ࡱ> 5@ t0bjbj22 (4XXZ(dddddddx@@@8xlxT"j$<$,R~nddd.(((Rdd((j(2)dd- N,@RNm,ύ^J V-xxdddd-Fds<PR (J T  PPPxx$"((xx"IMPERIAL VALLEY COLLEGE PROGRAM REVIEW AND PLANNING TEMPLATE SCIENCE, MATH, AND ENGINEERING 2005-2008 STAFF: Joe Archuleta Mathematics and Physics Dennis Carnes Biological Science Andrew Chien Biological Science Carol Cortes-Ramirez Staff Secretary II Samuel David Biological Science and Chemistry Nannette Everly Science Lab Technician James Fisher Chemistry Erin Itza Biological Science Gregory Larson Mathematics Allyn Leon Mathematics Russell Lavery Astronomy and Physical Science Eric Lehtonen Mathematics Rosalio Marin Math Lab Instructional Specialist Kevin Marty Geology Angela Mentroe Science Lab Technician Barbara Nilson Mathematics Armand Orensztein Mathematics Betsy Riehle Mathematics Mardjan Shokoufi Mathematics Bonnie Sorenson Biological Science Aleksandr Voldman Mathematics Lianna Zhao Division Chair and Biological Science Sherry Zobell Math Coordinator and Mathematics Mission Statement The mission of ֱ߲ is to foster excellence in education that challenges students of every background to develop their intellect, character, and abilities; to assist students in achieving their educational and career goals; and to be responsive to the greater community. TABLE OF CONTENTS Program course/major areas.. 3 Strengths and challenges. 5 Student demographics. 10 Grade distribution/retention... 15 Institutional student outcomes 18 External support services/student support services. 18 Academic standards. 21 Program/department plans and objectives, 2005-2008. 22 Goals for meeting student demand/projected growth... 32 Capital outlay/facilities. 33 Capital outlay equipment/software. 35 FTEF Full time/Part time ratio 39 Projected budget 40 PROGRAM COURSES/MAJOR AREAS A. Mathematics Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMEMATHMATHMATH 040MATH 0 40Math Study Skills1240SMEMATHMATHMATH 060MATH 060ADMath Lab696SMEMATHMATHMATH 070MATH 070Basic Mathematics693SMEMATHMATHMATH 071MATH 070SBasic Mathematics1259SMEMATHMATHMATH 080MATH 080Beginning Algebra680SMEMATHMATHMATH 081MATH 080SBeginning Algebra1241SMEMATHMATHMATH 090MATH 090Intermediate Algebra678SMEMATHMATHMATH 091MATH 090SIntermediate Algebra1242SMEMATHMATHMATH 092MATH 092Graphing Calculators1454SMEMATHMATHMATH 110MATH 110Number Systems in Elem Math687SMEMATHMATHMATH 112MATH 112Geometry in Elem Math698SMEMATHMATHMATH 114MATH 114Children's Mathematical Thnk1451SMEMATHMATHMATH 120MATH 120Intro Statistics with Appls688SMEMATHMATHMATH 122MATH 122Finite Mathematics1215SMEMATHMATHMATH 124MATH 124Intro Calculus with Appls1175SMEMATHMATHMATH 130MATH 130Programming in FORTRAN691SMEMATHMATHMATH 190MATH 190Advanced Algebra & Trig682SMEMATHMATHMATH 192MATH 192Calculus I683SMEMATHMATHMATH 194MATH 194Calculus II684SMEMATHMATHMATH 210MATH 210Calculus III685SMEMATHMATHMATH 220MATH 220Elem Differential Equations155SMEMATHMATHMATH 230MATH 230Intro Linear Alg w/Appls162SMEMATHMATHMATH 240MATH 240Discrete Mathematics1317 B. Agricultural Science Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIAGAG 110AG 5Man And His Environment1 C. Astronomy Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIASTRASTR 100ASTR 21Principles of Astronomy116 D. Biological Science Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIBIOLBIOL 090ANAT 6Anatomy And Physiology For Hea44SMESCIBIOLBIOL 092BIOL 22Microbiology For Advanced Plac160SMESCIBIOLBIOL 100BIOL 3Principles Of Biological Scien156SMESCIBIOLBIOL 120ZOOL 1AGeneral Zoology1171SMESCIBIOLBIOL 122ZOOL 1BGeneral Zoology1172SMESCIBIOLBIOL 200BIOL 110Human Anatomy And Physiology I1312SMESCIBIOLBIOL 202BIOL 112Human Anatomy And Physiology I1313SMESCIBIOLBIOL 204ANAT 8Human Anatomy51SMESCIBIOLBIOL 206PHYSIO 1Human Physiology877SMESCIBIOLBIOL 220BIOL 21General Microbiology157 E. Chemistry Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCICHEMCHEM 100CHEM 2AIntroduction To Chemistry264SMESCICHEMCHEM 200CHEM 1AGeneral Inorganic Chemistry262SMESCICHEMCHEM 202CHEM 1BGeneral Inorganic Chemistry263SMESCICHEMCHEM 204CHEM 12AOrganic Chemistry266SMESCICHEMCHEM 206CHEM 12BOrganic Chemistry148SMESCICHEMCHEM 208CHEM 5Quantitative Analysis265 F. Environmental Science Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIENVSENVS 110ENVS 5Man And His Environment459 G. Geology Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIGEOLGEOL 100General Geology2029SMESCIGEOLGEOL 110Earth and Space Science2027 H. Physical Science Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIPHSCPHSC 110Physical Science2028 I. Physics Div.DisciplineSubj.New CourseOld CourseDescriptionCat#SMESCIPHYSPHYS 100PHYS 10Introduction To Physics For He860SMESCIPHYSPHYS 200PHYS 4AGeneral Physics869SMESCIPHYSPHYS 202PHYS 4BGeneral Physics870SMESCIPHYSPHYS 204PHYS 4CGeneral Physics872 2. STRENGTHS AND CHALLENGES: A. Mathematics Program Strengths of the MATH program Good cooperative faculty relations Great diversity of backgrounds in our teaching staff Offer a variety of choices to students in selecting classes, instructor, and scheduled times Provide class offerings which cover a wide range of learning styles Offer student access to software programs which support both developmental and transferable classes Staff a Math Computer/Tutor Lab for students to access throughout the week Offer Math Lab orientations at the beginning of every semester Outreach to the high school community by hosting the county wide Math Festival. Department collaboration when choosing textbooks. CHALLENGES FOR THE MATH PROGRAM Maintain the dignity, individuality, and self-confidence of each and every individual in the mathematics department Change the math graduation requirement for I.V.C. Continue development of Math Web Page Purchase new software for the Math Lab Supply math classrooms with new equipment which creates an environment of learning Create an accessible library of current text and software for staff use Supply math faculty with updated technological equipment Add new math courses (transferable and non-transferable) Review course outlines for relevant content and stress the importance of covering the course outline Provide peer observations for the benefit of staff development Work with the administration to find more funding for staff development Convey to students classes which offer different pedagogy styles Need for more full time faculty. Need a second Staff Secretary I for the division. B. Science Program Strengths of the SCIENCE Program Faculty The faculty members are highly qualified instructors within their specific field of study. Eight out of ten full time Science Instructors have doctorates. Many faculty members have published papers in scholarly journals. Anatomy, physiology, Biochemistry and Chemistry instructors have hands on trainings in their areas of expertise and in those areas such as medicine and mortuary science. Many general biology instructors have diverse training in areas within biology, such as botany, zoology, entomology, medicine and biochemistry. There is an enthusiasm within the faculty and staff which inspires many students to succeed. The faculty is very active in various outreach activities, such as hosting Elementary School Field Trips to IVC, judging in the Imperial County Science Fair, presenting in the Community Education Fair and North end Showcase, etc. We have expanded our faculty in order to offer new classes such as geology, astronomy, earth and space sciences and physical science, and offer more sessions of high demand classes. Synthesis: The department has a faculty of recognized distinction who bring to the classroom a deep knowledge, experience and enthusiasm to offer our students information, guidance and inspiration to reach for excellence in academic pursuits. Facility Some of the labs in Building 400 are equipped with models, glassware, laptop computers, computer learning software, microscopes, spectrophotometers, LCD projectors, and scales and balances. The staff, who manages the facility and its equipment in is excellent. They spend countless hours juggling the materials that we have so that each class is best served within our given limitations. The physical plant support is commendable; they keep this very old structure together with enthusiasm and incredible success. The offices for the instructors are well-equipped with modern computers and requests for software or support services are met with appropriate dispatch. We have the only planetarium in the county where the Elementary School Field Trips are held a couple times per semester. Synthesis: Within the context of trying to educate about 8,000 students per year in a structure minimally equipped for 600 students, the Building 400 and its support staff do a remarkably fine