Grants

Program Review

Mathematics Program Review

2012 - 2017

Marlene Chavez-Toivanen, Math Program Manager

New Mexico State University Grants

Program Review/Self Study

Submitted March 9, 2017

www.grants.nmsu.edu

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I. INTRODUCTION

A. Overview of Program

The Mathematics Program at New Mexico State University Grants Campus provides

a wide range of coursework in mathematics for students who need remediation in,

who are pursuing an Associate degree, or who intend to transfer. In addition to devel-

opmental and college level mathematics, Statistics is included with this program.

The Mathematics Program is responsible for providing the general education math

requirement(s) for all Associate degrees awarded at NMSU Grants which widely vary

depending on the degree. The program has a math lab staffed by the program man-

ager, a math specialist and a student tutor who provides tutoring and testing services

to students enrolled in any math course at NMSU Grants Campus. The math program

also offers a free calculator loan program to student enrolled at NMSU Grants. The

program initially was comprised of only adjunct faculty members. In 1982, the first

permanent full time math instructor was hired, and in 1991 a second full-time math

instructor joined NMSU Grants Campus. As enrollment grew and the increased need

for remedial math classes grew, a third full-time math instructor was hired in 2000.

Currently, there are only two permanent full-time math instructors, approximately 6 –

8 adjunct instructors, one temporary math specialist, a part-time professional math tu-

tor, and a student tutor.

B. Mission Statement of Program

The mission of the Mathematics Program at New Mexico State University Grants is

to prepare our diverse student population to be productive and contributing members

of their community with problem solving skills, critical thinking skills and to instruct

& motivate students to use the power and utility of mathematics to successfully im-

pact that community for the better.

C. Program Goals

Upon completing their general education mathematics requirement, students at NMSU

Grants will be able to:

Select and use arithmetic, algebraic, geometric, statistical, or technological meth-

ods to solve problems.

Use reasoning and estimation skills to determine the reasonableness of mathemat-

ical answers in context of the problem.

Interpret mathematical models in the form of formulas, graphs, or tables and draw

inferences from them.

Represent and communicate mathematical information numerically, visually, ver-

bally, and in written formats.

D. Service to Institution

To further the mission of NMSU Grants, the Mathematics Program general purpose is

to help students to think critically and to apply mathematical principles to their lives.

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Specifically, the Math Program is to provide developmental and college credit mathe-

matics courses. Student who wish to pursue a degree in Mathematics should work

toward an Associate of Science degree with an emphasis in math.

The purpose of developmental mathematics courses are:

to prepare students to be successful in college credit mathematics courses.

to provide support services for students in mathematics and mathematics related

courses.

to provide the general mathematics foundation needed for success in college

courses.

The purpose of the college credit mathematics courses are:

to provide students with the mathematical knowledge and skills necessary for

transfer and success at a baccalaureate degree granting institution.

to provide mathematics service courses that support both two-year degree pro-

grams and programs that transfer to baccalaureate degree granting institutions.

to provide students with general education mathematics courses.

E. Service to Community

The Math Program at NMSU provides outreach to the community by providing tutor-

ing assistance. The math for elementary teachers has a service learning component

that offers the local elementary and middle schools additional help in the area of

mathematics. This course has also hosted a Pi Day Celebration that brought many

community members and their children on campus. The students in the advanced

math classes are encouraged to judge the math division for the local sixth grade sci-

ence fair.

F. Summary of changes to program review since last review.

The math program is one of two programs to pilot the newly developed program re-

view process. The last program review of the math department was is 2006. This re-

view primarily consisted of enrollment data for the math program.

II. STUDENT PROFILE

A. Demographics

67%33%

Gender of Students in CCDM & MATH Courses

Female Male

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B. Supplemental Demographics

66% of students who take CCDM, MATH, and STAT courses are from in district as

compared to out of district. The remaining student percentage who take CCDM or

MATH classes primarily take online classes.

III. PROGRAM CURRICULUM

A. Program Curriculum

The Math Program is a foundational program in that it provides the necessary courses to

fulfill the general education or degree requirement in mathematics for the following de-

grees: Associate of Arts, Associate of Science, Associate of Criminal Justice, Associate

0.0% 10.0% 20.0% 30.0% 40.0%

Native American

Hispanic Only

White

Hispanic and 1 or more Races

Unknown

Other

Black

Asian

Not Reported

Race & Ethnicity of Students enrolled in CCDM and MATH Courses

Percent

28.9%

32.1%

11.9%

11.0%

7.0%

3.8%3.0% 1.9%

Age Category of students enrolled in CCDM and MATH Courses

14 - 18

19 - 24

25 - 29

30 - 34

35 - 39

40 - 44

45 - 49

50 - 54

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of Education, Associate of Early Childhood, Associate of Pre-Business, Associate of So-

cial Services, Associate of Applied Business, Associate of Applied Science in Automo-

tive Technology, Associate of Applied Science in Computer Technology, Associate of

Applied Science in Creative Media, Associate of Applied Science in Electronic Publish-

ing, Associate of Applied Science in Emergency Medical Services, Associate of Applied

Science in Welding Technology.

