ࡱ>  ubjbj (H̟̟m,  ggggg{GGG8G<G\{fz OIOIeIeIeI@J0pJJ z z z z z z z|(: zgJ@J@JJJ z`KggeIeI z`K`K`KJdgeIgeI z`KJ z`K`KOoDggrkLiGJdp&=s6z0fzpb`KbLr`KrJg!sJJJ{{2G{{G ! -:   PSME DIVISION RESPONSE TO IPBT QUESTIONS Questions for all departments across campus: How much B budget has remained at the close of the fiscal year over the last three years? The PSME B Budget balances for the previous three years are: PSME "B" BUDGET SPENDINGACADEMICORIGINALREVISEDYEAR END% YEARBUDGETBUDGETBALANCEBALANCE2009/2010 $ 82,356.00  $ 121,501.21  $ (7,129.09)-5.92010/2011 $ 82,356.00  $ 98,985.68  $ (4,826.87)-4.92011/2012 $ 82,356.00  $ 103,869.81  $ (15,892.53)-15.3 The Division enrollment has grown in excess of 10% over the three years shown The Division B budget allocation has decreased by $19,699 from the 2009-10 year to the current budget year, which is a decrease of 16.2% The current (2012-13) B budget expected balance pro-rated for todays date: Should be $8,144.19; which is 8% of the 2012-13 allocation Is $8,013.69 which is 8% of the 2012-13 allocation As a consequence of prehistoric events, the PSME Division B budget has an extremely low $/student enrollment ratio compared to other divisions and has always been insufficient to effectively support Division needs. The problem has only been exacerbated by large increases in enrollments and large decreases in B budget allocations over the past 5 years. What is the estimated financial need for printing and are there any plans to try to reduce these costs? The PSME Division spent about $116,000 last year on printing. The great majority of the printing was paid for by materials fees. A quick calculation using the following numbers: 1 quiz per week = 1 page * 11 weeks = 11 pages 3 mid-term exams @ 6 pages = 3 double sided pages 1 final exam @ 8 pages = 4 double sided pages 32,000 PSME enrollments per year With a cost of between 10 and 15 cents per page including colored paper, staples, toner, and depending on how double sided copies are charged The results show that even if the Division printed ONLY exams and quizzes and absolutely nothing else, the approximate cost of printing would be between $58,000 and $86,000 per year! It is not realistic that absolutely the only printing will be exams and quizzes Our B budget cannot possibly sustain the cost of printing only exams and quizzes. Our Division has met on several occasions during the past three years to discuss ways to reduce our printing costs. We have taken many steps including: The use of website, catalyst, and other online tools for disseminating documents to students Close monitoring of individual copying Preprinting lab assignments and worksheets and having the students pick them up and pay for them at the bookstore or print shop Publishing all Division greensheets on our Division website The PSME Division can probably further reduce our printing expenditure by an even greater adherence to the above policies and procedures; however, there are characteristics of our discipline that seem to preclude our reducing those costs below an approximate $70,000 - $80,000 minimum: PSME exams often require graphs, diagrams, and sufficient space for students to write nearby. It is not possible to display a physics or chemistry diagram or mathematical graph on the screen and then have students answer on a separate piece of paper or bluebook. First, they cannot be looking up and down and focus on the problem. Second, most problems of this type require writing on the diagrams. And finally, with multiple questions, often from 15 to 20 problems on an exam, there is no way for the entire class to synchronize their problem solving times so that everyone is working on the same problem at once. We have had some faculty try this technique for simple one question quizzes; however there have been problems associated with even those simple cases. Faculty cannot distribute exams and quizzes electronically nor ahead of their use they must be delivered to all students at once while the students are present in the classroom Many faculty have tried online quizzes; however, none has been satisfied that they are a good assessment mechanism for the special mathematical writing skills that students need to demonstrate their mastery of mathematics and physical sciences. Multiple choice mathematics is not good mathematics in exactly the same way that multiple choice writing is not writing. It is possible to write essays online, but current mathematical editing tools make similar attempts in mathematics very difficult. We have tried to consider ways of overcoming these hurdles, but no one has yet proposed a reasonable solution other than printing quizzes and exams. In the future it may be possible to publish exams to students tablets, but we do not currently have that option. Briefly address the trends in equity gap over the past few years. Mathematics enrollments have the largest population of basic skills and underrepresented students in the Division. The Division has grown continuously and significantly in the past few years, with the mathematics department sustaining one of the larger growth rates of the Division. Very surprisingly, this growth can be completely accounted for by a growth in the traditionally targeted student populations Although there has been a Division-wide enrollment decline of about 2.5% in non-targeted students, the numbers of students in targeted populations taking courses in our Division has increased nearly 13% over the report period! Thus, the growth of our Division as a whole has been due to this surprisingly