job. Administrative Support We have a Division Chairperson and a Division Secretary who are excellent in their support of our instructional endeavors. Strong communication in our division encourages team building. The division is managed in a very open style and constructive criticism is encouraged. The President of the College and Vice President for Instruction attend our division meetings and participate in our discussion and give us the opportunity to communicate our concerns and ideas. At ֱ߲ we have a continuum of interest and support from the Board of Trustees through the College President and his Vice Presidents. Everyone is on the same team keeping an eye to the mission of IVC. Synthesis: Our division enjoys an administrative support from our chairperson through all levels to the Board of Trustees. Students The availability of qualified students is rapidly growing in the Imperial Valley. All of our science classes are completely full in enrolment with hundreds of students waiting to get in. These students have an inspiring enthusiasm for learning and personal advancement to build a stronger Imperial County. Because of the cultural diversity of the county we have a student body which reflects that diversity and offers opportunities for a rich educational experience for all. Synthesis: Our strength as an institution of higher education is dependent on a student body eager to participate openly in the learning process. The ֱ߲ students have consistently demonstrated this quality. Challenges for the SCIENCE Program Faculty: The number of science instructors in the Science Department does not meet the demand of many more sessions of the science classes. There are some subjects for which we have no instructors: Biostatistics, Biotechnology, Botany, Engineering, Medical Technology, and Molecular Biology. Because of the intense schedules we find little time to consult each other on issues pertaining to offering students the best quality education. Some course outlines need to be up dated to incorporate the cutting edge in technology. There are some abridgments of academic freedom concerning text book selection and laboratory latitude. We are encouraged to use the same text and laboratory manual reflecting the monetary investment by our students and their need to recycle texts and laboratory manuals. Synthesis: There is a tightness in scheduling and overload assignments which prevents a more collegial approach to increasing quality of the learning coming from our division; though we are a medium sized institution, we are covering areas and volumes that are expected from a large community college. There is not enough science faculty to meet the enrollment demand. Facilities: The available lab space in 400 building and the available very basic biology equipment are barely enough to conduct two sessions of the lab simultaneously, far below the demand of conducting many more sessions simultaneously. Some basic equipment for teaching biology and chemistry are missing: fluorescent microscopy, aquaria, gel electrophoresis equipment, radioactive isotope storage, centrifugation, infrared spectroscopy, and gas chromatography. We do not have the facility to legally store a cadaver; therefore we must use cats and fetal pigs for dissection in anatomy classes. Our pre-professional health science students should be exposed to dissection of the human animal. The Building 400 in which we teach most of the science classes is significantly undersized to serve the overwhelming number of students who need our transfer-level classes. The Building 400 is antiquated and not equipped to take advantage of many of the developments of the 1990s for increased teaching and laboratory efficiency. Space is a premium inside the Building 400. Both adequate student workstations and the storage of the necessary chemicals and equipment for modern experimentation by our students during the laboratory portions of our courses in biology and chemistry are missing. Deterioration of the ventilation system, student workbenches, plumbing and electrical wiring in Building 400 make teaching laboratory classes limited by risks of safety compromises. The desks and chairs in our laboratories and lectures rooms are too small for the adult students. Also many rooms are cramped; rooms are at maximum capacity. Many students find it impossible to do meaningful learning under these close confines; testing under these conditions is also a compromise. Some of the classrooms used by the science faulty are lack of the digital projectors, wireless internet connection, and access to other modern audio-visual equipment. Synthesis: There are not enough lab space and lab equipment to meet the enrollment demand. The antiquated science building is not amenable to safe or modern education of either lecture or laboratory science classes. Administrative Support: Although under the stress of working to expand this institution in a very short time, there have been instances in which senior level administrators have made decisions about our division without appropriate consultation. There are times when the educational processes in the classrooms are compromised by the number of administrative activities the teaching faculty in our division are asked by the administration to perform. The Division needs an additional secretary for the adequate clerical support. Synthesis: Administration should refine shared governance when they are making decisions for our division. Instructors should be allowed to devote most of their energy on the job efforts to their teaching responsibilities. Students: Although our diversity is one of our strengths, it can also be a challenge for some members of our division. Many of our students come from a cultural and linguistic background which contrasts with the mainstream; some instructors have some problems concerning their sensitivity to their cultural values. Many of our students come from poverty and are trying to improve themselves through education while maintaining families at the same time. This may create challenges in tolerance for the late student or student who must miss class occasionally. Some of our students are single parents and utilize our day care center which will accept children from the parent (not a representative) and will do so at precisely 8:00 AM. If that student has an 8:00 AM class, he or she will be late to class. Synthesis: We must adjust to the cultural values of our student body while maintaining order and discipline and a good learning environment in our classrooms. STUDENT DEMOGRAPHICS: A. Mathematics Program: Science/Mathematics/Engineering Division Mathematics Program Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0241.126.831.329.78.711.916.826.92.14.6Fall 0343.229.332.931.07.811.014.424.61.84.0Fall 0446.129.634.332.37.610.710.823.41.34.0Avg.43.528.632.831.08.011.214.024.91.74.2 There is a small but noticeable increase in the percentage of students in the 24 and under age group. This groups proportion of the total math enrollment has increased over 10% since the fall of 2002. Science/Mathematics/Engineering Division Mathematics Program Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 021.42.01.61.487.786.50.30.48.69.60.40.2Fall 031.62.01.11.589.386.70.30.47.59.30.20.3Fall 041.61.91.21.388.987.60.30.47.78.50.40.2Avg.1.52.01.31.488.686.90.30.47.99.10.30.2 The ethnic makeup of the math enrollment has remained essentially unchanged over that period. Science/Mathematics/Engineering Division Mathematics Program Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 021979843236.237.363.862.7Fall 031941839937.237.462.862.6Fall 042377813238.038.362.061.7Average2099832137.137.762.962.3 The most striking statistic in student demographics over the 2002-2004 period, is the 22% jump in overall enrollment we experienced during the fall of 2004 in the mathematics program. This is due to the hiring of two additional full time faculty members in the Math Department, expanding the course offerings in mathematics. The college hired 25 new full time faculty members in Fall 04, which is a 30% increase in total full time faculty member. However, the number of students in IVC decreased by 5% in Fall 04 compared to number for Fall 2002 and Fall 2003. The gender makeup of the math enrollment has remained essentially unchanged over that period. Science/Mathematics/Engineering Division Mathematics Program Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0268.860.031.240.0Fall 0364.261.235.838.8Fall 0464.263.135.836.9Average6661.434.338.6 We experienced a slight dip in the percentage of students who speak English as a primary language; from 68% in 2002, to 64% at the present. Science/Mathematics/Engineering Division Mathematics