Courses offered by the Math program:

CCDM 100 N Mathematics Preparation for College Success

Mathematics skills course designed for college students with math skills insufficient for

success in CCDM 103N. May be repeated for a maximum of 4 credits. RR applicable. 1-

4 credits.

CCDM 103 N Pre-Algebra Fundamental mathematics operations and arithmetic compu-

tations. Introduction to algebra and applied geometry. Provides laboratory and individual-

ized instruction. RR applicable. 4 credits

CCDM 105 N Mathematics Preparation and Pre-Algebra A total immersion course that

combines CCDM 100N and CCDM 103N using tutorials, manipulatives, and classroom

instruction. Completion of this class is equivalent to the completion of CCDM 100N and

CCDM 103N. Prerequisite(s): Math Placement Exam. Restricted to: Community Col-

leges only. 5 credits

CCDM 112 N Developmental Algebra I

Fundamental algebra operations, algebraic expressions, solving linear equations, systems

of equations and application of linear equations. Provides laboratory instruction. Comple-

tion of CCDM 112N and CCDM 113N is equivalent to completion of CCDM 114N.

Graded: Traditional with RR. Prerequisite(s): Grade of C or better in CCDM 103N or

equivalent. Restricted to: Community Colleges only. 4 credits

CCDM 113 N Developmental Algebra II

Fundamental algebra operations, polynomials, factoring, solving quadratics by factoring,

rational expressions, exponents and radical expressions (continuation of CCDM 112N).

Provides laboratory instruction. Completion of CCDM 112N and CCDM 113N is equiva-

lent to completion of CCDM 114N. Graded: Traditional with RR. Prerequisite(s): Grade

of C or better in CCDM 112N or consent of instructor. Restricted to: Community Col-

leges only. 4 credits.

CCDM 114 N Algebra Skills

Fundamental algebra operations: algebraic expressions, solving linear equations, factor-

ing, radicals, exponents. Provides laboratory and individualized instruction. Completion

of CCDM 114N meets basic skills requirement. Graded: Traditional with RR. Prerequi-

site(s): C or better in CCDM 103N. Restricted to: Community Colleges only. 4 credits.

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CCDM 117 N Intermediate Algebra I

Real numbers, linear equations, functions, inequalities, absolute value equations, systems

of equations, exponents and scientific notation, polynomials and polynomial functions,

rational expressions. Graded S/U. A student who completes CCDM 117N with a grade of

S must then continue with a designated section of MATH 120. Prerequisite: student must

be qualified for MATH 120. 3 credits

MATH 101 General Supplemental Instruction I

Collaborative workshop for students enrolled in Intermediate Algebra. Corequisite:

MATH 120. May be repeated for a maximum of 2 credits. Graded S/U. 1 credit

MATH 102 General Supplemental Instruction II

Collaborative workshop for students enrolled in College Algebra. Corequisite: MATH

121G. May be repeated for a maximum of 2 credits. Graded S/U. 1 credit

MATH 107 Topics in Mathematics

Topics to be announced in the Schedule of Classes. Maximum of 3 credits per semester.

Total credit not to exceed 6 credits. Prerequisite: consent of instructor. Community Col-

leges only.1-3 credits

MATH 111 Fundamentals of Elementary Mathematics I

Numbers and the four operations of arithmetic. Understanding and comparing multiple

representations of numbers and operations, in particular how these representations build

from whole numbers to integers to fractions and decimals. Applying properties of num-

bers and operations in contextual situations, including measurement, and making reasona-

ble estimates. Reasoning, communicating, and problem solving with numbers and opera-

tions. Applications to ratio, and connections with algebra. Taught primarily through stu-

dent activities and investigations. Prerequisite(s): ENGL 111G and grade of C or better in

MATH 120.

3 credits

MATH 112G Fundamentals of Elementary Math II

Geometry and measurement. Multiple approaches to solving problems and understanding

concepts in geometry. Analyzing and constructing two- and three-dimensional shapes.

