Math-Stats Dept meeting
April 24, 2015
1105--1210
M-1194
Present: Boyes, Kovacs, Noffsinger, Papin,* David Perez, Stemmann, Steverson, Thoo, Wardlaw (* = via telephone)
Minutes
=======
1) Shawn Frederking had sent Noffsinger an email message to ask if more math courses could be placed in the associate's degree GE Area D2 to satisfy the requirement. [See bottom.] It was recalled that we had agreed that Ca Ed Code 55063 compels that any course that satisfies the competency requirement must also satisfy Area D2:
"Satisfactory completion of a mathematics course at the level of Intermediate Algebra shall satisfy both this competency requirement and the coursework requirement set forth in subdivision (b)(1)(D)(ii) of this section."
Therefore, Math 51, 52, 52B, 58, and any transferrable math or stats course satisfy Area D2 because they all satisfy competency. Noffsinger will communicate that to Frederking.
2) Stemman proposed that we offer Stat 1 online. The topic had already been discussed among the stats instructors across the District (i.e., CLC and WCC included). The proposal was brought up here for general discussion.
Reason for offering Stat 1 online: Would give students more opportunities to take Stat 1 (because of scheduling), and would likely increase FTES.
Concerns raised: a) How would we ensure rigor and standards? b) How do we ensure test security and prevent cheating (when testing)? c) Would it decimate the enrollments of the regularly offered Stat 1, especially at CLC and WCC and its campuses?
Responses: a) We would assign only full-time instructors to teach Stat 1 online. Proctored exams should account for about 75% or 80% of the grade. b) Exams will be proctored (students' identities will be verified). Stemmann said that it would not be 100% foolproof, but we can do a good job of minimizing cheating. c) Papin testified that Stat 1 online probably would not impact enrollment at CLC much and, in fact, may help some students there because CLC offers only one section of Stat 1 now. Apparently CCOF offers one section of Stat 1 (or will offer one section of Stat 1) in the Fall Semester only. It was surmised that, like CLC, Stat 1 online similarly would not impact CCOF much.
Perez supports offering Stat 1 online.
Thoo asked if we would evaluate the "success" of offering Stat 1 online before committing to continue to offer it. Steverson assured that Stat 1 online would continue to be offered only if it proves to be "successful."
Consensus: Stat 1 online will be offered for the first time in Spring 2016. Steverson committed to teaching Stat 1 online in Spring 2016, and Noffsinger in Summer 2016. The Stat 1 outline will need to be revised to include an online addendum. Steverson will update the course outline in CUNET.
3) Noffsinger and Thoo are working on a History of Mathematics (HOM) course that would satisfy the associate's degree math competency requirement (and, hence, also the Area D2 requirement). Thoo mentioned that we may also see if the course would satisfy the associate's degree multicultural requirement. The course would have Math 50 as the prerequisite, and would not be a transferrable course. The course would be offered in the Fall Semester every other year, alternating with Math 58. (Thus, Math 58 would be offered every other year as well. Math 51 would continue to be offered every Spring Semester.)
Wardlaw reminded us that Thoo had brought up the idea of offering a HOM course before.
Concerns: a) Would be a social science or a math course [Perez]? b) What about SLOs [Kovacs]? c) Would it contain enough math to satisfy the competency requirement legitimately [Steverson and others]?
Responses: a) It would be a math course. b) SLOs would address both math and history. c) A draft course outline was passed around. [See bottom.]
Having seen the draft outline, everyone was satisfied that there would be enough math in the course to satisfy competency. Perez supports the course; he said that the course could be particularly useful for students who seek an associate's degree, but are not seeking to transfer (e.g., ECE). He also said that the course might satisfy the associate's degree multicultural requirement as well.
Consensus: It was agreed that Noffsinger and Thoo may go ahead with fleshing out the course and submitting it on CUNET. The proposed course number is Math 55. The course would be offered for the first time in Fall 2016.
4) On April 1, 2015, Boyes sent us via email Program SLO results. [See bottom.] The results are here:
Boyes assessed the data that she had put together. The data assesses Computation 1 and Critical Thinking 1. Boyes said that we need to discuss the data, and then come up with actions based on the data. (We may also decide not to take any action, which would itself be an action taken.) Kovacs suggested that we could compare the A/B courses. Boyes asked, how many semesters worth of data would be useful to assess the PSLOs if they are assessed every four years (following the Program Review cycle)? Steverson responded that that would depend on whether we would want to make changes that affect individual students or the program or courses. Boyes pointed out that the data shows that the transferrable courses have achieved higher success than the lower-level courses. Kovacs suggested that if the transferrable courses are achieving higher success than the lower-level courses, then perhaps we should direct more resources toward the lower-level courses, such as: supplemental instruction (SI); meeting with adjunct instructors; more of us full-time instructors teaching more of the lower-level courses; providing a pacing schedule for the lower-level courses; provide a syllabus template; meet with the adjunct instructors during convocation specifically to discuss the lower-level courses (pacing, standards, &c.); have an open-door policy to meet adjunct anytime they have questions; assign adjunct mentors.