Program Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0214.613.730.229.82.12.232.633.85.35.27.57.60.10.07.57.7Fall 0312.813.333.030.12.12.132.232.96.15.46.47.90.10.17.28.2Fall 0413.413.032.530.82.62.231.732.05.15.27.88.40.00.26.88.2Avg.13.613.331.930.22.32.232.232.95.55.37.28.00.10.17.28.0The regional makeup of the math program has remained essentially unchanged over that period. B: Science Program The demographic information consists of data from the periods of Fall 02, Fall 03 and Fall 04. Significant changes or trends are difficult to identify over such a limited time baseline unless they are substantial. Science/Math/Engineering Division Science Discipline Demographic Information Age (in %) ( Table 1 )Term< 2020 - 2425 - 2930 - 49> or = 50ProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 0232.725.642.029.310.712.413.828.00.94.6Fall 0330.627.842.030.610.411.815.825.71.24.1Fall 0439.539.839.533.68.88.711.315.70.92.3Avg.34.331.141.231.210.011.013.623.11.03.7 There was a significant increase in the percentage (~8%) of students in the under 20 age group entering the Science Program in Fall 04 (Table 1). This increase for the under 20 age group is also reflected in the overall IVC student population and is likely responsible for the slight decreases percentage-wise seen in the other age groups. Overall, Science Program students continue to be younger, on average, than the typical IVC student. Science courses are attracting more students preparing for majors or to transfer and fewer continuing education students. Science/Mathematics/Engineering Division Science Program Demographic Information Ethnicity (in percentage) ( Table 2 )TermAsianAfro AmericanHispanicNative AmericanWhiteOtherProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCProgramIVCFall 021.82.01.41.484.586.50.30.411.79.60.50.2Fall 031.62.02.01.585.286.70.20.410.59.30.50.3Fall 042.01.92.11.384.387.60.20.411.18.50.40.2Avg.1.82.01.81.484.786.90.20.411.19.10.50.2The Ethnic distribution of Science Program students is similar to that of the total student population of IVC (Table 2) and shows no year-to-year trends. Science/Mathematics/Engineering Division Science Program Demographic Information Gender (Table 3) TermHead CountMale (%)Female (%)Program IVCProgramIVCProgramIVCFall 02798843238.137.361.962.7Fall 03811839933.037.467.062.6Fall 041230813236.738.363.361.7Average946832135.937.764.162.3 More important, is that while the overall student head count at IVC has been relatively steady over the last 3 years, the number of students in the Science Program increased by 50% in Fall 04 compared to numbers for Fall 02 and Fall 03 (Table 3). This dramatic increase can be attributed to an increase in the number of classes taught by additional four full time science instructors hired in Fall 2004. Science/Mathematics/Engineering Division Science Program Demographic Information Primary Language (Table 4) TermEnglish%Other%Program IVCProgramIVCFall 0272.460.027.640.0Fall 0373.661.226.438.8Fall 0474.763.125.336.9Average7461.426.438.6The college hired 25 new full time faculty members in Fall 04, which is a 30% increase in total full time faculty member. However, the number of students in IVC decreased by 5% in Fall 04 compared to number for Fall 2002 and Fall 2003. The overall male-female ratio has remained constant in the Science Program. Yet, in Primary Language (Table 4), a higher percentage of Science Program students list English as their primary language compared to the overall IVC student population. This remains true year to year. Science/Mathematics/Engineering Division Science Program Demographic Information Residence (in percentage) ( Table 5 )TermBrawleyCalexicoCalipatriaEl CentroHoltvilleImperialWinterhavenOtherPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCPgmIVCFall 0215.913.729.229.83.12.230.333.85.35.29.07.60.00.07.17.7Fall 0315.413.330.230.13.12.131.732.96.35.46.97.90.00.16.48.2Fall 0416.213.027.130.82.42.232.832.05.45.28.88.40.00.27.38.2Avg.15.813.328.830.22.92.231.632.95.75.38.28.00.00.16.98.0 The Residence distribution from local communities of Science Program students (Table 5) shows only minor fluctuations. The only year-to-year trend is a slight increase in the percentage of students from El Centro, though this is not at the expense of any particular community. 4. GRADE DISTRIBUTION/RETENTION: (Instructional Divisions Only) Science/Math/Engineering Division Science Department Grade Distribution and Retention Information ( Table 6) Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate Before census End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WAG 1101178411.914.320.210.711.90.00.00.031.171.869.046.4ASTRO 1001821344.514.920.911.214.250.90.00.033.673.666.440.3BIOL 09039244.212.533.38.312.50.00.00.029.261.570.850.0BIOL 10059739710.825.230.75.58.30.00.00.019.466.580.666.8BIOL 20037293.434.548.313.80.00.00.00.00.078.4100.086.2BIOL 202372814.321.453.610.70.00.00.00.00.075.7100.089.3BIOL 204776716.440.323.96.07.50.00.00.06.087.094.080.6BIOL 206383016.730.033.33.30.00.00.00.016.778.983.380.0BIOL 22038306.750.030.03.30.00.00.00.010.078.990.086.7CHEM 1001761329.113.630.316.711.41.50.00.017.475.082.653.0CHEM 20033319.722.629.09.76.50.00.00.022.693.977.461.3ENVS 11034023318.525.825.85.66.40.00.00.018.068.582.070.0GEOL 100593917.915.410.37.712.80.00.00.035.966.164.143.6GEOL 110885225.017.317.313.53.81.90.00.021.259.178.859.6PHSC 11029254.020.016.04.020.00.00.00.036.086.264.040.0PHYS 20032310.012.929.022.69.70.00.00.025.896.974.241.9Department Average1919136610.823.228.29.57.80.30.00.020.276.179.862.2Division Average10.822.225.07.97.30.23.81.821.176.678.961.8IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 Grade Distribution and Retention Information: The overall success rate in science is lower compared to IVC average and it appears to be the trend in that students in the Valley in general do not fare well in science and math. Retention rate/success rate in sophomore courses in science is significantly higher probably because students are adequately prepared in their freshman science courses. Success rate in physics is low probably because the course by itself is quite demanding and added to this some students take calculus as a co-requisite course, which is another hard course. Retention rate/success rate in Agriculture, Astronomy and Physical Sciences is low probably because some of these course are being offered after along hiatus; Instructors are newly hired and in the process of streamlining many of the details. Science, Math & Engineering Department Mathematics Department Grade Distribution and Retention Information ( Table 6) Total Initial CountTotal Census CountGrades - Fall 2004Retention Rate Before census End of Term Retention Rate (non "W"/census)Success Rate (Grade A,B,C,CR)%A%B%C%D%F%I%Cr%NC%WMATH 0601251160.00.00.00.00.00.052.632.814.792.885.352.6MATH 07048630011.317.326.76.010.70.30.00.027.761.772.355.3MATH 08010537438.218.323.311.210.90.70.00.027.570.672.549.8MATH 090105568910.415.724.212.88.30.00.00.028.665.371.450.4MATH 09224180.00.00.00.00.00.066.722.211.175.088.966.7MATH 110836011.736.723.36.76.70.00.00.015.072.385.071.7MATH 112554318.646.516.314.00.00.00.00.04.778.295.381.4MATH 1144036950.025.013.90.05.60.00.00.05.690.094.488.9MATH 1204493268.019.024.88.64.60.30.00.034.772.665.351.8MATH 12221137.723.130.80.07.70.00.00.030.861.969.261.5MATH 19091677.516.411.913.410.40.00.00.040.373.659.735.8MATH 19280644.710.939.19.49.40.00.00.026.680.073.454.7MATH 19418180.016.750.00.016.70.00.00.016.7100.083.366.7MATH 230282412.545.812.54.24.20.00.00.020.885.779.270.8MATH 240251910.526.326.35.35.30.00.00.026.376.073.763.2Department Average36933253610.721.221.56.16.70.18.03.722.177.077.961.4Division Average10.822.225.07.97.30.23.81.821.176.678.961.8IVC Average25.921.615.14.84.60.28.02.617.172.382.970.6 For the Mathematics Department, the difference in grade distribution as it is compared to the institution is lower for As and higher for Cs. The reason for this difference is because of the curriculum. For the students at IVC, Math is a more difficult subject than most of the other courses in other divisions. The success rate is lower for Mathematics than for the IVC Average. Students must pass the previous class before moving to the next, but when they pass with a C, they are not prepared as well as they could be for the next class, which results in them not having as much success. One of the planned activities that the Mathematics Department is implementing will be offering Math 090 and Math 080 with computer delivery of the course work, where students will be able to work in class and at home. They will take a pretest and then the software will design the lesson according to their individual needs. They will have the concepts explained to them, written or orally, see an exercise worked, try working an exercise and then if they did it incorrectly, have the correct method explained to them. Another activity being planned is to offer impacted classes, such as Math 120, through distance learning. Some students register for a class and then because of the distance they have to travel or their work schedule, they may not be able to make it to class. Distance learning will allow them to work at home and complete their course work. The Mathematics Department is also looking at the option of requiring Math 060, Math Lab, for all students registered in developmental math classes, Math 070, 080, 090. During their time in the Math Lab, they would receive help from Math tutors, view videos and work exercises on the computer. This time would be for them to focus on the concepts they didnt get during the lecture. 