Measurable attributes, including angle, length, area, and volume. Understanding and ap-

plying units and unit conversions. Transformations, congruence, and symmetry. Scale

factor and similarity. Coordinate geometry and connections with algebra. Reasoning and

communicating about geometric concepts. Taught primarily through student activities

and investigations. Prerequisite(s): C or better in MATH 111. 3 credits

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MATH 120 Intermediate Algebra

Linear and algebraic functions as they arise in real world problems. Exponential and log-

arithmic functions. Equations and inequalities and their solutions considered symboli-

cally, graphically and numerically. Prerequisite: adequate score on the Mathematics

Placement Examination (see note above.) 3 credits

MATH 121G College Algebra

Fundamental concepts of functions, including algebraic and graphical properties. Fitting

functions to data. Finding zeroes and extreme values. Solving systems of equations. Pre-

requisites: Adequate math placement score or C or better in MATH 120. 3 credits

MATH 142G Calculus for the Biological and Management Sciences

Review of functions. Derivatives, exponential and logarithmic functions, antiderivatives

and indefinite integrals, basic ordinary differential equations and growth models, with an

emphasis on applications. Includes a significant writing component. Prerequisite(s): C or

better in MATH 121G. 3 credits

MATH 175 Trigonometry

Trigonometric functions, graphs, identities, inverse functions, polar coordinates and ap-

plications. Complex numbers, curve fitting, roots of polynomials, exponential and loga-

rithmic functions, conics, systems of equations and matrices. May not be taken for credit

by students having credit for MATH 136. Prerequisite: C or better in MATH 121G. Re-

stricted to Community Colleges only. 3 credits

MATH 190G Trigonometry and Precalculus

Elementary functions used in the sciences with emphasis on trigonometric functions and

their inverses. Polar coordinates. Complex numbers and Euler's formula. Analytic geome-

try and vectors. Prerequisite: adequate score on Mathematics placement exam or a C or

better in MATH 121G (see note at beginning of this section). 4 credits

MATH 191G Calculus and Analytic Geometry I

Limits and continuity, theory and computation of derivatives, applications of derivatives,

extreme values, critical points, derivative tests, L'Hopital's Rule. Prerequisite(s): C or bet-

ter in MATH 190G. 4 credits

MATH 192G Calculus and Analytic Geometry II

Riemann sums, the definite integral, antiderivatives, fundamental theorems, techniques of

integration, applications of integrals, improper integrals, Taylor polynomials, sequences

and series, power series and Taylor series. Prerequisite(s): C or better in MATH 191G. 4

credits

MATH 210G Mathematics Appreciation

Mathematics and its role in the development and maintenance of civilization. Prerequi-

sites: High school algebra, and an adequate score on the Mathematics Placement Exami-

nation. 3 credits.

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MATH 215 Fundamentals of Elementary Mathematics III

Probability, statistics, ratios, and proportional relationships. Experimental and theoretical

probability. Collecting, analyzing, and displaying data, including measurement data. Mul-

tiple approaches to solving problems involving proportional relationships, with connec-

tions to number and operation, geometry and measurement, and algebra. Understanding

data in professional contexts of teaching. Taught primarily through student activities and

investigations. Prerequisite(s): C or better in MATH 112G. 3 credits

MATH 279 Introduction to Finite Mathematics

Logic; sets, relations, and functions; introduction to mathematical proofs. Applications to

computer science. Prerequisite(s): C or better in MATH 192 or B or better in MATH 235.

3 credits.

MATH 280 Introduction to Linear Algebra

Systems of equations, matrices, vector spaces and linear transformations. Applications to

computer science. Prerequisite(s)/Corequisite(s): Grade of C or better in MATH 192G.

Prerequisite(s): Grade of C or better in MATH 190. 3 credits

MATH 291G Calculus and Analytic Geometry III

Vector algebra, directional derivatives, approximation, max-min problems, multiple inte-

grals, applications, cylindrical and spherical coordinates, change of variables. Prerequi-

site: grade of C or better in MATH 192G. 3 credits

MATH 292 Calculus and Analytic Geometry IV

Vector calculus, linear algebra, selected topics. Prerequisite: grade of C or better in

MATH 291G or equivalent. Community Colleges only. 3 credits

STAT 251G Statistics for Business and the Behavioral Sciences

Techniques for describing and analyzing data; estimation, hypothesis testing, regression

and correlation; basic concepts of statistical inference. Prerequisite: MATH 120 (see note

above.) Same as A ST 251G. Credits 3 cr.

B. Program Curriculum Changes

There have been no changes to the program since the last program review.