large increase in targeted students. During this same time period, the overall Division success rate has remained the same, although in the area of mathematics there has been an increase in success rates in all subgroups. Despite significant increases numbers of targeted students and despite increases in their mathematics success, the wide equity gap between targeted and non-targeted students remains essentially the same. For example, both targeted and non-targeted math students raised their success by 2% with the result that the gap also remained constant at 15%. There has been a significant increase (from 50% to 57%) in the success rate of Pacific Island students, a group that has recently begun to be served by the Math Performance Success (MPS) program through the support of an Asian American Native American Pacific Islander Serving Institution (AANAPISI) grant. There have been clear and statistically significant gains in success rates in mathematics by Filipino, and Pacific Island students (as well as for Latino students who may have benefited from the additional MPS sections supported through the grant). The mathematics department has shown overall gains in success in targeted, non-targeted, and all ethnic subgroups. Although the departments success rate far exceeds state and national averages (63 % vs 55% statewide), we need to continue our efforts to improve student success in this discipline which is a critical to overall student transfer and completion. Particular attention has been focused on providing tutorial, advising, and counseling support in mathematics. Programs such as Math Performance Success (MPS) have been documented by published institutional research to be especially effective in improving student success, with course success rates over the past 15 years of the programs existence to be from 12% to 25% higher than the corresponding non-MPS courses. During the past two years the program has been slowly expanded, but limitations of qualified instructors, room facilities, counseling and advising, tutoring, and recruiting and coordination support have kept the program from reaching its full potential. It is frustrating that the College has initiated and maintained a nationally recognized program that is able to provide the elements of success for improvement in developmental mathematics, yet lacks the resources needed to expand its scope to reach a wider number of students. Efforts continue in the area of engineering education to revamp the curriculum and provide additional support for students interested in pursuing studies in engineering. New areas of support include increased tutorial services and peer mentoring. These efforts seem to be having a significant effect (see discussion below under engineering). We would like to expand our successful efforts at increasing success (especially for targeted populations) by increasing access to tutoring, mentoring, advising, assessment, enhanced financial aid and DSS and other student support services shown to be effective in improving student success outcomes. We encourage any college wide effort to provide expanded student services to other STEM areas beyond mathematics. We plan to be working closely with DARE to enhance those services and to measure success outcomes. How does your division/department/program address the needs of Basic Skills students and support their retention and success? What level of collaboration does your division/department/program maintain with the Learning Resources Division and programs such as the Academic Skills Center or Math and Science Tutorial Center? We address the needs of Basic Skills students and support retention and success in the following ways: Special programs such as MPS and Statway. These programs, described elsewhere in our response, have been documented by our Institutional Research Department to be highly effective in demonstrating student success and retention. They are a model national model, and we receive many visits from representatives of other institutions wishing to learn from our experience. We work very, very closely with the STEM Tutorial Center. Classified members of the Centers staff are adjunct faculty in our Division, and we work on an almost daily basis with Melissa Aguilar, the Centers Director We have and continue to develop software modules and online support for basic skills students. We have recently cooperated in the First Annual Science and Technology Fair on campus. We have an extensive program of basic skills related faculty development opportunities and interest groups that focus on this area. We are expanding basic skills faculty development programs to include non-mathematics STE(M) disciplines such as chemistry, physics, and engineering We use basic skills teaching experience and skills as a major criteria in hiring decisions. We encourage best practices in basic skills pedagogy in our frequent evaluations of part-time and full time instructors. Division policy and culture is to assign full time instructors to basic skills class and to encourage them to mentor newer instructors. We work with Sankofa, Puente, and other campus programs to provide better basic skills services to traditionally underserved populations Participate in DARE initiatives and activities Material Fees: What is the impact of the reduction of material fees upon your program? Devastating. The details are discussed elsewhere; but the gist is that we anticipate we will be able to reduce our printing costs to about to of their previous value; however, we do not have a way of reducing