5. INSTITUTIONAL STUDENT OUTCOMES/STUDENT LEARNING OUTCOMES: STUDENT LEARNING OUTCOMES: Science, Mathematics and Engineering Division has three at-large senators and one division representative in the ֱ߲ Academic Senate. The Senate provides leadership to the campus community to initiate and sustain an on-going dialogue to develop and assess institutional student learning outcomes. In August, 2004, a presenter was invited by the Senate to come to the campus during faculty and staff orientation and to discuss the basic tenets of student learning outcomes. During the Fall 2004, workshops were conducted for faculty to introduce student learning outcomes, authentic assessment, classroom assessment techniques and learning styles, and institutional student learning outcomes. Our division members have contributed both as facilitators and participants throughout of the process. The faculty participated in the brainstorming sessions of these workshops and developed a list of five IVC institutional student learning outcomes that students who graduate from ֱ߲ will demonstrate: Personal Responsibility, Global/Multi-cultural Awareness, Communication Skills, Information Literacy, and Analytical/Critical Thinking. Science, Mathematics and Engineering Division will assess regularly program-level student learning outcomes tied to the institutional outcomes, as well as participate in the assessment of institutional student learning outcomes. 6. STUDENT SUPPORT SERVICES: Math Lab Strengths: The division maintains a fully operational math lab with Math Lab Instructional Specialist and tutors, and sophisticated mathematical programs, to enhance student education. Tutoring assistance is available for the remedial math courses and statistics. Enrollment in Math 60 gives the student an opportunity to receive help from a certificated instructor in the math lab. Needs and Solutions: Math Lab needs to be open from 8 a.m. to 10 p.m. and on Saturdays. An additional math lab specialist needs to be hired. Increase the number of trained tutors in the math lab and recommend prospective students for transfer level math tutoring services. Provide workshops to motivate and train tutors in mathematics. Provide the math lab with new software programs: Mathematica, Maple, etc. to improve the access of our math students to new technology in upper division courses. Increase the number of Math 60 courses offered in order to enroll more developmental math students. Purchase a better math student placement test to accurately place the incoming students. Science Lab Strengths: The division maintains Science Lab with staff to provide valuable support for classroom instruction. Some of the science labs in Building 400 are equipped with models, glassware, laptop computers, microscopes, spectrophotometers, LCD projectors, scales and balances and a large collection of CD-ROM tutorials and VHS tapes for the faculty members to use to aid instruction. We have the only planetarium in the county where Elementary School Field Trips are held a couple times per semester, besides our chemistry and biology labs. Needs and Solutions: In order to add more sessions of high demand biology lab classes and to extend much-needed biology open lab hours from Monday to Friday to serve our students with different working schedules, the district needs to make a financial commitment to remodel Room 409 and to purchase more equipment as recommended by the division. In order to offer science lab classes in the portable science lab unit, the district needs to install the storage cabinets to secure the science equipment used in the unit. Counseling Services Numerous academic and transfer counselors available to help students select a program properly and to move through their programs at a reasonable pace. The counseling liaison attends our division meeting regularly, helps the division to pursue articulation agreements with two- and four-year institutions, and provides input for class scheduling to facilitate the completion of the program. Counselors inform students any recommended or required preparation necessary to achieve success in courses. Division faculty work with counselors to place students in appropriate classes. Geology and astronomy are new courses in IVC; therefore, more support in the counseling services to the students is needed. Library The reference librarian consults with division members in order to purchase the reference books and materials for the science courses offered by the division. The division works with the library staff by referring students who need help with special projects and by recommending reference materials for students. E. Audiovisual The audiovisual department provides the equipment necessary for a variety of presentations. In order to offer multimedia curricula to meet the needs of the students with different learning styles, the permanent computerized instructional delivery system with laptop, wireless internet, and digital projector is needed in all of the science department classrooms, labs, the planetarium, and the portable science lab unit. The permanent audiovisual equipment is needed in classroom 201, 313B, 506, 510, 1308, the planetarium, and the portable science lab unit. Purchase more and newer audiovisual equipment: overheads, data projectors that will accommodate newer and faster laptops, etc. Tutorial More and qualified tutoring services are needed for all science courses. The Tutorial Center Coordinator may ask faculty members at the end of the semester to recommend students as potential tutors for the following semester. Tutorial hours are not flexible to meet the needs of some students who work full-time. A possible solution would be to start a mentoring program such as Peer-Led Team Learning. G. Technology New geology instructor is in the process of developing a website, to enhance student studies skills, to post lecture notes and study guides. Technology support for new faculty is crucial due to their first year workload. H. District A central-access point mass storage file system needs to be created in order to provide a seamless extension of a pervasive computing environment. This system will store PPT and lecture material for instructors to deliver lectures from any room on campus, give student access to lecture material and instructor access to other centralized information in or out of class, and back up the instructor and student documents daily. An institutional tracking system for students who transfer or transition to the job market needs to be implemented. The data would help the district and all divisions to evaluate success rate and develop the growth planning model. ACADEMIC STANDARDS: All Programs: The Science, Math and Engineering Division staff will continue maintaining the high quality instruction and integrity of the programs by implementing academic standards that conform to industry needs and transfer requirements. A number of Science and Math faculty with PhD or MD degrees are obligated by their professions to maintain professional standards. Whenever travel and conference funds are available, division faculty attend workshops, seminars, and conferences to learn new instructional technology, developments in curriculum, and instructional methodologies. Division members keep in touch with their colleagues from other institutions to exchange and share the ideas of the innovative pedagogy. The division actively collaborates with other education institutions, including SDSU, UCSD, and local K-12 schools, County Office of Education and health care facilities to streamline the education process. Three division members are Academic Senators at Large and two division members are Executive Officers of the Academic Senate. The division members are rigorously working with Academic Senate, Instruction and Student Support