C. Course Curriculum Changes

Since the last program review, CCDM 105N-Mathemematics Preparation & Prealge-

bra was added to the developmental course offerings. This course is an accelerated

version of CCDM 100N and CCDM 103N designed to consolidate and reduce curric-

ulum overlap while offering students the option to complete one course instead of

two.

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MATH 111(3 credits) and MATH 112G (3 credits) was modified from a 2+2P to a

straight 3 credit hour class. This class is now scheduled for 1 hours 15 minutes twice

per week as compared to 1 hours 40 minutes. Both of these math classes are required

for education majors.

MATH 215(3 credits) is new course to the MATH 111 and MATH 112G sequence.

This content of this class is made of taking some content from MATH 111 and

MATH 112G so that there is more time to focus on each concepts. The primary con-

tent in the course is Statistics and Probability.

D. Learning formats

CCDM, MATH, and STAT are delivered in multiple formats to meet the needs of the

NMSU Grants student body. Currently, all sections of CCDM 100N, 103N, and

114N (developmental) classes are web-enhanced using both CANVAS and Pearson’s

MyMathLab. The courses are also offered in both self-paced emporium and lecture

formats. All sections utilize a standard syllabus and online homework.

All MATH courses are web-enhanced using Pearson’s My Math Lab. Both MATH

120 and MATH 121G are delivered every semester in an online and lecture format.

MATH 210G has been moved to an only online format due to low enrollment which

has helped keep this class on the schedule. STAT 251G is taught every fall and

spring semester in a lecture format and offered every summer in an online format.

Pre-Calculus and the Calculus sequence is also web-enhanced and is only taught in

lecture format.

E. Link to Professional Standards

The Math Program at NMSU Grants is affiliated with the American Mathematical

Association of Two-Year Colleges and strives to provide students at NMSU Grants

quality and meaningful mathematics courses that are align with the mission and val-

ues of AMATYC organization. The AMATYC website is: www.amatyc.org

The Math Program at NMSU Grants provides three math courses required for ele-

mentary school teachers. These courses are designed with the guiding principles

from the Common Core State Standards for Mathematics (CCSSM) and The National

Council of Teachers of Mathematics (NTCM).

More information on CCSSM can be found at www.corestandards.org

More information on NCTM can be found at www.nctm.org

F. Teaching Quality

The only course that has engaged in a QM peer review is CCDM 114N taught by

math specialist, Connie Lyons. It is the intent of the program and the college to re-

quire that all blended and online CCDM or MATH courses engage in the peer review

process prior to teaching the class. This new requirement for the MATH program

will go into effect beginning in the of Fall 2017.

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IV. STUDENT LEARNING AND SUCCESS

A. Enrollment Trends

The tables below show enrollment data for all CCDM, MATH and STAT courses be-

tween the fall 2012 and spring 2017 semesters. The second table shows enrollment

based on the delivery of the course as well as dual credit. Since 2012, the enrollment

for all CCDM, MATH, and STAT have declined. This may be due to the fact that the

overall college enrollment has declined. Other explanations for lower enrollments in

the CCDM courses may be due to the new efforts to accelerate students through re-

medial courses and expedite their entry into college level mathematics. An area of

growth for the program is in dual credit courses as there is almost no dual credit activ-

ity in the math program.

Program Review

Measure

Academic Year Statistics

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Five Year Average

Three Year Av-

erage

Headcount 443 396 336 321 250 349.2 302.3

Seatcount 664 535 429 421 312 472.2 387.3

MATH 259 264 220 193 155 234.0 189.3

STAT 10 14 33 31 13 22.0 25.7

CCDM 395 257 176 197 144 256.3 172.3

*Program Headcount for Academic Year is an unduplicated count; if a student enrolled in more

than one Mathematics course, counted only once per academic year. This count includes stu-

dents who are enrolled at end of semester (completers).

*Program seat count is all students enrolled in all Mathematics courses for given academic year.

This count only includes students who are enrolled at end of semester (completers). Seat count

is partitioned by prefix for classes offered in program.

Student Credit Hours 2,401 1,884 1,472 1,466 1,086 1,662 1,341

Dual Credit SCH 7 18 16 49 58 30 41

% Dual Credit SCH 0.3% 1.0% 1.1% 3.3% 5.3% 1.4% 3.3%

Online/Hybrid SCH 424 405 471 381 353 407 402

% Online/Hybrid SCH 17.7% 21.5% 32.0% 26.0% 32.5% 24.3% 30.2%

Face to Face SCH 1,977 1,479 1,001 1,085 733 1,255 940

% Face to Face SCH 82.3% 78.5% 68.0% 74.0% 67.5% 75.7% 69.8%

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B. Student retention rates.

