabulated for each match. Thirteen matches had less than a 50% correct response rate:

Item No Topic Percent
on Test C Correct
41 Subtract fractions having opposite denominators 0.332
1 Divide common base expressions with negative exponents 0.384
35 Multiply and simplify rational expressions 0.384
28 Solve a rational equation and check to find there is no solution 0.388
38 Write an equation of a line through a given point with given slope 0.4
5 Appliction - shared work problem 0.404
24 Simplify complex rational expression 0.42
8 Determine whether given equations are those of parallel, perpendicular or 0.424
neither type of line
21 Factoring a polynomial completely (Combined GCF and trinomial 0.432
factoring)
44 Dividing two numbers in scientific notation 0.432
18 Solve the formula for degrees F for degrees C 0.456
39 Graph a linear equation by using slope and y-intercept 0.464
19 Factoring a degree four difference of squares completely 0.484

Most of the above topics deal with fractions of some sort. It would be interesting to explore ways to
improve on instruction in this area, possibly developing directed learning activities on topics that
involve fundamental understanding of fractions and operations.

29
Moreno Valley College
Student Learning Outcome Assessment Report
Math 35 Hybrid (Spring 2011)
Kathleen Saxon

Tell us about the section you assessed.
This is hybrid Intermediate Algebra class at Moreno Valley College during the spring 2011 semester.
The class meets for 2 1/2 hours, once a week.

Which SLO from the Course Outline of Record (COR) does this project assess?
Solve linear, rational, quadratic, exponential, radical, logarithmic, absolute value equations, and systems
of equations.

Why did you choose the SLO?
After grading a pretest evaluation, given on the first day of class, Feb 15, I noticed many students had
difficulties performing basic operations on rational expressions and equations. Since the ability to solve
rational equations is essential for understanding how to solve many application problems in Intermediate
as well as College Algebra and Calculus, I decided to complete an SLO assessment on solving rational
equations.

What specific topic does this project focus on?
For this SLO project, I focused on the particular element of the SLO, solving rational equations.

Describe your inquiry strategy, including scoring criteria and timeline.

On April 5, the week following a lecture on rational equations, and after students had a chance to work
on their computerized homework exercises on rational equations, I gave them a formative assessment
(worksheet) on solving rational equations in class. There were seven questions. Four questions were
"fill in the blank" statements, and three questions were to solve rational equations. Each problem was
worth 1 point.

What were the results? Based on the results, what goal was set?

31 students took the assessment. 27 (87%) correctly answered all four "fill in the blank" questions. One
(3%) received three out of the four, and two (6%) answered two out of the four correct. Of the three
rational equation problems, only 1 (3%) solved all three correctly. 6 (19%) answered two correct, 8
(25%) answered one correct, and 16 (51%) missed every single one of the rational equation problems.
The majority of these 16%, incorrectly applied the multiplication property of equality, did not clear
denominators, or could not find the LCD. Many just left the equation problems blank.

I set a goal of 40% of the students being able to solve a rational equation correctly by the next class
period in two weeks (which included a week spring break), and 80% by the end of the semester.

30
What modifications were made to the curriculum?

I realized that student engagement was necessary to gain their attention, to promote mathematic
discovery, and enhance problem-solving skills. During the next class on April 19, I gave a quick review
of the material we covered on rational expressions and equations, and then allowed students to work
together in six groups of five, to solve six rational equations. Each group was assigned one of the six
equations for which a chosen leader was to demonstrate and explain their group's solution on the board.
The class was allowed to ask questions to the leader and or offer suggestions if mistakes were made.

Describe your re-inquiry strategy, including the timeline and results.

Following the small group activity, and prior to leaving class, students completed another formative
assessment (worksheet) on three rational equation questions. The following week, April 26, results of
the previous worksheet were reviewed in class, and common errors were identified. Immediately
following a ten-minute break, students were given a last formative assessment (worksheet) on rational
equations, which as very similar to the previous worksheet.