Services to develop plans to maintain high academic standards. Division faculty use the most recent edition of textbooks that incorporate the technology to meet the needs of students with different learning styles. Division members are participating in the review and update of all of the course outlines in the semester of Fall 2004 and as needed for current objectives, including prerequisite and co-requisite. The prerequisite and co-requisite are compared with other colleges and universities. Division faculty ensure that course syllabi make all requirements, rules, rigors of the course, and expected regular student attendance explicit and understandable. Division is preparing a workshop given to the adjunct faculty at the beginning of the semester, interact more with adjunct faculty, and provide more opportunities for adjunct faculty evaluations. Mathematics Program: Common finals are administered in developmental courses. Faculty expertise to adequately cover all areas of mathematics. Technology is used in teaching transferable classes, such as, Scientific Notebook, Minitab, Geometers Sketchpad, TI Interactive. Instructors have agreed to use common textbooks in the developmental courses and in some of the transferable courses. Math Department faculty is discussing the need of giving the common finals at the same time and on the same day for more security. Student evaluations of non tenured faculty and adjunct faculty are to be collected and reviewed by the math coordinator. Science Program: Science Department members participate the selection of students to enter the nursing program, which provides valuable information when the division evaluates its life science program. Geology and biology instructors support lectures with field trips well participated by the students to broaden their horizon. The Science Department staff evaluate equipment and software regularly to support the quality instruction. Members of the Science Department are diligently writing grants, either individually or cooperatively with other institutions, to enhance and expand the curricula, programs, and educational experience of students. 8. PROGRAM/DEPARTMENT PLANS AND OBJECTIVES, 2005-2008 Institutional Goal A: Create a modern comprehensive Science and Technology Center. Institutional Objective 1: Complete a Facility Needs Assessment during Spring 2004. Institutional Objective 2: Conduct a Community Survey to determine support level for a General Obligation Bond issue during Spring 2004. Institutional Objective 3: Board decision on a General Obligation Bond during Spring 2004. Institutional Objective 4: When General Obligation Bond issue is decided, campaign will take place in May-October 2004 for the November 2004 election. Institutional Objective 5: Develop and release a Request for Proposals (RFP) to secure the most qualified architectural/engineering/building contractor firms to design and construct the building. Institutional Objective 6: The construction of the Center will start during 2005-2006. Institutional Objective 7: Staffing and operation of programs and services will begin during 2006-2007. Math Program Goal A: Support the administration in Institutional Goal A. Math Program Objective 1: Take part in Visioning process Spring 2004. Math Program Objective 2: Campaign for the bond in Fall 2004. Math Program Objective 3: Interview for additional staff Fall 2005. Science Program Goal A: Support and work with the administration to create and equip a modern, practical, functional, and comprehensive science building. Science Program Objective 1: Recommend the district to provide funding for the division member to visit other colleges that recently built a new science building, 2004-2005. Science Program Objective 2: Recommend the district to provide funding for division members to attend the nationwide Science Building Symposiums, 2004-2005. Science Program Objective 3: Work with the architectural, engineering and contractor firms to determine and ensure the functionality of the new science building, 2004-2006. Science Program Objective 4: Acquire additional basic biology lab computers, equipment, and models (see recommendation submitted to Dr. Jeffcoat by the division chair dated 8-27-04) in order to offer three sessions of high demand biology classes simultaneously, Fall 2004, evaluate yearly. Science Program Objective 5: Acquire retractable doom, planetarium projector and related equipment, facility and equipment to legally store cadaver, NMR, fluorescent microscopy, aquaria, centrifugation, gel electrophoresis, radioactive isotope storage, infrared spectroscopy, GC-Mass spectrometer, induced coupled plasma spectrometer, and gas chromatography, permanent computerized instructional delivery station with laptops, Sympodium, wireless internet, and digital projectors, and permanent audiovisual equipment in all classrooms, labs, and planetarium, and furnishing in the new science building, 2005-2006, evaluate yearly. Science Program Objective 6: Upgrade and add more science presentation software to help students visualize abstract concepts, 2005-2008. Science Program Objective 7: Replace all science lab laptops, 1/3 by Fall 2005, 1/3 by Fall 2006 and 1/3 by Fall 2007. Science Program Objective 8: Recommend the District to install wireless internet in and surrounding building, and in the student center so students can get work done anywhere on campus. Science Program Objective 9: Recommend to the District the prioritization of the staff needs and interview additional staff in the new science building, 2006-2008. Science Program Objective 10: Recommend to the District the appropriate use of formal science building, 2006-2007. Science Program Objective 11: Move into and explore the wonders of the new science building, 2006-2007(. Institutional Goal B: Develop a Distance Learning Center that provides faculty and curriculum development for online, interactive TV and hybrid courses to reach students whose access are hindered by factors such as distance, disability, scheduling, preference of learning style, etc. Math Program Goal B: Provide online courses. Math Program Objective 1: Math 90 will go online Fall 2005. Math Program Objective 2: Develop and implement curriculum for Math 80 going online Fall 2006. Math Program Objective 3: Develop and implement online courses (100 and 200 levels) Fall 2007. Science Program Goal B: Develop and implement on-line and hybrid curricula when the Distant Learning Center is available and a course management system is embraced by the district. Science Program Objective 1: 100% participation in distance learning and technology trainings provided by the District. Science Program Objective 2: Work with the district, Academic Senate and CTA to develop the intellectual property right policy and procedures, 2005-2006. Science Program Objective 3: Develop and implement at least one new online module for existing science courses by Spring 2008. Science Program Objective 4: Develop and implement at least one hybrid module with online lecture and hands-on labs for the existing science courses by Spring 2008. Science Program Objective 5: Develop and implement at least one new online or hybrid science course by Spring 2008. Science Program Objective 6: Recommend and work with the administration to create a central-access point mass storage file system in order to provide a seamless extension of a pervasive computing environment, Fall 2005 and evaluate yearly. Institutional Goal C: IVC will respond to community needs that address our evolving economic diversification. Institutional Objective 1: Four new programs will be developed by Fall 2005. Institutional Objective 2: Tie in with Labor Unions to provide vocational training. Institutional Objective 3: Develop collaboration with high schools regarding vocational education. Institutional Objective 4: Development and expansion of continuing/non-credit education. Institutional Objective 5: Work with Imperial County, cities, and Imperial County Office of Education to develop a public/government channel for Imperial County. Institutional Objective 6: Address public perception gap. Math Program Goal C: Expand math course offerings as needed and offer new courses for transfer and vocational education. Math Program Objective 1: Offer a combined/accelerated version of Math 70 and 80, Fall 2005. Math Program Objective 2: Collaborate with Business Division to offer computer science courses by Fall 2007. Math Program Objective 3: Develop and implement a vocational math course by Fall 2005. Science Program Goal C: Actively outreach to the community needs, activate science programs, and develop new science course for transfer, vocational education and community education. Science