The tables below shows the pass rates of students taking CCDM, MATH, and STAT

courses. The pass rates for all courses are nearing 70%. CCDM classes have the

lowest pass rate (59%) while the STAT classes have nearly 100% pass rate every se-

mester. It appears that students who take STAT and MATH courses have a better

pass rate. It could be that students are more mature, have learned how to be better

students, and are more confident in their math skills. The CCDM classes have been

redesigned to include study skills and technology usage.

Academic Year

Pass C or Better D or F Grade Incomplete Total Stu.

Com-plete No. Stu Percent No. Stu. Percent No. Stu. Percent

2012-2013 452 68.1% 162 24.4% 50 7.5% 664

2013-2014 339 63.4% 175 32.7% 21 3.9% 535

2014-2015 289 67.4% 114 26.6% 26 6.1% 429

2015-2016 285 67.7% 111 26.4% 25 5.9% 421

2016-2017 218 69.9% 76 24.4% 18 5.8% 312

C. Graduation Rates

The Mathematics program does not offer an associate or certificate degree in mathe-

matics. However, students pursuing a degree in mathematics or statistics may work

within the Associate of Science degree and take MATH or STAT as their other course

requirements.

D. Transfer Rates

Because there is not a designated associate or certificate degree in MATH, transfer

rates for students who take math classes are not computed.

E. Job Placement Rates

Because there is not a designated associate or certificate degree in MATH, job place-

ment rates for students who take math classes are not computed.

F. Program Graduate Satisfaction

Because there is not a designated associate or certificate degree in MATH, program

graduate satisfaction survey are not administered.

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G. Employer Satisfaction Survey

From the employer satisfaction survey data, it appears that employers deem math

ability and skills as somewhat important while teamwork and collaboration are what

employers value most. Each attribute was ranked on a scale of 1 to 10 with 10 being

the most valuable asset to the employer.

H. Student/Alumni Achievements

The MATH program often participates in the American Mathematical Association of

Two-year colleges Student Math League. In 2003, student Patrick Dixon was the 3rd

place winner in the Southwest region for the AMATYC Student Math League. Since

then, he has earned his Doctorate of Philosophy in Mathematics as of 2012.

I. Assessment of Student Learning

The Math program assesses student learning using a myriad of assessment tools. The

most common assessment tool used by faculty in the Math program are unit exams.

The exams for all developmental math classes are standardized and used by all in-

structors. The final exam is used to conduct an item analysis to determine areas of

strength and weaknesses. The learning notebook or portfolio was also made manda-

tory by all CCDM classes and provides students the opportunity to develop their or-

ganizational and study skills. In addition to exams and the portfolio, frequent home-

work assignments, quizzes, and project are also used to assess student learning.

J. Assessment of NM Common Cores

As per New Mexico State Legislation, Common Core Assessments are to be reported

for all general education common core classes. The following courses are common

core classes: MATH 121G-College Algebra, MATH 210G – Math Appreciation, and

STAT 251G. These reports are combined into one institutional report and are ar-

chived on the institution’s website.

0.0 1.0 2.0 3.0 4.0 5.0 6.0 7.0 8.0

Team work / collaboration

Knowledge (career or general)

Initative / goal setting / assertive / judgment

Reading / writing / math ability

Professionalism / soft skills / work ethic

Lifelong learning / passion

Life success skills

Citizenship

Library / research / resource skills

Average Employer Rank of Skills, Abilities, and Values

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V. FACULTY

A. Faculty Demographics and Workload

The workload and status of each faculty member teaching in the Math Program is

shown in the table below. The demographics of the faculty members are as follows:

Gender - 46% female and 54% male; Ethnicity – Hispanic 7%, Native American 7%,

Pacific Islander 15%, and 71% White

Faculty Type Faculty Name

Number of Courses Taught Total Courses Taught

2012-2013

2013-2014

2014-2015

2015-2016

2016-2017

Permanent Marlene Chavez-Toivanen 10 12 12 13 11 58

Permanent Jonathan Hebert 2 3 1 -- -- 6

Permanent David Bishop -- -- 8 10 9 27

Adjunct Ali Ahmad 1 1 2 2 2 8

Adjunct Claire Klumpenhower 2 -- -- -- -- 2

Adjunct Connie Lyons 12 12 8 6 5 43

Adjunct Gabriel Leopando -- -- 1 1 -- 2

Adjunct Imelda Leopando -- -- 1 3 3 7

Adjunct Janet Prewett 5 2 2 1 2 12

Adjunct Jon Epler 4 1 1 -- -- 6

Adjunct Mark Lowther 10 9 6 9 5 39

Adjunct Ronald Calvert 2 2 1 -- -- 5

Adjunct Sharon MacKendrick 4 3 3 2 2 14

B. Faculty Credentials for all regular and adjunct faculty

Marlene Chavez-Toivanen, Doctoral Candidate in Education Leadership & Admin-

istration, Masters in Math Education, New Mexico State University, 20 years of

teaching experience, New Mexico Licensure for Secondary Math.