them much further. Our B budget cannot possibly sustain the remaining cost, and we will either need some sort of supplement or assistance with other ideas of how to carry out our basic mission. Have you been able to find viable solutions for the loss of funding? Again, we have made an honest and sustained effort to think of all ways to reduce our printing costs, and should be able to make a substantial reduction. However, we do not have a practical alternative for creating meaningful assessment tools such as quizzes and exams. No What are your priority areas for printing and purchase of instructional materials? Our highest priority is for printing exams and quizzes Fixing the purchasing pipeline for instructional materials purchases so that we can obtain instructional equipment through Measure C previously approved funding. This would reduce the burden on some instructional material costs and allow us to use additional B budget for printing. We do not have alternative ways of funding equipment repair other than our B budget. It makes little sense to spend tens of thousands of dollars on new equipment when a far lesser amount can be spent through our B budget on repairs. We need the basics such as paper, chalk, and paperclips. Our Division is so large and our B budget so small relative to the number of students that we serve, that such basics take up a large proportion of our B budget How will your division/department/program cover on-going student instructional materials and supplies needs previously paid for via student Materials Fees? Once again, we dont see how without some form of supplementary budget. Question Set: Physical Science, Mathematics, and Engineering What is your internal division process for submitting requests for Measure C funded equipment purchases? Are Department Chairs pro-active about submitting requests to address instructional equipment needs? Division dean meets with department coordinators to discuss equipment needs Coordinators meet with departments to discuss and formulate initial requests Division dean again meets with department coordinators to further discuss requests and prioritize requests by consensus process Non-math coordinators have additional meeting with Dean to determine if equipment can be shared across departments Department coordinators submit detailed requests (including equipment sources, specifications, and timelines) Dean consolidates requests and submits to IPBT The Division never received 80% of initial Measure C approved allocations due to Changes in purchasing procedures (Introduction of Banner) District prioritization of large capital expenditures Lack of Division staff with experience and knowledge of purchasing procedures The Division has not yet received any equipment from their current Measure C approved allocation though purchase requests were submitted immediately after approval How does your division address the on-going need for faculty professional development, particularly for part-time faculty? A great proportion of faculty professional development takes place within individual departments; meetings are held at times generally convenient for part-timers and part-timers are invited to attend In the larger departments, faculty interest groups meet periodically to discuss curricular and pedagogical issues. For example, in the math department, statistics, calculus, and developmental groups meet bi-monthly to discuss common needs and practices. Meetings are held at times generally convenient for part-timers and part-timers are invited to attend Departments hold retreats dedicated to particular topics. During the past year the mathematics department has held retreats on the topic of developmental education, calculus teaching, online homework systems, and several other topics. Part-timers are paid a small stipend to attend some of these retreats. In chemistry, retreat topics are generally centered around specific course sequences A significant proportion of Division meetings are devoted to discussion of teaching techniques and theories. Faculty attend College wide professional development opportunities; part-timers sometime qualify for stipends offered for attendance. Notice of these opportunities are sent to all faculty Faculty participate in outside conferences and take both ý and external courses. Full time faculty receive encouragement and financial support for their participation We would recommend that College wide faculty development planning include a representative from the PSME and other STEM faculty so that campus supported faculty development opportunities are better matched to the needs and interests of STEM disciplines. Department Specific Questions: Geology: What is the student demand for the proposed AS-T (TMC) in Geology? Are there currently sufficient course offerings to match CSU lower-division requirements? The development of a geology AS-T degree that matches the CSU lower-division requirements would require the addition of one new course, Geol 11, Historical Geology From the point of view of almost all students, our current Geol 10 and a new Geol 11 would be interchangeable. Either would satisfy the general GE science requirements and the transfer needs of our current students. Our recommendation would be to create a new Geol 11 course and offer it either once per year or once every other year as a replacement for one section of the current 15 or more Geol 10 sections offered each year. Our faculty believe there will be no impact on enrollment if one section per year is offered since students are more concerned