| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| The institution will provide a quality mathematical education for our students by hiring and maintaining qualified faculty. | Faculty who teach college level math courses will have at least a Master's degree in field or a related field with 18 college credits in mathematics. Exception: A hire done in coordination with staff development. | All math instructors have MS degree in the field or a related field with 18 credits in field. | 100% compliance among full time faculty 2000 to 2002. | Maintain the status quo. A goal of, for example, 100% PhDs would not necessarily be appropriate especially in the lower level math courses. | |
| To provide a quality mathematical education for our students. | Maintain an effective full-time faculty to student ratio | Ensure full-time faculty ratio for MS 100, MS 101 MS 150 is no more than 125 students for 1 faculty member | Roughly 56 students per faculty. 397 students served Fall 2001 to Spring 2002. | ||
| To provide a quality mathematical education for our students. | Reduce MS 100 size. | Max 25 students per section max | Fall 2001 and Spring 2002. MS 100: 27 per section. MS 101: 12 per section. MS/ED 110: 19 per section. MS 150: 27 per section. | ||
| To provide math support for all degree programs | Increase student success rate | 70% success rate | 82% of the students obtain an A, B, C, or D in these courses. In MS 100 65% obtain the needed A, B, or C to attain promotion to a higher course at the College in 2001-2002. Fall 2001 and Spring 2002 181 students out of 239 students, or 76%, successfully completed MS 100 with a D or better. 156 students (65%) attained the C or better necessary to pursue higher level math courses. Few majors, however, now require math beyond MS 100. | 70% was considered overly ambitious in 2000 when the success rate was 45%. Projections at that time did not expect the success to reach 70% until 2005. | |
| To provide students with mathematical knowledge needed to futher their education at a subsequent college or university | Increase calculus contact hours | Course contact hours increased to 4.5 hours per week. | Course offered three times a week for an hour. Change of instructor has lowered the priority of this request. | On hold for now. | |
| To provide students with mathematical knowledge needed to futher their education at a subsequent college or university | Provide courses that articulate with courses at other colleges and Universities | College level ourses articulate with other colleges and universities. | MS 100 College Algebra does articulate well, MS 101 Algebra and Trigonometrys acceptance elsewhere is unknown by this author at this time, MS 152 does not articulate well. | MS 152 should become a five hour course in order to articulate with other schools as an in-major math course. | MS 152 would articulate. |
| To provide mathematical support to other divisions | |||||
| To provide mathematical electives for students | |||||
| Students will be mathematically literate by graduation. | Students will be able to determine the answers to arithmetic expressions. | ||||
| Students will be mathematically literate by graduation. | Students will be able to solve algebraic expressions in one and two variables. | ||||
| MS/ED Subprogram | |||||
| To provide future educators the mathematical skills needed to teach math at the elementary and secondary level. | Better mathematics skills among the teachers and, downstream, among their students | Have a course in place specifically for educating future teachers. | MS/ED 110 Math for Teachers Course. 38 Students in two sections. | Continue teaching the course. | Continued proper preparation of teachers for the teaching of mathematics. |
| To provide future educators the mathematical skills needed to teach math at the elementary and secondary level. | Students will learn mathematics constructively through the appropriate use of manipulatives, models, and diagrams. | ||||
| To provide future educators the mathematical skills needed to teach math at the elementary and secondary level. | Students will acquire confidence in using mathematics meaningfully and be able to apply mathematical thinking and modeling to solve problems that arise in other disciplines, such as art, music, psychology, science, and business. | ||||
| To provide future educators the mathematical skills needed to teach math at the elementary and secondary level. | Students will be able to design hands-on activities in order to teach a variety of mathematical concepts ranging from counting to algebra to elementary and middle school children. | ||||
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| Increase math problem solving and manipulative skills for students with disadvantaged preparation. | Create a Math Learning Center with computers, tutoring videos, tutors. | The 2001 Student Service and Support grant was foreseen in 2000 as potentially being the enabler of the MLC. This did not occur. | Provide additional computer laboratory facilties due to increased demand by developmental math students. | ||
| Maintain system wide integrity and standards | Maintain quality of present faculty | Faculty development opportunities are provided | No developmental math faculty development opportunities exist | Increase professional development opportunities for developmental math faculty so that they can stay current on improvements in teaching pedagogy. | Faculty remains up-to-date, fresh, and enabled as instructors |