David Bishop, Master of Science in Mathematics, Western Illinois University, 29

years of teaching experience

Connie Lyons, B.S. Secondary Education

Sharon Mac Kendrick, Emerita Faculty, M.S. University of New Mexico

Mark Lowther, Associate Faculty, B.U.S, University of New Mexico

Janet Prewett, B.A. University of New Mexico

Imelda Leopando, M.S. in Industrial Engineering, Polytechnic University, Philippines

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Gabriel Leopando, M.Ed in Math Education, Polytechnic University, Philippines

Ali Ahmad, Ph.D., Curriculum and Instruction, New Mexico State University

C. Faculty Specialties

David Bishop, Minor in Computer Science

D. Professional Organizations/Affiliations

Marlene Chavez-Toivanen, American Mathematical Associate of Two-Year Colleges,

Delta Kappa Gamma International

G. Faculty Awards/Recognitions

Marlene Chavez-Toivanen, NMSU Donald C. Roush Recipient 2001 and 2010, NI-

SOD Teaching Excellence 2002, USDA Fellowship 2007, Delta Kappa Gamma Inter-

national Graduate Student Award 2011

David Bishop, Chadwick Teacher of the Year, Iowa Wesleyn College, 2003.

H. Professional Development

David Bishop, Assessment Workshop, Dee Fink Student Learning Outcomes Work-

shop, Alliance for Minority Participation Institutional Coordinator.

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I. Teaching Effectiveness

The chart above shows the comparison of the teaching effectiveness of the math instructors as

compared to the teaching effectiveness of all NMSU Grants instructors. As indicated by the

chart, the math instructors consistently perform as well or better than all other NMSU Grants in-

structors as reported by student course evaluations. Below are the questions on the course evalu-

ations.

1. Overall rating of the course.

2. Overall rating of the instructor's teaching effectiveness.

3. Rate the effectiveness of technology used in the course and overall course delivery.

4. The instructor is very knowledgeable about the subject matter.

5. The instructor presented the course material in an understandable manner.

6. The instructor was well-prepared for each class.

7. The instructor treated students respectfully and was concerned about student success.

8. The instructor was fair and awarded grades in accordance with the syllabus.

9. Exams and other assignments were graded and returned in a timely manner.

10. The graded activities (assignments, quizzes, exams, etc.) related to the course content.

11. The syllabus and course objectives were clear, easy to find, and easy to use.

12. The textbooks and other study materials were valuable in helping me understand the course

content.

13. I had the opportunity to meaningfully interact with my instructor during this course.

14. My interest in this subject has been stimulated.

15. In a typical week, how many hours did you spend completing the requirements for this

course?

0.000

0.500

1.000

1.500

2.000

2.500

3.000

3.500

4.000

4.500

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15

Teaching EffectivenessMath Instructors compared to all instructors

Avg. Score, Math Instructors Avg. Score, All Instructors

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VI. EQUIPMENT AND FACILITIES

A. Facility

The Math Lab in room MH 124 was renovated during the 2015 – 2016 academic

year. The renovations included LED lighting with dimming capabilities and auto shut

off, electricity in the floor, new data drops, furniture and new Smart Technology. The

lab can accommodate up to 24 students.

B. Equipment

The equipment in the MATH Lab includes a Smartboard with projection capabilities,

a document camera, a sound system, 24 laptops, 9 desktops, and an instructor station

with a desktop. There is also a TI-Nspire classroom cart set with an instructor work-

station that is available for instructor use in MATH classes 120 and above. These cal-

culators are not available for student check out.

C. Faculty Technology

The permanent faculty and the math specialist all have a laptop with docking station

equipped with a video camera in their office. They also have the option to utilize an

iPad for teaching and committee work. Each faculty has access to the TI Graphing

calculator emulator on their laptop to be used to teach online. Expanding the emula-

tor to be installed in all classroom would be advantageous because there would not be

a classroom restriction for scheduling classes.

D. Student Technology

The Math Program provides scientific and graphing calculators to students at no

charge to use while they are enrolled in math classes at NMSU Grants. Currently the

Math program inventories 127 TI-30XS scientific calculators and 87 Graphing calcu-

lators.