Program Objective 1: Survey local industries the needs for having their employees trained in any particular science field, 2005-2006. Science Program Objective 2: Survey the needs for offering botany, biostatistics, biotechnology, medical technology, engineering, and major biology courses, 2005-2007. Science Program Objective 3: Reactivate the pre-engineering program by Fall 2007 if the funding for the facility, faculty (one part time starting Fall 2005 and one full time starting Fall 2007) supporting staff, and equipment are available. Science Program Objective 4: Develop by Spring 2005 and implement by Fall 2006 the biology major courses if the funding for the facility, faculty, supporting staff and equipment are available. Science Program Objective 5: Develop and implement a vocational science course by Fall 2007 if the funding for the facility, faculty, supporting staff and equipment are available. Science Program Objective 6: Recommend and work with administration to implement an institutional tracking system to evaluate/analyze the success rates of students who transfer to other institutions or transition to the job market, by Spring 2008, evaluate yearly. Institutional Goal D: Develop a long-term facility plan. Institutional Objective 1: Complete a ten-year enrollment forecast and maintenance survey during 2003-2004. Institutional Objective 2: Complete facility modernization survey especially for Science/Technology during 2003-2004. Institutional Objective 3: Determine Long Range Plan funding alternatives and secure funding for Science/Technology Building during 2004-2005. Institutional Objective 4: Merge Long Range Plan with College Master Plan during 2004-2005. Institutional Objective 5: Complete Long Range Comprehensive Financial Plan during 2004-2005. Institutional Objective 6: Market the Facility Plan to the community with town hall meetings and a published annual report. Math Program Goal D: Modernize the mathematics classrooms, upgrade Math Lab hardware and software, and increase instructors capabilities in using smart classrooms. Math Program Objective 1: Graphing whiteboards in all mathematics classrooms by Spring 2005. Math Program Objective 2: Upgrade faculty computers, 1/3 by Fall 2005, 1/3 by Fall 2006, and 1/3 by Fall 2007. Math Program Objective 3: Replace Math Lab computers over the next three years, 2005 2008. Math Program Objective 4: Upgrade and add new mathematics software, 2005 2008. Math Program Objective 5: Upgrade existing mathematics classrooms to smart classrooms, Fall 2006. Math Program Objective 6: Provide workshops in use of the computer and data projector for mathematics instruction, Fall 2006 Math Program Objective 7: Construct a classroom adjacent to the Math Lab, building 2500, Fall 2007 Math Program Objective 8: Construct a Math Computer Lab for Distance Learning Education. Science Program Goal D: Modernize the science classrooms and labs, and upgrade science lab computers and equipment to create a safe, healthy, and effective environment conducive to learning. Science Program Objective 1: Add additional cabinets, sink and outlets in Room 409, install the cabinets, digital projector and internet ready in the portable science lab unit, and acquire additional basic biology lab computers, equipment, and models (see recommendation submitted to Dr. Jeffcoat by the division chair dated 8-27-04) in order to offer three sessions of high demand biology classes simultaneously, Fall 2004 and evaluate yearly. Science Program Objective 2: Acquire basic NMR, fluorescent microscopy, aquaria, gel electrophoresis, radioactive isotope storage, centrifugation, infrared spectroscopy, GC-Mass spectrometer, induced coupled plasma spectrometer, and gas chromatography in order to offer major biology and chemistry courses, Fall 2005 and evaluate yearly. Science Program Objective 3: Install permanent computerized instructional delivery station with Smart Classroom technology such as laptops, Sympodium, wireless internet, and digital projectors in all science classrooms (409, 313B, 201, 506, 510, and 1308), labs (406, 410, and 413), planetarium and portable science lab unit, Fall 2005 and evaluate yearly. Science Program Objective 4: Work with the administration and recommend to clean the ventilation system of Building 400 by the certified contractors at least three times per year in order to provide clean and safe air to the staff and students, Fall 2005 and evaluate yearly. Science Program Objective 5: Replace the desks and chairs suitable to any size adult students and change the switches so that the lights in the front of the classrooms can be turned off in Room 406, 409, 410, 413, Fall 2005 and evaluate yearly. Science Program Objective 6: Upgrade and add more science presentation software to help students visualize abstract concepts, 2005-2008. Science Program Objective 7: Replace all science lab laptops, 1/3 by Fall 2005, 1/3 by Fall 2006, and 1/3 by Fall 2007. Science Program Objective 8: Purchase student Mobile Lap Top Clusters with laptops for the chemistry lab, 2005-2008. Science Program Objective 9: Recommend and work with the District to install wireless internet for not only all science classrooms, but also surrounding building, and in the student center so students can get work done anywhere on campus. Institutional Goal E: Develop, implement and manage six day per week balanced class schedule applicable district-wide to meet the needs of our community. Institutional Objective 1: Use external instructional sites throughout Imperial County. Institutional Objective 2: Develop and implement a Fast Track weekend college. Institutional Objective 3: Expand Math and English course offerings based on demand. Institutional Objective 4: Provide lead-time for counselors input to affect class scheduling to facilitate completion of program. Institutional Objective 5: Examine attrition and provide more accurate placement and retention strategies. Math Program Goal E: Provide more transferable courses at the external campuses and extend the hours of operation for the Math Lab. Math Program Objective 1: Math 110 will be offered at the external campus in Fall 2005. Math Program Objective 2: Math 190 will be offered at the external campus in Fall 2006. Math Program Objective 3: Hire additional full time Math Lab Instructional Specialist in order to extend the hours of operation for the Math Lab M - F 8 10, Sat. 8 4, Fall 2005. Math Program Objective 4: Offer Math 70 and 80 on Saturday, Fall 2005. Math Program Objective 5: Offer math courses on a block plan for Friday and Saturday, Fall 2006. Science Program Goal E: Continue offering and managing flexible, balanced, and innovative class schedules. Science Program Objective 1: Evaluate yearly the need to expand the number of science classes on Friday evenings and on Saturdays. Science Program Objective 2: Schedule short term science classes when facility, staff and equipment are available. Science Program Objective 3: Schedule lecture only classes at the external campuses as needed. Science Program Objective 4: Work with counselors for input to scheduling yearly. Science Program Objective 5: Work with counselors to develop in 2005-2006 and update yearly the science program course sequence to facilitate students timely completion of program. Science Program Objective 6: Develop Retention Strategies when Attrition data are available from the Institution Research Office. Institutional Goal F: Give Imperial County high school graduates primary and residents secondary priority at the entry freshmen level. For those who are ready for college level courses, a full-time program is offered to graduate in two years, or four to six semesters depending on major preparation requirements. Institutional Objective 1: Develop the program in 2004-2005. Institutional Objective 2: Offer a Fast Track Pilot Program during Fall 2004. Institutional Objective 3: In conjunction with the Fast Track Pilot Program, publicize the fact that priority is given to County high school graduates and residents. Institutional Objective 4: Engage Banner to validate enrollment during Spring 2005. Institutional Objective 5: Review and revise registration priority annually in the Spring. Institutional Objective 6: Implement Web Admission Registration during Spring 2005. Institutional Objective 7: Survey student demands for technology accessibility, classes and schedules. Institutional Objective 8: Survey current and prospective students biannually beginning 2004-2005 to determine the needs for a six-day week balanced schedule (8:00 A.M. to 10:00 P.M. including Distance Learning: Online and Interactive TV) Math Program Goal F: Provide IVC students access to Math classes. Math Program