with satisfying their GE science requirement than with the difference in the course curriculum Other comparable colleges that offer both have sufficient enrollment in both courses The addition of one section per year as a replacement for a single section of Geol 10 will enable ý to offer a Geology AS-T degree, which will benefit those (rare but existent) students who wish to major in geology, and will have no discernible effect on overall enrollments within the department. Considering that we may be the only regional college offering such a degree, we may even attract some new students who would be unable to satisfy the degree requirements elsewhere. Again, this will not be at the expense of any of our existing enrollment. Astronomy: The Astronomy program has very maintained strong productivity in spite of fluctuations in ý enrollment. Will moving some sections outside of the Planetarium negatively impact enrollment? No! Background One of the reasons for the change was to address budget and personnel issues. Greater access to the planetarium by the Community Education Department for revenue enhancing programs enables Community Education to support the planetarium technician, who is vital to our Astronomy Program as well as to Community Education. The other reason for the change is that some instructors prefer to have only limited meetings in the planetarium. It is difficult to take notes in the dark environment, and (especially for the 7:30 AM and evening classes), the darkness and plush reclining chairs are not conducive to student alertness, and the theater seating arrangement not conducive to group work and student interaction. Some instructors prefer access to large whiteboards that are not available in the planetarium. All instructors agree that some or the majority of class meetings should remain in the planetarium. The move of one class meeting per week is strongly supported by all astronomy faculty We have not moved any sections of astronomy classes; rather we have moved one meeting day per week for one section of the eight sections offered per quarter on the other days for the sections, classes continue to meet in the planetarium. During the last remodel of the planetarium, classes were moved to S32, and no reduction in enrollment was observed. Most colleges that offer astronomy do not have access to a planetarium, and yet enrollments in that discipline are very strong Enrollment for the quarters since we have moved some sessions remains very strong; the sections with one day per week held outside the planetarium have been full at 140 and have had wait lists exceeding 40 students. There has been no effect on enrollment or productivity. For both pedagogical and financial reasons we would like to move additional section meetings outside the planetarium; however, we need a very large (140 capacity) alternative classroom with excellent display facilities in order to implement this plan. Chemistry: What strategies is your department taking to address strong enrollment demand? What are the logistics of running lab courses 5/days per week to increase capacity by 20%? The chemistry department has negotiated an increase in the seat count of many of its chemistry laboratories. Given that we offer more than 100 lab sections of chemistry each year; the net result will be an increase in capacity of nearly 200 students When at all feasible, we are combining two lab sections for each lecture section. Using this strategy enables us to double the student capacity while only adding a lab instructor, since both lab sections attend the same lecture. The effective lecture capacity is doubled. This strategy does require large lecture classrooms with a capacity of 60 students, and given the current room resource limitation, limits our ability to increase capacity. The chemistry department has added four new lab sections during the current academic year. However, this has required hiring a significant number of new part-time faculty. Given the recruitment, hiring, training, mentoring, and evaluation of these new faculty, our department and division faculty and staff are nearing workload limits. The department has recently revamped its entire yearly schedule to improve efficiency and better match the needs of students. The schedule would allow for a five day use of laboratory facilities; however, such use is dependent on additional human and physical resources. In order to grow and accommodate current student demand, we are in need of: additional full time faculty additional hours and training for a chemistry lab technician additional student workers to assist with the laboratories The chemistry department is in the process of determining the specific time and training requirements and equipment and supplies needed to support increasing lab utilization. Engineering: Please give an update regarding efforts to revitalize the program and improve student retention and success rates? New faculty have been hired to focus on improvements in Engr 10, Introduction to Engineering The Division has pursued a strategy of reducing the course offerings to a core curriculum in order to enhance our focus on improved student retention and success with a special focus on increasing the recruitment and success of underrepresented groups. Preliminary data show a vast increase in retention and success rates in the targeted classes. The grey area represents targeted classes with same quarter/time comparison to non-targeted previous year classes. ENGR 10 STUDENT SUCCESSQTRN DAY 1N SUCCEEDRETENTIONSUCCESSDROP*WITHDRAWAVG SUCCESS1301979%67%652351777%57%5756.7%3401375%46%1271322397%77%122473690%90%7482.0%3503892%79%24* Drop after day 1 & before census Division representatives have met with counterparts at San Jose State and UC Santa Cruz to discuss best practices in engineering education and to discuss articulation and transfer strategies that encourage student success, time to transfer readiness, and completion rates Division faculty, staff, and the dean have worked closely to grow the engineering club, and have participated in many club activities that enhance the engagement and recruiting of engineering students. Projects include the building of a solar oven made from used CDs (capable of popping popcorn on a sunny day), the building of an autonomous drone which takes aerial pictures of the campus, a catapult contest, a cooking robot, and a high speed bicycle. Division faculty, staff, and the dean have worked closely with the Tutorial Center staff to provide enhanced tutoring opportunities for pre-engineering students and jointly participated in the First Annual Science and Technology Fair. The Division is working with Renee Augenstein, the ý Articulation Officer, to revise curriculum and prerequisites in order to increase enrollment and enhance student success. Several engineering course prerequisite requirements are far in excess of those required in other institutions (including our sister college), and inhibit student enrollment without providing enhanced success. Prerequisite changes will be submitted to the Curriculum Committee to implement these changes. Mathematics: Your APRU mentioned the need for a Coordinator of Special Programs. Would this be a Classified Professional or Faculty position? How do you propose funding it? It would be a classified position Background: The Math Performance Success (MPS) Program is an exceptionally effective program of developmental level courses that specifically targets students with repeated failures in math classes. Success rates in the program are between 12 and 25% above the average of similar classes. The program has been in existence for 15 years, and offers about 20 sections per year of pre-college and transfer level (Statistics) classes. Recruiting and registering students for these classes is a time consuming task. Target students must be identified (often through an analysis of their transcripts and referrals), they must complete a program questionnaire, be interviewed by a counselor, be assigned to appropriate classes that match their schedule, and be encouraged and reminded of registration procedures and deadlines. In the past, counselors assigned to the program and the PSME Division Assistant would cooperate to perform these functions. With the decrease in number of counselors available to assist, the loss of a 50% Division Assistant position, and the inefficient use of a highly trained counselor to perform the great amount of clerical & phone work necessary, a new 50% classified professional would be able to carry most of these critical tasks. A person with a clerical and academic advising experience would meet the necessary qualifications Beginning next fall, we will be adding a new Statway Program to our curriculum. This program is intended to provide an accelerated mathematics pathway for the large population of students who wish to complete their transfer level statistics in disciplines and at institutions that do not require an extensive algebra based mathematical preparation. Recruiting and encouraging students for this program requires many of the activities and skills characteristic of the corresponding MPS tasks. The proposed position would provide similar support for the new Statway program. Both MPS and Statway are key elements in our Colleges effort to improve student success, especially in the areas of basic skills. We would recommend that the 50% position be funded through either existing grant funding or through State BSI allotted funds or a combination of the two. Our hope is that in the not too distant future, a day of adequate state funding will arise and even if the position is initiated under temporary funding, its need and efficacy in supporting student success will be acknowledged and fully and permanently funded. Physics: How are the recently enforced Math prerequisites affecting student enrollment and success trends? Total physics enrollment had a small (-10%) dip for the quarter during which the prerequisite enforcement began Total physics enrollment has recovered in the subsequent quarters (-1.6%), (-2.0%) and (+3.9%), with a net increase in the most recent quarter. Students are accommodating to the changes and now taking the prerequisites There was a differential change in enrollment in different courses Physics 10 and Physics 2A were the most affected, but are already beginning to recover Given the overall excess demand (wait lists), the Department shifted course offerings from Physics 10 to Physics 50 so that the total enrollment was flat during the transition and has since grown from the initiation of prerequisite checking. The following quarter to same quarter enrollment table summarizes the data. The yellow highlight indicates the first quarter of prerequisite checking PHYSICS ENROLLMENT BEFORE/AFTER PRE-REQUISITE CHECKINGPHYS 2APHYS 4APHYS 10PHYS 50TOTAL% CHANGEW111239712497441W12123103101117444W136311888166435-2.0%SP1153145102101401SP124912861122360-10.0%SP135612076165417+3.9%F1111417713679506F128617484154498-1.6%      PAGE \* MERGEFORMAT 11 ()UV     % & . / 0 1 2 7 8 > ? 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