We will continue to discuss the PSLOs.
---------------------------End of the Meeting--------------------------
From: Shawn Frederking
Sent: Wednesday, April 22, 2015 2:41 PM
To: Christopher Noffsinger
Subject: GE Area D2
Hello Chris,
This morning Brian and I met with David Perez and Valerie Harris about possible changes to the GE requirements. When I asked them about the Math Dept concerns regarding Area D2, they gave a convincing argument for not removing Math 51 & 52 from area D2. In fact, they suggested that we add Math 58 and 50B to the D2 list.
The Math competency and area D2 meet different criteria needed for GE--it just so happens that these math courses meet the criteria for communication, analytical thinking, AND they meet the math competency. If students can meet these requirements with one course, there is no reason not to let them count it twice. Many GE courses count for both GE and required degree courses.
Students do not receive any credits for meeting the math competency. Taking Math 51 and 52 off of area D2 will unnecessarily force some students to take more time and pay more money to reach their educational goals .
On the other hand, it would help your enrollment in Math 58 to have it meet the D2 requirement. David and Valerie told us that this is a big reason that 58 is hard to sell to students.
I would like to see us add 52 B and 58 to area D2. But, we will need to move quickly to get these changes into our next catalog.
David Perez is going to be at your meeting this Friday at 11...do you think your department would be willing to put this proposal on the agenda?
Thank you,
~Shawn
Shawn Frederking
Associate Professor of English
(530) 741-6965
Yuba College
2088 N. Beale Rd
Marysville, CA 95901
*******
History of Mathematics draft outline
------------------------------------
Topical Outline
---------------
1. Number systems (for example, Babylonian, Egyptian, Roman, Chinese, Mayan, and Indo-Arabic).
2. The operations of addition, subtraction, multiplication, and division, and the finding of square roots, as they were performed in different parts of the world at different times.
3. Sets and logic.
4. Rational, irrational, and real numbers (including their cardinalities), and complex numbers.
5. Greek number theory.
6. Polynomial equations (including false position, completing the square and the quadratic formula, the cubic formula, relation between roots and coefficients, zeros and factoring).
7. Applications (including proportions using the rule of three, variation, compound interest, exponential growth and decay).
Course Objectives
-----------------
1. Articulate an understanding of a variety of number systems and their historical context.
2. Perform the operations of addition, subtraction, multiplication, and division, and the finding of square roots from different parts of the world and at different times.
3. Exhibit a rudimentary understanding of sets and logic.
4. Demonstrate an understanding of the relation among rational, irrational, and real numbers (including their cardinalities), and complex numbers, and their historical context.
5. In the Greek tradition, construct even and odd numbers, and figurate numbers; prove the infinitude of the prime numbers; apply Euclid's algorithm; identify friendly numbers.
6. Exhibit an understanding of the early appearances or historical development of the method of false position, the quadratic formula, and the cubic formula, and apply the methods to solve equations.
7. Solve proportion problems using the rule of three, and variation, compound interest, exponential growth and decay problems.
Please let me know what you think. All critical comments are welcome. As I mentioned to you, I think it would be nice to alternate offering Math 58 and 55 every other fall semester. I hope that we may offer Math 55 for the first time in Fall 2016.
Here is a possible textbook:
*******
On Apr 1, 2015, at 4:48 PM, Kathryn Boyes wrote:
Hello Colleagues,
I have attached a PDF of a spread sheet with the results from the two Program SLOs that we chose to assess this year - Computation 1 and Critical Thinking 1. I have also included in the PDF the results from Computation 1 that I compiled from last year as well as the table with course SLO links to program SLOs. I also attached the spread sheet if anyone is interested.
Most of the results were from Spring, Summer, or Fall of 2014, however I did pull some results from 2013 for a couple of classes that are only offered once a year.
Please let me know if you have any questions, need any clarification, or if you have any suggestions for changes. We will discuss the results at the April department meeting. Unfortunately, I will not be able to attend that meeting, so please let me know if there are any questions before then!
Just as an update, the SLO Committee has been shown some possible Program Review questions for next year. It looks as though there will be more questions about SLOs and how the programs are using the data to make decisions.
Thanks!
Katie
_________________
Katie (Vaughan) Boyes
Yuba College
Department of Mathematics and Statistics
(530) 741-8946
kboyes@yccd.edu