| Maintain system wide integrity and standards | Monitor and ensure quality of courses offered at all campuses | Annual math teachers conference and at least one visit by the chair to each state campus per year. | Unimplemented as of Fall 2002. | Hire only experienced and educated developmental math instructors, including part-time instructors. | |
| Provide students with the mathematical skills necessary to be an effective member of the FSM workforce. | Students will be able to solve basic algebraic equations including linear equations, perform arithmetic operations including negative and fractional numbers. | To be determined. [420 students served Fall 2001 to Spring 2002] | Seen as a program level outcome that should be measured. Part of SLO effort. | ||
| Provide support for students who do not have the prerequisite skills and understanding for college-level math courses. | Decrease class size | Section sizes at twenty per section or less | Average of 25 students per section Spring 2000. Fall 2002: MS 090 30 per instructor. MS 095 25 per instructor. MS 098 25 per instructor. However, roughly 90 students were turned away during registration Fall 2002 due to sections closed as a result of being full. | Hire one additional developmental math instructor. Was planned for 2001. Delayed to 2002. Lost from budget. Added back to January 2003 budget. | |
| Provide support for students who do not have the prerequisite skills and understanding for college-level math courses. | Increase contact hours | 4.5 contact hours per week minimum. | MS 090, MS 095, and MS 098 now run five days a week with 3 lecture/discussion contact hours, 1.5 hours of math laboratory, and 1.5 hours of computer laboratory time | ||
| Provide support for students who do not have the prerequisite skills and understanding for college-level math courses. | Increase number of full-time faculty with specialized education and experience in teaching develop math. | Ratio of one faculty member to fifty students is attained. | Ratio was one faculty member to 61 students at the National campus in the Spring of 2000. Fall 2002 239 students were served by 3 faculty members for a 77 students per faculty member ratio. OHI is unmet. | Hire one additional developmental math instructor. Was planned for 2001. Delayed to 2002. Lost from budget. Added back to January 2003 budget. | Ratio would be be 46 students per instructor based on Spring 2000 data |
| Provide support for students who do not have the prerequisite skills and understanding for college-level math courses. | Increase success rate of students taking developmental mathematics | Success rate of 75% (Grade "C" or better) | Success rate is 57% for Spring 2000 at the national campus. Of 420 students Fall 2001 and Spring 2002, 74% successfully completed with a grade of C or better. | Present effort being made by Mr. Verg-in and Mrs. Verg-in involves retooling MS 090 and MS 095 with a new approach as embodied in the new Saxon text series in use in the course. | |
| Improve Development Math Program | Advertise annually for math instructor vacancies in the Fall semester for potential replacement of departing faculty prior to the following Fall semester. | ||||
| Improve Development Math Program | Change room desk structure to flat tables so that students can work on projects during lab activities. [No longer a priority of the current instructor Spring 2003] | ||||
| Maintain system wide integrity and standards | Properly place students coming from state campus and IEP programs into course offered at the national campus. | IEP students appear to be misplaced under the current procedure of using the instructors recommendation. | Have the IEP students take the arithmetic and algebra placement tests. Spring 2003: Placement test replaced. | Proper placement of students. |
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| Improve PPP/HCOP | Increase number of students who complete program | Graduate 15 students per year | Program remains run on a voluntary basis. | ||
| Improve PPP/HCOP | Increase number of students who enter program | Increase to intake to 20 per year | |||
| Improve PPP/HCOP | Maintain program coordinator | Program coordinator compensated | |||
| Improve PPP/HCOP | Provide practicum/research monitoring field experience | Practicum/research experience provided |
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| To provide a quality science education for our students. | Have modern equipment for the support of SC 101 Health Science and SC 112 Nutrition especially in areas of national ill health. | Possession of appropriate equipment. | Some basic equipment acquired Summer 2000. National ill health also addressed in the Fall of 2002 with the introduction of PE 101j Joggling taught by a member of the Division of Natural Science and Mathematics. | Inlight of the high rates of diabetes and obesity, exposure to and use of equipment that measures body mass index accurately is necessary. Purchase a Tanita TBF 215 | |
| To provide a quality science education for our students. | Increase level of teachers who teach Science courses to at least MS in the field or a related field with 18 graduate credits in field(s) taught. | All science instructors have MS degree in the field or a related field. | 100% of the science instructors have MS degree in the field or a related field. | 100% compliance. | 100% of the instructors would have an MS degree. |
| To provide a quality science education for our students. | Maintain an effective full-time faculty to student ratio | Ensure full-time faculty ratio for science courses is no more than 60 students for 1 faculty member. 487 students were core college science es Fall 2001 to Spring 2002. | Fall 99: 60.8 to 1. Spring 00: 53.2 to 1. Fall 2001 and Spring 2002: 322 served by 7 faculty for a student to faculty ratio of 46. SC 101 20 students in four sections. SC 120 29 in two sections. SC 130 24 in two lecture sections. | Stay the course! | Continued meeting of the OHI. |
| To provide a quality science education for our students. | Maintain resources, supplies, and equipment for Science Labs | Science prepatory room is well stocked with necessary items for upcoming term. | |||
| To provide opportunities to students to explore areas of science outside the core programs. To expose students to other sciences. | Increase science offerings in elective sciences to include Physics, Botany, Zoology, at least once per year | Courses offered once a year | SC/SS 115 Ethnobotany developed and delivered. | ||
| To provide students with scientific knowledge needed to futher their education at a subsequent college or university | Increase student success rate | 70% success rate | Of 487 students, 78% successfully completed Fall 2001 and Spring 2002. | ||
| To provide a quality science education for our students. | Add 1 more science faculty to offer other elective courses |
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| Produce students with foundation knowledge for careers in the health fields | Students will be able to pursue further education towards a health professional career | x [never been determined what our goal should be, but based on FSM 20 Health plan, probably about ten per year] number of students will graduate with an LA/NU or HCOP degree. 84 student seats were served Fall 2001 to Spring 2002 with a success rate of 92%. | To be determined. Nursing program under redevelopment in coordination with the state campuses as of Fall 2002. | Continue to support these programs as they are important to supporting the national quality of life | A healthier and better protected nation |
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| Enhance the Marine Science Project | Define MR program focus for marine biology aquaculture, or fisheries, science, or engineering | Remains a mixed, broad based approach as of Fall 2002. A total of 48 students served Fall 2001 and Spring 2002. | |||
| Enhance the Marine Science Project | Establish specific MR program coordinator and cohort status (?) | Unestablished as of Fall 2002. | |||
| Enhance the Marine Science Project | Increase Number of students entering program | Minimum of 25 per year | 41 in program: 23 Freshmen, 16 Sophomores, 2 unlisted as to as of Fall 2002. | ||
| Enhance the Marine Science Project | Increase number of students who complete program | Minimum of 12 per year. | Of 48 students in MR courses (not all were MR majors) 90% successfully completed their course Fall 2001 to Spring 2002. | Enhance the Marine Science Project | Provide more practical/hands-on field experiences (purchase longer boat) $25.00 or lease | Boat purchased and in operation | Unaccomplished as of Fall 2002. |
| Enhance the Marine Science Project | Provide more Science Lab supplies/equipment $60,000 | Grant obtained | Unpursued as of Fall 2002. |
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| Computer support for the faculty: There are costs that simply cannot be assigned to a program. If administrative costs do not exist, then there is no need for chairs, directors, presidents… | Faculty are able to do their jobs efficiently and productively | Surveys of faculty satisfaction with computer capacity and support | Two members of faculty have indicated that they their computers are no longer capable of supporting them. A third computer is only partially functional. A fourth computer is also at the end of its expected life span. | 2000: Replace computers that are five years old. 2002: Five year time frame may be too long. An attempt to site license Dreamweaver to support faculty HTML work fell through due to cost. Currently two faculty use Dreamweaver. One uses Dreamweaver 4 provided by San Diego State University, the other uses a division puchased copy of Dreamweaver MX. | Four computers will have to be replaced. |
| Provide support for faculty in order that they might perform in an optimal manner | Faculty will have a copy of the textbook for their course. | Faculty have a copy of the textbook for their course | Faculty have copies of textbooks for their course. | Continue the practice of buying a copy of a text for the faculty member | Faculty will continue to have texts. |
| Provide support for faculty in order that they might perform in an optimal manner | The faculty will office will have appropriate office supplies | Office is stocked with necessary supplies | |||
| Increase the level of communication among faculty members. | Students will benefit from being better understood by their instructors. | Increase dedicated office space for math/science faculty. Faculty should be geographically centralized. | |||
| Advise, tutor, and mentor students | |||||
| Turnover the computer laboratory every five years | Maintain the technological edge of the department and the College |
| Institutional Outcome | Program Outcome | Objective Health Indicator | Present Status | Recommendation | Projected result |
|---|---|---|---|---|---|
| Students will participate regularly in physical activity | |||||
| Students will learn skills necessary to perform a variety of physical activities | |||||
| Students will value physical activity and its contribution to a healthful lifestyle | |||||
| Students will determine baseline measures of personal fitness. | |||||
| Students will be able to identify common injuries, treatment, and preventative measures. | |||||
| Students will have an opportunity to experience the joys of aerobic exercise: the feelings of strength, energy, and stress release. |