Objective 1: Offer Math 122 on Fast Track, Spring 2006. Math Program Objective 2: Hire at least four full-time tenure track mathematics instructors, two by Fall 2005 and two by Fall 2006. Math Program Objective 3: Offer more sections of impacted math classes, Fall 2006. Math Program Objective 4: Hire an additional secretary in order to provide efficient access and support to the students, Fall 2005. Science Program Goal F: Improve student access to high demand science classes and provide student access to 21st century science technology. Science Program Objective 1: Add additional cabinets, sink and outlets in Room 409, install the cabinets, digital projector and internet ready in the portable science lab unit, and acquire additional basic biology lab computers, equipment, and models (see recommendation submitted to Dr. Jeffcoat by the division chair dated 8-27-04) in order to offer three sessions of high demand biology classes simultaneously, Fall 2004, evaluate yearly. Science Program Objective 2: Offering more fast track transfer science courses on a regular basis. Science Program Objective 3: Hire at least four full time tenure track biology instructors, two by Fall 2005 and two by Fall 2006, at least one full time tenure track chemistry instructor by Fall 2006, and one full time tenure track environmental science instructor by Fall 2005 in order to increase the access of our students to the high demand science classes if the facility, staff supports and the equipment are available. Science Program Objective 4: Hire an additional secretary in order to be on the at least equal line to other divisions on campus providing efficient access and support to the students, Fall 2005. Science Program Objective 5: Pilot Peer-Led Team Learning (PLTL) to chemistry students to help the struggling students to meet their academic goals, 2005-2006. Science Program Objective 6: Develop individual instructor web site posting the syllabi, schedule, announcement, test samples, and current issues, and link it to the division web site, by Spring 2008. Science Program Objective 7: Work with the Counseling Department in recommending the appropriate courses to the students, every year. Institutional Goal G: Implement community involvement by IVC. Institutional Objective 1: Survey faculty about their community involvement during Spring 2004. Institutional Objective 2: Give faculty credit for participation on community committees/organizations. Institutional Objective 3: Administration should deal with transportation issues. Institutional Objective 4: Administration should address P-16. Institutional Objective 5: Develop with SDSU cooperation and joint programs. Institutional Objective 6: The Public Relations Plan should address misperceptions in the community. Institutional Objective 7: Develop a student mentor program for elementary schools. Institutional Objective 8: Expand the work experience program. Institutional Objective 9: Develop a District-wide alumni association. Institutional Objective 10: Institute an alumni publication. Math Program Goal G: Interact with the public and universities concerning the math courses offered at IVC. Math Program Objective 1: Develop and disseminate a mathematics brochure extolling the virtues of the IVC Mathematics Department, containing courses, majors, and 2 year schedule, Spring 2005. Math Program Objective 2: Increase the attendance of the Math Festival, Spring 2005. Math Program Objective 3: Provide outreach programs to the Junior Highs in Imperial County, Spring 2006. Math Program Objective 4: Prepare a presentation on the Math Department for showcases, county fair, etc., Fall 2006. Math Program Objective 5: Adopt an elementary school for mentoring, Spring 2007. Science Program Goal G: Continue participating the community educational activities, outreach programs and partnership with other institutions. Science Program Objective 1: Develop and disseminate a Chairs Message brochure and a Science Department brochure to increase the visibility of the division and IVC at the local, national, and international levels, 2005-2006. Science Program Objective 2: Develop a science joint grant program with SDSU-IV campus, 2005-2006. Science Program Objective 3: Explore the possibility of having Science Fair in conjunction of Math Festival on campus, 2005-2006. Science Program Objective 4: Continue participating community educational events such as NorthEnd Showcase, Mid-Winter Fair, Winterhaven Community Educational Fair, and Imperial County Science Fair to represent the division and IVC. Science Program Objective 5: Reactivate our planetarium as another site, besides chemistry and biology labs, of Elementary School Field Trips sponsored by IVC foundation, starting Fall 2005. Science Program Objective 6: Work with the District to budget funds to invite professional speakers, and organize community seminars and public presentations in the areas of our instruction and expertise on topics of interest to the community, starting Fall 2005. Science Program Objective 7: Have Science Articulation meeting with local high school science teachers yearly. 9. GOALS FOR MEETING STUDENT DEMAND: The information provided by the institutional researcher in the table below establishes trends in FTES, FTES/FTEF, unmet demand, and enrollments. Science/Mathematics/Engineering Division Mathematics Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCStudents Served - Fall 2002221.72433.014.813.8464Students Served - Fall 2003229.32502.314.114.6616Students Served - Fall 2004269.82557.514.913.7379Students expected to served: Fall 2005300Students expected to served: Fall 2006350Students expected to served: Fall 2007400 The data shows that mathematics departments FTEs population represented approximately 9% of the overall FTEs population. This rate has been steadily increasing in the last 3 years, from 9.1% in 2002 to 9.2% in 2003 and 10.5% in 2004. In general the ratio of full time equivalent student to full time equivalent faculty in the mathematics department has surpassed the corresponding ratio at IVC. Every semester the department experiences a large number of students unable to register for classes. In the fall of 2004 this unmet demand was partially addressed with hiring of one tenure track faculty and one temporary full time instructor. However, the large unmet demand requires the department to actively publicize the large demand for classes and to inquire about possible funding for hiring new mathematics instructors. Science/Math./Engineering Division Science Department FTEs, FTEs/FTEf, and ENROLLMENT INFORMATION (Table 8)Instruction OnlyStudent Svc OnlyFTEsFTEs/FTEfUnmet DemandEnrollment by NumberDept.IVCDept. IVCDept.Dept.IVCStudents Served - Fall 2002148.92433.016.613.8357Students Served - Fall 2003156.72502.316.214.6356Students Served - Fall 2004229.12557.515.413.7336Students expected to served: Fall 2005270Students expected to served: Fall 2006310Students expected to served: Fall 2007350 In 2004, the Science Program FTEs population represented 9% of the overall FTEs population. This rate has been steadily increasing in the last 3 years, from 6.1% in 2002 to 6.3 % in 2003 and 9.0% in 2004. The Science Program has experienced significant growth (50%) in the last year in its FTEs population compared to the overall FTEs population of the college. Despite this increase in the FTEs served, every semester the department experiences a large number of students unable to register for classes. In the fall of 2004 this unmet demand was partially addressed with hiring of two tenure track faculty. The Science Department has been able to decrease the unmet FTEs Demand and decrease the FTEs/FTEf ratio. Both are laudable goals of a quality educational environment. However, the large unmet demand requires the department to actively publicize the large demand for classes and to inquire possible funding for hiring new science instructors. 10. CAPITAL OUTLAY/FACILITIES: Science, Mathematics and Engineering DivisionFacility Changes Information(Table 9)Facility Changes Total Amt 2005-2006Total Amt 2006-2007Total Amt 2007-2008400 Science BuildingFume Hood 4@$18K chem labs$72,000.00Ventilation System 400 building$100,000.00Outlet for large Incubator 8@$100.00$800.00Extra sinks in 409 (acid proof)$750.00More outlets in 409 @30$3,000.00Cabinets for 409$3,453.58Fix loose faucets in 413$200.00Fix leak in still drain room 406$150.00Fix door frame in prep room to 413$250.0014 Long Tables (VWR) 409$10,738.2642 chairs (VWR) 409$2,182.74Storage cabinets w/ locks (VWR) 409$3,263.71More outlets on the wall 413$800.00Check to see if the sink is working 409$75.00Install extra sink 409$750.00Display cases 413$4,587.00Display cases 2 classroom, 409 and 410$16,680.00150-250 lockers for students 409 413$8,879.00Instrument room for chemistry spectrometers and analytical scales 100 x 100 @$50.00ftsq$500,000.00Handicap access in 4 laboratories$3,260.002 lecture rooms to seat 60 students 100 x 100 @$50.00ftsq$500,000.002 Lab rooms for 50 students 100 x 100 @$50.00ftsq$500,000.00New Prep Room 100 x 100 @$50.00ftsq$500,000.00Hazardous Waste disposal system$3,800.004 stainless steel 6 x 12 walk-in generators for storing specimens$26,000.00Fume Hood for prep room$18,000.00Facility and storage for Cadavers$9,000.00Portable Science Lab UnitDisplay cases portable$8,340.00Exhaust Hood$30,000.00PlanetariumDisplay cases Planetarium$4,587.00Projected Totals External SME Rooms$196,913.29$1,047,687.00$1,086,946.00 Science, Mathematics and Engineering DivisionScience, Mathematics and Engineering DivisionFacility Changes Information(Table 9)Facility Changes Total Amt 2005-2006Total Amt 2005-2006Total Amt 2005-2006Math LabPermanent audio visual equipmentWireless Internet$3,000.00$3,000.00$3,000.00Replace 50 chairs$2,000.00$2,000.00$2,000.00Upgrade Scientific Notebook (20)$2,000.00New Scientific Notebook (20)$4,000.00Upgrade battery back ups$1,500.00$1,500.00$500.00Math ClassroomsRedo walls (wallpaper) RM 506/510$1,800.00New carpet Room 201$3,000.00Replace blackboard with whiteboard Rm. 1308$1,000.00Computer desks for 10 instructors$2,500.00$2,500.00Instructor's chairs (506, 510, 201, 1308, 313B)$250.00Instructor's desks (506, 510, 201, 1308, 313B)$1,000.00Projected Totals$16,800.00$14,250.00$5,500.00 11. CAPITAL OUTLAY EQUIPMENT/SOFTWARE: Division/ProgramCapital Outlay Equipment /Software Information(Table 10)Item/DepartmentQuantityTotal Amt 2005-2006QuantityTotal Amt 2006-2007QuantityTotal Amt 2007-2008Natural ScienceBlast Proof refrigerator1$3,000.001$3,000.00Incubator1$3,000.001$3,000.001$3,000.00Water bath1$1,500.001$1,500.00Analytical Balance5$18,000.00Test tubes300$600.00300$600.00300$600.00Test tube racks15$225.00Assorted Beakers24$480.0024$480.0024$480.00Chem Lab student equipment1$8,750.001$8,750.001000 ml beakers24$480.0024$480.0024$480.00Flood lamps for photosynthesis experiment15$1,500.00Rubber maid tubs4$40.00Cellular Respiration set up60$300.00Models (type & amt needed depends upon the individual instructor needs20$20,000.00Microscopes15$22,500.0015$22,500.00Dissecting Scopes15$13,500.0015$13,500.00Dissection Tray15$225.00Dissection tool set1$300.001$300.001$300.00Glove box holder1$50.001$50.001$50.00Paper towel holder1$50.001$50.001$50.00Prepared slides (Type and Number needed depends upon the needs of the individual instructors)100$300.00100$300.00100$300.00Laptop computer25$45,000.00Lab CD's (Type and number needed depends upon the individual needs of the instructors)225$22,500.00Computer carts for storage 2$2,000.002$2,000.00Physical ScienceMobile racks for class experiments: 24*60 $114.006$684.006$684.00Castors @ $40.0024$240.0024$240.00Buckets @ $20.0036$720.0036$720.00UV/Vis Spectrometer DU 800 Coulter1$17,000.00Pipet/Buret Jar 20" Nalgene2$1,050.002$1,050.002$1,050.00Pipet Pumps4$1,440.004$1,440.004$1,440.00Pipet/Buret Jar 36" Nalgene2$700.002$700.002$700.00Champ General Purpose Scale Ohaus1$770.00Rotary Evaporator Buchi R-200 w/o shield2$16,400.001$8,200.00Ultraviolet Lamp UVP1$300.00Heating Mantel Barnstead 10-50 ml w/hole25$8,375.00Heating Mantel Barnstead 100-250 ml w/hole25$9,550.00Centrifuge Durifuge 100, rotors, buckets2$7,000.00Gas Chromatograph1$24,000.00FT-IR1$32,000.00NMR1$80,000.00Ice Maker1$4,940.00Cork Boards for prep room 1 12 ft board or 2 6 ft boards2$500.0040 new desks and chairs40$5,200.00Gas chromatograph spectrometer Chem 12A 1$50,000.00Infrared spectrometer Chem 12A1$40,000.00(2) 4 ft blast shields 2$1,200.00Gas regulators for Hydrogen, oxygen, helium, argon2$600.002$600.002$600.00Melting point apparatus10$8,000.00Visible spectrometers10$6,000.00pH meters10$13,000.00Glassware1$20,000.00Induced Couple Plasma 1$90,000.0010 cubic foot ovens3$5,500.00Stand up double door blast proof refrigerator2$8,240.00Stand up double door low moisture refrigerator2$8,240.00Fluorescent microscopy1$50,000.00AquariaGel Electrophoresis50$25,000.00Geiger Counters w/samples10$12,000.00Radioactive isotope storage1$1,050.00Function generator3$1,452.00Oscilloscope probe sets8$870.00Digital LCR meter2$500.00General purpose multimeter8$1,000.00Decade capacitance box6$1,100.00Student Resonance appovator4$400.00512 Hz tuning fork4$100.00Soft rubber hammer4$50.00String vibrator2$350.00Air tanks & pumps6$3,500.00Linux computer systems2$1,100.00Meade 8 inch telescopes3$8,700.003$8,700.00Stock RoomElectric Still, Barnstead 38L1$12,645.00Deionization water system www.waterdistillers-polarbear.com Model 200-L1$5,000.00Dishwasher w/ accessories1$12,000.00Cryogenic Freezer, installed1$4,086.00Sub Zero Freezer, installed1$4,086.00Heavy Analytical Scale1$1,200.00Portable shelving for prep room & trays5$5,000.00Lockable cabinets for microscopes 6@$175.001$1,050.00MathMATlab Software (20 pack)$1,000.00Maple Software (20 pack)$2,500.00Fathom Software (40 pack)$800.00Mobile Laptop Cart 301$45,000.001$45,000.00  ChemistryChem Office Site License1$2,500.00NMR Software Site License1$3,000.00Cambridge Molecular Model1$8,000.00Laptop Cart1$66,000.001$66,000.00Tesla coils2$300.00Training software$3,000.00Portable Science Lab UnitSmall Acid Cabinet$900.00Storage cabinets w/ locks(VWR) 8$3,400.00Install work station cabinet locks$1,700.00Lockable cabinets for microscopes @22$900.002$900.00PlanetariumRetractable dome 10 meter1$500,000.00Permanent projector 1$250,000.00Seats 601$85,000.00Smart Classrooms All SME (30 rooms)Projectors installed 1@$4200.0010$42,000.0010$42,000.0010$42,000.00Sympodium Lecture 1@$8000.0010$80,000.0010$80,000.0010$80,000.00Sympodium Software 1@$1200.0010$12,000.0010$12,000.0010$12,000.00Creston Remote Room Controls w/adapt 1@$2300.0010$23,000.0010$23,000.0010$23,000.00Electric Powered Projector Screens w/adapt 1@$1500.0010$15,000.0010$15,000.0010$15,000.00Install Creston/Screen 1@$1600.0010$16,000.0010$16,000.0010$16,000.00High Volume/Network Printer 1@$1400.0010$14,000.0010$14,000.0010$14,000.00Wireless Mouse/Keyboard10$1,000.0010$1,000.0010$1,000.00Training Equipment1$4,000.001$4,000.001$4,000.00SME File Server/VPN1$75,000.00Wireless Internet Campus$500,000.00Projected Total$1,446,656.00$984,472.00$716,854.00 12. FTEF FULL TIME/PART TIME RATIO: Science/Math/Engineer Division Math Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 11.462.9%Part Time6.7*Chancellors Office goal is 75% full time to 25% part time. The data shows that the ratio of full time equivalent to part time faculty is 63%. This rate is below the stated goal of chancellors office. In order to achieve the goal the department needs to hire more mathematics instructors. Coupling the departments traditionally large unmet demand with the above mention rate suggests that the department need approximately 10 new full time equivalent instructors. Science/Math/Engineer Division Science Program FTEF Full Time/Part Time Ratio (Table 11)Current FTEFRatio*Full Time 11.778.8%Part Time3.2*Chancellors Office goal is 75% full time to 25% part time. Presently, the Full Time/Part Time ratio for FTE Faculty in the Science Program exceeds the goal set by the Chancellors Office. Expressed percentage-wise, the FTE Faculty contribution from Full Time Faculty members in the Science Program is 78.8%, better than the desired goal of 75%. Future growth in this program is expected to be consistent with this present Full Time/Part Time ratio. 13. PROJECTED BUDGET Division/Program Projected Budget Information ( Table 12)  (Include significant changes only)Description No.Current Budget No.2005-2006 Budget No.2006-2007 Budget No. 2007-2008 BudgetInstructional Regular*19$1,036,52826$1,543,07028$1,756,22330$1,986,834Counselor/Library Regular*Administrators*Classified Regular*4$138,0795.5$195,9825.5$205,7815.5$216,070Chair/Coordinator$46,330$72,330$75,947$79,744Adjunct$99,360$107,309$115,894$125,165Overload$92,880$100,310$108,335$117,002CoachingConsultantStudent Salaries (Do not include work study)$37,205$39,065$41,018$15,769Professional Expert$1,250$2,500$3,750$5,000Books, Magazines, Periodicals, CDs$475Instructional Supplies and Materials$9,054$13,009$14,355$15,769Non-Inst Supplies/Material (includes copy print)$14,847$20,317$23,910$26,668Personal Services Contracts$12,942$17,709$19,956$22,316Travel and Conference$8,658$12,400$13,200$14,000Capital Outlay Facilities (Remodeling and Construction)$213,713$1,061,937$1,092,446Capital Equipment/Software$1,446,656$984,472$716,854Total$1,497,428$3,784,370$4,424,758$4,433,637 *Salary only, do not include employee benefits. 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