The results from the first worksheet: Out of 30 students, 13 (43%) solved all three equations correctly, 8
(26%) answered two correctly, 4 (13%) answered one correctly, and 5 (16%) missed all problems. Of
the 13%, many of the mistakes were the result of not clearing denominators.

The results from the second worksheet: (pending analysis)

The last assessment will be the final exam from which two rational equations will be graded and
evaluated.

Have you shared this with your colleagues? Next step and timeline. Will you assess this course
again focusing on a different SLO? Will you assess a different version of this course-hybrid,
online, evening, 8-week? Will you assess a different course, if so which SLO will you address?

I plan to discuss my project with other math instructors in the near future. I plan to teach the same
Hybrid course next semester, and I will conduct the same SLO. However, instead of meeting once a
week for 2 1/2 hours, the next course will meet a little over one hour twice a week. Employing small
group activities may be time consuming. Instead I may I choose to use an alternative strategy, such as
take-home projects. For example, students would be required to identify and write up a paper describing
how they could use a rational equation to solve a problem confronted in the workplace or in daily life.

Otherwise, I may continue to give worksheets as drills and pattern practices. I might consider
specialized handouts, or just focus on assigned computer-based exercises, to assist the students in
mastering the techniques involved in applying the algebraic principles and techniques to the solution of
rational equations.

31
Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 35
Jason Wong
Tell us about the section you assessed.
It is an afternoon, face-to-face Intermediate Algebra class at Moreno Valley College.
Which SLO from the Course Outline of Record (COR) does this project assess?
Students will be able to solve linear, rational, quadratic, exponential, radical, logarithmic,
absolute value equations, and systems of equations.
Why did you choose the SLO?
The ability to solve quadratic equation using completing the square is essential for understanding the
origin of quadratic formula, graphing quadratic function without a calculator, and later graphing other
shapes (circle, parabola, etc) in college algebra.
What specific topic does this project focus on?
In this project, I focused on a particular element and aspect of the SLO, solving quadratic
equation using completing the square.
Describe your inquiry strategy, including scoring criteria and timeline.
On Nov 8, 2010, I gave students a one problem quiz in class, specifically asking the them to solve the
quadratic equation, 2x^2 + 4x + 1 = 0, by completing the square. This problem couldn’t be solved by
simple factoring. The only way they know how to solve the problem at that point was by completing the
square.
What were the results? Based on the results, what goal was set?
27 students took the quiz. 11 (41%) of the them solved the problem correctly using completing the
square. 16 (59%) of the students didn't get the correct answer. Out of those 16 students, 5 of them didn't
finish the problem due to their unfamiliarity of the steps of completing square and 11 of them made
arithmetic errors and got wrong answers.
I set a goal of 60% of the students being able to solve a quadratic equation on next week after the
introduction of a new teaching strategy.
What modifications were made to the curriculum?
After researching and thinking about the new strategies, I decided to show students an example of
solving a quadratic equation by completing the square. While the example was still on the board, I asked
the students to mimic the techniques and solve another quadratic equation using completing the square. I
did this at the end of the class. The students had to get the correct answer before they can leave the class.
They could ask questions while I walked around in the classroom to help them. We did this on two
occasions.
Describe your re-inquiry strategy, including the timeline and results.
A week later, I asked the students to solve a similar problem (6x^2 - 12x + 1 = 0) using
completing the square, 17 (63%) out 27 students solved the problem correctly. 4 (15%) of them made
simple arithmetic mistakes in the process. 6 (22%) of them apparently were not completely clear on the
procedure. The goal was exceeded. However, the number of students who were not familiar with steps
involved in completing the square stayed around the same. Most of the improvement came from
avoiding arithmetic mistakes.
Have you shared this project with your colleagues? Next step and timeline. Will you assess this
course again focusing on a different SLO? Will you assess a different version of thiscourse-hybrid,
online, evening, 8 week? Will you assess a different course, if so which SLO will you address?
In the end of Fall 2010, I discussed with other math instructors about the project. I will teach the course
next semester and will assess the same SLO to see if using new strategy would have a similar results.
32
Moreno Valley College
Student Learning Outcome Assessment Report

Mathematics 11 College Algebra
(Winter 2011)
James Namekata

Tell us about the section you assessed.
It is a late morning, 10am-1pm, face-to-face College Algebra class at Moreno Valley College in the 6
week Winter Intersession 2011. We meet M-Th for 3 hours a day to fulfill the 72 hour requirement.

Which SLO from the Course Outline of Record (COR) does this project assess?
Apply exponential and logarithmic functions in business and humanities.

Why did you choose the SLO?
While covering the various application problems with logarithms and exponential functions, many of the
students expressed their dislike for these applications and said they would never use the formulas in the
future. Since there are over 10 formulas that deal with logarithmic and exponential functions, I decided
to focus on 6, and I thought the compound interest formula would be something that most students
would be interested in and could relate to.

What specific topic does this project focus on?
This project focuses on applying the compound interest formula to situational problems.

Describe your inquiry strategy, including scoring criteria and timeline.
On Wednesday, January 19, 2011, we discussed the compound interest formula and how it could be
used to calculate the amount in an account after a given time with given rates. The students were shown
2 examples, worked a third example in class and then were assigned 2 problems for homework dealing
with this topic. The next day in class, we answered homework questions and not one student of the 31
that were there asked a compound interest formula question. I assumed it was because if they completed
the homework problems, the rates, principle and time were given and the student needed to do was plug
in the givens and compute the amount. After we answered all questions, I passed out an extra credit
quiz with 5 problems; one of the problems was a compound interest formula.

What were the results? Based on the results, what goal was set?
On Thursday, January 20, 2011, the class was given an extra quiz after answering all of their homework
questions from the previous day’s lecture. 28 students took the quiz. 16 students answered the question
correctly (57%). 12 students didn’t answer the question or missed the question (43%). 8 of the 12
students who missed the question just left that question blank, indicating that they didn’t have any idea
of how to complete the problem.

I set a goal that I wanted 70% of the class to be able to solve a compound interest formula question by
the final exam after the introduction of a new teaching strategy.

33
What modifications were made to the curriculum?
To emphasize the formula and explain how to use the formula, the class and I discussed how different
the results would be if we increased the rate, or increased the number of times the interest was
compounded over a year, or increased the number of years. We computed the interest for different
situations and the students seemed to gain a better understanding of how the formula worked and had
less difficulty remember the formula.

Describe your re-inquiry strategy, including the timeline and results.
Three days later, I gave another in class quiz with a similar problem dealing with compound interest. 21
of the students were able to correct compute the interest. 3 students made computational errors, but had
the correct formula and 2 students left the question blank. The goal was exceeded. Almost 81% of the
students were able to correctly compute the compound interest from a problem. A majority of the
improvement came from students using the formula so often, they were able to remember it easier.

Have you shared this project with your colleagues? Next step and timeline. Will you assess this
course again, focusing on a different ALO? Will you assess a different version oft his course-
hybrid, online, evening, 8 week? Will you assess a different course, if so, which SLO will you
assess?
In the end of the spring semester 2011, I plan to discuss with other math instructors my results from the
project. When I teach the course in the future, I feel I can stress the importance of using the formula by
presenting more examples in class and having the students practice more examples for homework.

MORENO VALLEY COLLEGE
Sean Drake, Associate Professor, Mathematics
Student Learning Outcome Assessment Report
Mathematics 11 (Spring 2011)

Tell us about the section you assessed.
Morning face-to-face College Algebra class on the Moreno Valley College campus.

Which SLO from the Course Outline of Record (COR) does this project assess?
Apply exponential and logarithmic functions in business and humanities.

Why did you choose that SLO?
The ability to solve equations is a fundamental problem solving skill necessary for mastering algebra
and for advancing to calculus. It is particularly important that students are able to solve equations
involved in applications.

What specific topic does this project focus on?
In this project, I focused on one element of the SLO, solving exponential equations.

Describe your inquiry strategy, including scoring criteria and timeline.
The students were given an exam asking the following question: If a population grows from 1,000 to
1,500 in two years, how long will it take to grow to 2,000?

34
What were the results? Based on the results, what goal was set?
There were 24 students who answered this question. Out of these students, 14 answered correctly
(58.3%).

I set a goal of 70% of students being able correctly solve a similar problem at the next assessment.

What modifications were made to the curriculum?
During class time, I reviewed all the important elements to solving population problems.

Describe your re-inquiry strategy, including the timeline and results.
One week later, an additional assessment was given. This time the problem was: If a population grows
from 500 to 1,200 in eight years, how long will it take to grow to 900?

There were 24 students who answered this question. Out of these students, 21 answered correctly
(87.5%). Furthermore, since the data are paired, 13 students (54.2%) answered correctly both times, two
students (8.4%) answered incorrectly both times, 1 student (4.2%) answered correctly the first time and
incorrectly on the second attempt, and finally, 8 students (33.3%) answered incorrectly the first time and
correctly on the second attempt.

It is obvious that re-teaching and re-assessing made a significant difference in the success rate. Clearly,
my goal of 70% answering correctly was achieved.

Have you shared this project with your colleagues?
In Spring 2011 the math discipline met and discussed the results of assessment projects.

MORENO VALLEY COLLEGE
Raleigh Guthrey, Instructor, Mathematics
Student Learning Outcome Assessment Report
Mathematics 12

Tell us about the section you assessed.
Morning, face-to-face Statistics class on the Moreno Valley College campus.

Which SLO from the Course Outline of Record (COR) does this project assess?
Determine confidence interval estimates for population means, proportions and variances.

Why did you chose that SLO?
The ability to form confidence intervals is a major step beyond point estimates and is necessary for
hypothesis testing. In order to obtain confidence intervals, first a method to associate probabilities with
z-scores and sketches must be mastered.

What specific topic does this project focus on?
In this project, I focused on the very important initial process of associating probabilities with their z-
scores, and the sketches that show the areas under each normal curve.

35
Describe your inquiry strategy, including scoring criteria and timeline.
The midterm exam asked students to calculate five probabilities (in terms of z-scores) and to provide
their associated sketches (10 points total). The problems were as follows:
P(Z>1.12), P(Z<0.95), P(-2.46<Z<0.29), P(Z>-2.28) and P(0.51<Z<3.07). They were chosen to use
each of the three major calculations (Z> a value, Z< a value, and Z in between two values) as well as
positive and negative z-scores.

What were the results? Based on the results, what goal was set?
27 students took the exam in Fall 2010 with a traditional lecture format. Prior to this, they were
assigned several written homework problems on the material. The vast majority of the students use the
two page normal distribution table.

On the test, the sketch portion averaged 70.4% correct. The probability portion averaged only 51.1%
correct, for an overall average of 60.7%. My goal was to get the students to get at least 10% more points
on the problem, especially in finding probabilities.

What modifications were made to the curriculum?
Because of prior success in teaching computer assisted courses, I decided to try MyStatLab for their
homework. Although I continued with the lecture format in class, and collected a much smaller amount
of written homework, this time the emphasis was on homework done interactively on computer with
various help options available.

Describe your re-inquiry strategy, including the timeline and results.
The homework was changed from a basic written assignment to primarily a computer assisted format in
Spring 2011.

31 students took the exam in Spring 2011. On the sketch portion of the problem, 76.1% were answered
correctly (an increase of 5.7%). And, on the probability portion, 67.1% were answered correctly (up
16.0%). Overall, 71.6% were correct, an increase of 10.9%. The problem with the most improvement
was P(-2.46<Z<0.29), a more complicated one, with less than half of the prior error rate. Additionally, a
hypothesis test was performed on the overall results (Ho: p=.607 vs. H1: p>.607), resulting in a p-
value of .1075, which substantiates the results. My goal was attained, especially in the probability
portion, which is more important.
Also, two other problems were investigated (use of the binomial theorem, and permutations/
combinations) which showed similar improvements.

Have you shared this project with your colleagues? Next step and timeline: Will you assess this
course again focusing on a different SLO? Will you assess a different version of this course—
hybrid, online, evening, 8 week? Will you address a different course, and if so, which SLO will
you address?

I have contacted two other instructors about the project and plan to attend a workshop where the results
will be shared with other instructors. I am scheduled to teach the course in Fall 2011 (at the same time
with computer assistance), and plan to start a new assessment project of a different SLO, perhaps
involving the use of regression equations to make predictions.

36
MORENO VALLEY COLLEGE
Fen Johnson
Student Learning Outcome Assessment Report/Math10

Tell us about the section(s) you assessed.
Daytime, face-to-face class on the Moreno Valley College City College

Which SLO from the Course Outline of Record (COR) does this project assess?
Students will be able to demonstrate knowledge of basic facts about partial fraction

Why did you choose that SLO?
I know students will have to use the knowledge in calculus.

What specific topic does this project focus on?
Partial fraction

Describe your inquiry strategy, including the assessment tool, scoring criteria, and timeline.
Decompose a complicate fraction into a series simplified fractions

What were the results? Based on the results, what goal was set?
In the test 70% of students answered the question correctly and 30% of students did not answer the
question correctly or leave it blank. My goal was to see 90% of students answer correctly.

What modifications to the curriculum were made?
I pointed out the mistakes students easily make when dealing with this type of problems. I point out the
patterns of this type of problems so students can recognize it .

Describe your re-inquiry strategy, including the timeline and results.
I set aside some time in the class to let them do the problems if they did not get it in the test and I made
sure they understood correctly. In the Final I gave the class a similar problem and 97.3%
of students answered the question correctly. The goal was achieved.

37
Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 1B (Spring 2011)
Nicolae Baciuna

Tell us about the section you assessed.
Mathematics 1B (23308)
Lectures: T, Th. 10:15AM – 12:50PM Location: PSC 10 Moreno Valley College.

Which SLO from the Course Outline of record (COR) does this project assess?
Solve applications of integration problems, including those involving area, volume, work, arc length,
and force.

Why did you choose the SLO?
One important application of the definite integral is finding the volume of solids. The key factors for
finding volumes of surfaces of revolution; visualizing the solid, choosing an appropriate method for
finding the volume, and setting up an integral. After mastering the integration techniques, students are
still intimidated by the problem of finding volumes and areas. Finding the volume and area of a solid is a
topic with vast applications in Physics, Engineering, Economics, Biology and other practical
applications. I chose this SLO because of its direct application to the future professions of many
students.

What specific topic does this project focus on?
The focus is on finding the volume of a solid of revolution using the shell method.

Describe your inquiry strategy, including scoring criteria and timeline.
On March 8th, 2011, I administered the first test. One question: Use the shell method to find the volume
generated by revolving the region bounded by the curves x = y + 6,
x = y² and y = 0 about the line y = - 6.
The focus was on setting up the correct integral for finding the volume. Consideration was given to
drawing an accurate picture and correctly calculating the integral.

What were the results? Based on the results, what goal was set?
Twenty-two students took the test.
Nine of them (41%) solved the problem using correctly the shell method. Out of those students four had
the correct integral but made minor calculation mistakes.
Five of the students (23%) did not use the shell method and used washer method instead and obtained
the correct answer.
Eight of the students (36%) sat up a wrong integral.

My expectation was that at least 60% of the students would accurately find the volume of a solid of
revolution using the shell method.

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What modifications were made to the curriculum?
After compiling test data, I determined it was necessary to address individual errors that were made. I
held a 40-minute classroom workshop focused on shell and washer/disc methods for finding volumes
during which we discussed individual difficulties regarding this topic.

Describe your strategy for re-inquiry, including the timeline and results.
On March 15, 2011 I administered a quiz. One of the questions on the quiz:
Use the shell method to find the volume of the solid generated by revolving the region bounded by the
curves x = √(y) and x = y/3 about the line y = 9.
Twelve (60%) out of 20 students solved the problem correctly.
Four of the students (20%) used the correct integral with minor algebraic mistakes.
Four students (20%) failed to set up the integral for the volume correctly. My students met my
expectations but my ultimate goal is to move improvement upward by another 6 percentage points.

Have you shared this project with your colleagues, your next steps and timeline? Will you assess
this course again focusing on a different SLO? Will you assess a different version of this course to
consider hybrid, online, evening or 8-weeks version of this course? Will you assess a different
course, if so which SLO will you address?

I will share my conclusion of the assessment with my colleagues. I will teach this course again in the fall
and will examine carefully the SLO with my focus on area of surfaces of revolution. In particular, I will
look at extra steps that can be taken to push the overall outcomes to a point beyond the expected goals.

Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 53 (Spring 2010)
Tom Ogimachi

Tell us about the section you assessed.
It is a morning, face-to-face Geometry class at Moreno Valley College in Spring 2011

Which SLO from the Course Outline of Record (COR) does this project assess?
Compose proofs through the integration of definitions, axioms, and theorems.

Why did you choose the SLO?
Being able to compose proofs is the largest aspect of this course and it shows an ability of the students to
apply logic to solve a problem.

What specific topic does this project focus on?
I focused on their ability to compose the proof and support their statements with reasoning.

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Describe your inquiry strategy, including scoring criteria and timeline.
On March 2, 2011, the first class meeting after I went over the definitions and theorems that related to
the chosen proof problem I gave the students a one problem quiz at the beginning of the class asking
them to prove the given statement, which related to angles and lines. The exact problem was also
covered during lecture. Points were given for correctly stating true statements and supporting the
statements with reason (definitions/theorems).

What were the results? Based on the results, what goal was set?
39 students took the quiz. 8 (21%) of them solved the problem correctly. 6 (15%) at least 70% of the
proof correct and 25 (64%) for less than 70% of the proof correct.
I set a goal of 60% of the students being able to prove the given problem on the first exam where the
same problem would be given.

What modifications were made to the curriculum?
After re-reading the text and looking over their problems another time I discussed with them what the
common mistakes were and then went over the entire proof again. Because of the nature of the course
many proofs of other problems/theorems were also shown to the students to further reinforce the idea of
stating statements and supporting those with reasons.

Describe your re-inquiry strategy, including the timeline and results.
Two weeks later, I asked the same problem on the first exam. Of the 39 students who took the exam, 24
(62%) got at least 70% of the proof correct with 13 (33%) of those getting the entire problem correct
while 15 (38%) got less than 70% of the proof correct. While 60% of the students did not get the entire
proof correct, 62% of them made significant progress towards solving the problem.

Have you shared this project with your colleagues? Next step and timeline. Will you assess
this course again focusing on a different SLO? Will you assess a different version of this
course-hybrid, online, evening, 8 week? Will you assess a different course, if so which SLO
will you address?
I have not discussed the results with any other instructors yet. I will talk to Ryan Yamada who is
teaching the class during the summer and give him my results for him to possibly add to. During the
summer I will be teaching Math 64, Prealgebra and I plan to assess the SLO: Apply the four basic
operations to integers and rational numbers.

Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 90A (Fall 2010)
Tom Ogimachi

Tell us about the section you assessed.
90A Special Topics: Whole Numbers & Intro to Fractions is a one unit self-paced course where the
students do all the work on a computer through a web-based software problem. The students received
help from myself and the tutor that is also present during class time.

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Which SLO from the Course Outline of Record (COR) does this project assess?
Add, subtract, multiply and divide whole numbers.

Why did you choose the SLO?
Being able to perform the four basic operations on whole numbers is the foundation for being able to do
the four basic operations with any other set of numbers.

What specific topic does this project focus on?
I focused on their ability to multiply whole numbers.

Describe your inquiry strategy, including scoring criteria and timeline.
The web-based software breaks the course down into topics that the students have to mastery in order to
progress through the course. By checking their progress through the course I was able to see whether or
not they mastered the topic. Because this class is self-paced each student reaches this topic at a different
time during the semester. In order for a student to master the topic they must get multiply variations of
that problem type correct in a row. If they miss even one then they received more to do. Eventually all
the students were able to master the topic. The problem has a built in help feature which guides students
through the steps needed to solve a problem. In addition to this, myself and the tutor walk around the
classroom and assist students as needed.

What were the results? Based on the results, what goal was set?
Of the 24 students who reached this topic all 24 mastered it and were able to move on to the topic.
I set a goal of 90% of the students being able to get this problem correct on their final.

Describe your re-inquiry strategy, including the timeline and results.
Students who mastered all of the topics where given a final. A multiplying whole number problem was
given on every final but because the problems randomly generate all the students received different
problems. Also, students who did not pass are able to take the final multiply times, thus leading to more
results. Of the 36 times students took the final 33 times (92%) got the problem correct while 3 times
(8%) got the problem incorrect.

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Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 90B (Fall 2010)
Tom Ogimachi

Tell us about the section you assessed.
90B Special Topics: Fractions & Intro to Decimals is a one unit self-paced course where the students do
all the work on a computer through a web-based software problem. The students received help from
myself and the tutor that is also present during class time.

Which SLO from the Course Outline of Record (COR) does this project assess?
Add, subtract, multiply and divide fractions.

Why did you choose the SLO?
Being able to perform the four basic operations on fractions is a critical step in the development of
students and is essential for them to learn about ratios and proportions.

What specific topic does this project focus on?
I focused on their ability to add/subtract fractions with unlike denominators.

What were the results? Based on the results, what goal was set?
Of the 16 students who reached this topic 15 mastered it and were able to move on to the topic.
I set a goal of 70% of the students being able to get this problem correct on their final.

Describe your re-inquiry strategy, including the timeline and results.
Students who mastered all of the topics where given a final. A adding/subtracting fractions with unlike
denominators problem was given on every final but because the problems randomly generate all the
students received different problems. Also, students who did not pass are able to take the final multiply
times, thus leading to more results. Of the 25 times students took the final 14 times (56%) got the
problem correct while 11 times (44%) got the problem incorrect.

42
Have you shared this project with your colleagues? Next step and timeline. Will you assess
this course again focusing on a different SLO? Will you assess a different version of this
course-hybrid, online, evening, 8 week? Will you assess a different course, if so which SLO
will you address?
I am currently teaching the course again in the spring with the new web-based program and I will be
looking at the same SLO.

Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 90C (Fall 2010)
Tom Ogimachi

Tell us about the section you assessed.
90C Special Topics: Decimals is a one unit self-paced course where the students do all the work on a
computer through a web-based software problem. The students received help from myself and the tutor
that is also present during class time.

Which SLO from the Course Outline of Record (COR) does this project assess?
Add, subtract, multiply and divide decimals.

Why did you choose the SLO?
Being able to perform the four basic operations on decimals is critical to completing their foundation of
arithmetic and thus making them fully prepared to start learning about sign numbers.

What specific topic does this project focus on?
I focused on their ability to divide decimals.

What were the results? Based on the results, what goal was set?
Of the 9 students who reached this topic 8 mastered it and were able to move on to the topic.
I set a goal of 70% of the students being able to get this problem correct on their final.

What modifications were made to the curriculum?
Nothing was changed about the course during the fall semester. There was a change after the fall
semester which entailed switching to a different web-based problem because it cut the cost to the
students.
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Describe your re-inquiry strategy, including the timeline and results.
Students who mastered all of the topics where given a final. A multiplying whole number problem was
given on every final but because the problems randomly generate all the students received different
problems. Also, students who did not pass are able to take the final multiply times, thus leading to more
results. Of the 14 times students took the final 10 times (71%) got the problem correct while 4 times
(29%) got the problem incorrect.

Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 90D (Fall 2010)
Tom Ogimachi

Tell us about the section you assessed.
90D Special Topics: Integers & Intro to Variables is a one unit self-paced course where the students do
all the work on a computer through a web-based software problem. The students received help from
myself and the tutor that is also present during class time.

Which SLO from the Course Outline of Record (COR) does this project assess?
Solve equations involving integers.

Why did you choose the SLO?
Solving equations with integers is the foundation for problem solving and for solving higher order
equations.

What specific topic does this project focus on?
I focused on solving equations involving integers.

Describe your inquiry strategy, including scoring criteria and timeline.
The web-based program breaks down homework sections by topic. In order to proceed to the next topic
the student must complete a homework assignment with at least an 80%. Because this class is self-paced
each student reaches this topic at a different time during the semester. The problem has a built in help
feature which guides students through the steps needed to solve a problem. In addition to this, myself
and the tutor walk around the classroom and assist students as needed.
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What were the results? Based on the results, what goal was set?
Of the15 students who reached this topic all 15 mastered it and were able to move on to the topic.
I set a goal of 70% of the students being able to get this problem correct on their final.

Describe your re-inquiry strategy, including the timeline and results.
Students who passed all their homework assignments and a practice final were given a final. Four
problems on solving equations with integers were part of the final. The problems differ on each exam
because the program randomly generates the problems. Students who do not pass the final are able to
take the final multiple times. Of the 29 times that students took the final, 63% of the time they got the
problem correct while 37% of the time they did not.

Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 90E (Fall 2010)
Tom Ogimachi

Tell us about the section you assessed.
90E Real Numbers, Intro Algebra is a one unit self-paced course where the students do all the work on a
computer through a web-based software problem. The students received help from myself and the tutor
that is also present during class time.

Which SLO from the Course Outline of Record (COR) does this project assess?
Evaluate real number expressions using the order of operations.

Why did you choose the SLO?
Being able to evaluate expressions using the order of operations is an ability students will need
throughout their math career.

What specific topic does this project focus on?
I focused on their ability to divide decimals.

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Describe your inquiry strategy, including scoring criteria and timeline.
The web-based program breaks down homework sections by topic. In order to proceed to the next topic
the student must complete a homework assignment with at least an 80%. Because this class is self-paced
each student reaches this topic at a different time during the semester. The problem has a built in help
feature which guides students through the steps needed to solve a problem. In addition to this, myself
and the tutor walk around the classroom and assist students as needed.

What were the results? Based on the results, what goal was set?
Of the 9 students who reached this topic all 9 mastered it and were able to move on to the topic.
I set a goal of 70% of the students being able to get this problem correct on their final.

Describe your re-inquiry strategy, including the timeline and results.
Students who passed all their homework assignments and a practice final were given a final. Four
problems on evaluating real number expressions were part of the final. The problems differ on each
exam because the program randomly generates the problems. Students who do not pass the final are able
to take the final multiple times. Of the 13 times that students took the final, 77% of the time they got the
problem correct while 23% of the time they did not.

Moreno Valley College
Student Learning Outcome Assessment Report
Mathematics 90F (Fall 2010)
Tom Ogimachi

Tell us about the section you assessed.
90F Special Topics: Algebraic Expressions & Equations is a one unit self-paced course where the
students do all the work on a computer through a web-based software problem. The students received
help from myself and the tutor that is also present during class time.

Which SLO from the Course Outline of Record (COR) does this project assess?
Add, subtract and multiply polynomials.

Why did you choose the SLO?
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Polynomials are a huge part of the next few courses that students take. Being able to perform algebraic
operations on them is a skill they will need.

What specific topic does this project focus on?
I focused on all aspects of the SLO.

What were the results? Based on the results, what goal was set?
Of the 5 students who reached these topics all 5 mastered them and were able to move on to the topic.
I set a goal of 70% of the students being able to get this problems correct on their final.

Describe your re-inquiry strategy, including the timeline and results.
Students who passed all their homework assignments and a practice final were given a final. Four
problems on adding, subtracting and multiplying polynomials were part of the final. The problems differ
on each exam because the program randomly generates the problems. Students who do not pass the final
are able to take the final multiple times. Of the 4 times that students took the final, 75% of the time they
got the problem correct while 25% of the time they did not.