VII. OPERATIONAL BUDGET

A. Budget Summary

The Math program budget primarily consists of salaries for the two permanent faculty

members totaling $111,401 excluding fringe. The large pool budget that includes

supplies, copies, and travel totals $7,500.

B. Salary

The annual full-time faculty salary for the MATH program is $111,401 while the av-

erage part-time faculty salary for all CCDM and MATH courses averages $56,000

annually.

C. Supplies

The supplies needed for the Math department are primarily for the MATH 111, 112G,

and 215, Math for Teachers. These supplies are consumable and need replacing an-

nually. They include items like clay, straws, toothpicks, popsicle sticks, tape, patty

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paper, colored pencils, glue, scissors, rulers, and protractors. Batteries for the gra-

phing calculators are also needed often.

D. Equipment

Due to the recent renovation, no equipment in the Math Lab is needed at this time.

However, a kit that would retrofit the current tables with electricity stemming from

the floor would be very helpful for students.

E. Travel

Due to lack of funds, travel has been limited in state conferences only. The confer-

ences that the two permanent faculty attend are usually the NMSU Round Up and the

NM Higher Education Assessment and Retention Conference. However, the Ameri-

can Mathematical Association of Two-Year Colleges hosts the premier national math

conference annually. This coming year it is in San Diego, CA. It would be an excel-

lent professional development opportunity to send one of the permanent math faculty

members.

VIII. ANALYSIS, RECOMMENDATIONS AND ACTIONS

A. Program Strengths

The math program is thriving despite overall declining campus enrollments. The pro-

gram continues to support other degree and certificate programs by offering the nec-

essary math classes needed for degree completion in a timely manner. The program

also utilizes technology in all of its math courses to engage and support student learn-

ing in a technological environment similar to the workforce they will be entering

upon graduation. The instructors work hard to ensure student learning and success

which is evidenced by student course evaluations and retention rates as compared the

entire institution.

B. Program Challenges

The program review process showed that an area of growth for the math program is in

the offering of dual credit courses. The data presented in the program review shows

minimal participation in math courses by dual credit students. Increasing dual credit

participation especially in courses that normally have low enrollment like Calculus

and Pre-calculus could help justify financially offering these classes. Another chal-

lenge is the need to continue student learning support in the areas of tutoring and sup-

plemental instruction to increase course completion. The Title V Grant as afforded

the program with a full-time math specialist and professional tutor. These positions

have increased availability of tutoring and computer access for student who take math

courses. Supplemental instruction has been integrated into

C. Improvement Action Proposal

The program review uncovered the need to institutionalize the math specialist and

professional tutor to improve or maintain student retention and course completion.

The review also indicates the need to increase dual credit participation to help sustain

the instruction of high level math such as calculus and pre-calculus.

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NMSU Grants Program Review and Institutional Planning Process

PROGRAM ACTION PLAN

PROGRAM: MATHEMATICS Date March 9, 2017

Unit Mission State-

ment:

The mission of the Mathematics Program at New Mexico State University

Grants is to prepare our diverse student population to be productive and

contributing members of their community with problem solving skills, criti-

cal thinking skills and to instruct & motivate students to use the power and

utility of mathematics to successfully impact that community for the better.

Staff Present:

Program Strength 1:

Program enrollment in CCDM, MATH, and STAT courses are consistent.

Why is this a strength? (List reasons to support inclusion of this item as a program strength

how does support program mission, strategic priorities, resources utilization, etc.)

The enrollment in the MATH program as compared to other programs substantiates the need for the

two full-time instructors. The program offers many sections of multi-level of mathematics that

serve as foundational courses for other disciplines. The program not only remediates students but

offers courses like calculus to challenge students in the area of mathematics. While most of the en-

rollment is in the developmental courses, the program also serves students who are pursuing degrees

in teaching or nursing which contributes to the steady in enrollments in MATH 111, 112, 215 and

STAT 251G.

Program Strength 2:

Technology to support student learning.

Why is this a strength? (List reasons to support inclusion of this item as a program strength

how does support program mission, strategic priorities, resources utilization, etc.)

The technology available to students who take any Math or Statistics class is state of the art and in-

tegrated into the curriculum to support student learning. The Department of Education Title V

Grant has afforded the program with the technology tools to make learning math more effective.

The purchase of the TI-84 Graphing Calculator emulator software that is installed in all classrooms

where math classes are instructed has been helpful to students to learn how to use the graphing cal-

culator. The SMART boards allow the instructors to record sessions to be later shared on the CAN-

VAS LMS. The new TI-Inspire calculators allow student to collect, analyze, and share data to

model different mathematical situations. The laptops in the Math Learning Center are new and up-

dated with the latest software so that student have reliable and fast Internet connectivity to complete

assignments using Pearson’s MyMathLab.

