SKYLINE COLLEGE PROGRAM REVIEW SELF STUDY PART A: Overview of Program 1. State the goals/ focus of this program and how the program contributes to the mission and priorities of the College and District. Course in Mathematics provide a foundation for quantitative analysis, discovery, life long learning and reasoning In addition the program contributes to the College’s mission and goals by providing: Remedial and/or basic skills preparation Skills necessary to complete a number of occupational programs Coursework that fosters student growth and achievement An atmosphere that celebrates cultural diversity, particularly through the MESA center which is strongly supported by the Math program 2. Discuss how this program coordinates, impacts, and/or interacts with other programs in the College. The program is integral to the campus community and as such interacts with most of the College. Some examples are: Close coordination between the faculty and the learning center, particularly in the area of tutorial services and jump start Participates with the within the Division and other programs during curriculum development. An example of this was the development of Mathematics for Elementary Teachers. Provides foundation for science, business and courses requiring critical thinking and quantitative reasoning Participates in Honors, MESA, Phi Theta Kappa and Expanding Your Horizons 3. If the program utilizes advisory boards and/or professional organizations, describe their roles. The MESA Center utilizes the Industry Advisory Board. Faculty members belong to a number professional organizations including; CMC3, AMATYC, AMP and NCTM 4. Explain how this program meets the needs of our diverse community. The demographics, by ethnicity, of the students taking mathematics at Skyline have changed since 1996 (see attachments). Although quantities data is not available the Math department recognizes this and through the efforts of individual faculty members has tried to respond. It may be worthwhile to conduct research to determine if the department serves our community. The department offers the following: Elementary Algebra for the Women in Transition Program Support of the MESA Center 5. If the program has completed a previous self-study, evaluate the progress made toward previous goals. “Mathematics use of the Learning Center needs to be improved and expanded” The hours and number of tutors has been increased Study skills workshops collaboratively run by TLC and math faculty has been instituted “Faculty need to increase the use of advanced calculator technology” Graphing calculators have been integrated in to all Math Classes “Faculty would like to make broader use of other technologies in the classroom, particularly computers” Some faculty are able to make use of electronic classrooms. Exploration and evaluation should occur into computer-assisted instruction, web based tutoring and other forms of technology. Statistics includes a computer component and most instructors encourage the use of email communication. PART B: Curriculum 1. Describe how the courses offered in the program meet the needs of the discipline(s) and the students. (This may be answered through descriptive narrative evaluation or quantitative research). Remedial classes are offered less in the CSU system. More classes are being directed toward this population Math 150 – Math for Elementary Teachers was developed As the need for sections of the higher math classes has increased those section have been offered 2. State how the program has remained current in the discipline(s). The faculty consult collegially with each other during official department meeting and informally as needed. In addition faculty are members of a number of professional organizations including – AMATYC and CMC3. Some members have also participated in activities surrounding Title III. The department also routinely revises it’s textbook requisitions and course outlines. 3. If the student population has changed, state how the program is addressing these changes. Need help with this response 4. All courses in this program should be reviewed and, if appropriate, modified every six years. If this has not occurred, please list the courses and explain. All Course outlines have been reviewed and updated. Discussion still needs to center around the necessary prerequisites for some of the math classes. 5. If external accreditation or certification is required, please state the certifying agency and status of the program. Not required 6. Discuss plans for future review and program modification. The math department will be investigating a discreet mathematics course and evaluate Geometry in the mathematics curriculum PART C: Faculty and Staff 1. List major development activities completed by faculty and staff in this program in the last six years and state what development is needed or proposed by faculty in this program. 2. Describe the orientation process for new faculty and staff ( include student workers such as tutors and aides). 3. If recruitment of new and/or diverse faculty is needed, suggest recruitment techniques. PART D: Facilities, Equipment, Materials and Maintenance 1. Discuss the effectiveness of the facilities, equipment, equipment maintenance, and materials for the program to meet its goals and focus. Include if they impact success and if they are accessible to all students. 2. List projected needs. 3. Describe the use of technology in the program and discuss if technology is current and comparable to other college and business or industry. 4. If appropriate, describe the support the program receives from industry. If the support is not adequate, what is necessary to improve that support? PART E: Budget Request 1. What resources (staff, facilities, equipment and/or supplies) will be needed in the next six years? 2. If appropriate, discuss methods the program could share resources with other programs in the College and District.
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