Program Strength 3:

The teaching effectiveness of the math instructors exceeds the effectiveness of all other college in-

structors.

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Why is this a strength? (List reasons to support inclusion of this item as a program strength

how does support program mission, strategic priorities, resources utilization, etc.)

The positive teaching effectiveness of the math instructors indicates that the instructors are perform-

ing and working toward student success. The program works diligently to ensure that the syllabus is

comprehensive and complete, the learning activities are well articulated and related to the course

content, the instructor is well prepared for each class, and that the instructor communicates student

progress regularly.

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NMSU Grants Program Review and Institutional Planning Process

PROGRAM ACTION PLAN

PROGRAM MATHEMATICS Date March 9, 2017

Program improvement objective 1

Increase dual enrollment in MATH or STAT courses.

Program actions planned to achieve improvement Objective 1

Coordinate with high school teachers to identify potential students.

Coordinate with Student Services to administer placement exams.

Attend Career Technical joint meeting with GCCS to advocate for dual credit math classes be

counted at the high school for math credit as opposed to elective credit.

Does the completion of this objective require additional fiscal and /or human resource? (High-

light choice)

□ Yes XNo □ Not Sure

If yes, identify the impact on resources and anticipated costs of the action plan. (resources to

consider include Budget (supplies and/or equipment), facilities, human resources, staff devel-

opment, and technology.

Budget – N/A

Facilities – N/A

Human Resources – N/A

Technology – N/A

Which HLC Criterion would the completion of this improvement objective support? (check all

that apply)

1. Mission

2. Integrity: Ethical & responsible

Conduct

X 3. Teaching & Learning: Quality,

Resources, and Support

X 4. Teaching & Learning: Evaluation & Im-

provement

5. Resources, Planning, and Institu-

tional Effectiveness

Which strategic priority from the 2014-2020 strategic plan would the completion of this im-

provement objective support? (check all that apply)

X Academics & Graduation

Diversity & Internationalization

Research & Creative Activities

Economic Development & Community

Engagement

Resource Stewardship

Measurable performance targets and anticipated date of completion:

Conduct joint meeting with high school math teachers to be completed in Fall 2017

Attend Career Technical meeting Fall 2017 and Spring 2017

What assessment techniques/tools will be used to determine whether objective 1 is achieved?

Enrollment of dual credit students in MATH courses as of FALL 2018 as compared to FALL

2015

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NMSU Grants Program Review and Institutional Planning Process

PROGRAM ACTION PLAN

PROGRAM MATHEMATICS Date March 9, 2017

Program improvement objective 2

Increase course completion and retention rates of students taking CCDM, MATH, or STAT

courses.

Program actions planned to achieve improvement Objective 2

Continue funding the position of Math Specialist after the Title V Grant has ended.

Continue funding the position(s) of professional tutor after the Title V Grant has ended.

Does the completion of this objective require additional fiscal and /or human resource? (High-

light choice)

X Yes □ No □ Not Sure

If yes, identify the impact on resources and anticipated costs of the action plan. (resources to

consider include Budget (supplies and/or equipment), facilities, human resources, staff devel-

opment, and technology.

Budget – An increase in the MATH program budget in the salary and fringe lines to total

about $75,000.

Facilities – N/A

Human Resources - The institutionalization of the Math Specialist and professional tutor posi-

tions.

Technology- N/A

Which HLC Criterion would the completion of this improvement objective support? (check all

that apply)

□ 1. Mission

□ 2. Integrity: Ethical & responsible Conduct

X 3. Teaching & Learning: Quality, Re-

sources, & Support

X 4. Teaching & Learning: Evaluation and

Improvement

X 5. Resources, Planning, & Institutional Ef-

fectiveness

Which strategic goal from the 2014-2020 strategic plan would the completion of this improve-

ment objective support? (check all that apply)

X Academics & Graduation

Diversity & Internationalization

Research & Creative Activities

Economic Development & Commu-

nity Engagement

Resource Stewardship

Measurable performance targets and anticipated date of completion:

Semester data regarding student course completion and DFW rates Spring 2017, Fall 2017,

Spring 2018, Fall 2018, and Spring 2019

What assessment techniques/tools will be used to determine whether objective 2 is achieved?

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Student data on retention and course data with completion rates that show an increase in reten-

tion and completion.

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For office use only

Date of completion:

Explain plan modifications, if any: