ANNUAL INSTRUCTIONAL UNIT PLAN

UNIT: Mathematics Please give the full title of the discipline or department.

You may submit as a discipline or department, as is easiest for your unit.

CONTACT PERSON: Kenneth Cramm/Amanda Brown

Due: May 23, 2014Please send an electronic copy to:

Interim Vice President, Academic AffairsDr. Susan Mills at susan.mills@rcc.edu

and send an electronic copy to your divisional dean.

Form Last Revised: April 7, 2014

Web Resources: http://www.rcc.edu/about/academic-affairs/Pages/admin_unitplans.aspx

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Instructional Unit Plan

Please retain this information for your discipline’s/department’s use (or forward to your chair). A database will be created and distributed to the relevant councils and committees as requested.

The Unit Plan is conducted by each unit at the college and consists of an analysis of changes within the unit as well as significant new resource needs for staff, resources, facilities, and equipment. It should be submitted or renewed every year by mid May in anticipation of budget planning for the fiscal year, which begins July 1 of the following calendar year.

Data sets are available on the Program Review website. Please consult with your Department Chair or Myung Koh myung.koh@rcc.edu for assistance interpreting the data relevant to your discipline. Also, review the course retention and success data provided at http://www.rccdistrict.net/rcc-IE/accreditation2/self_study_2014/Data/Forms/AllItems.aspx The data are disaggregated by gender, ethnicity, age, socioeconomic status, and delivery method (hybrid, online, face-to-face). Within these categories, course data are further disaggregated by transfer, CTE, and developmental categories. Note that you are only required to mention data relevant to your analysis or requests. Please utilize these data or data collected by your discipline to assess your goals and as rationale for resource requests.

The questions on the subsequent pages are intended to assist you in planning for your unit. The forms that follow are separated into pages for ease of distribution to relevant offices, councils and committees. Don’t let formatting concerns slow you down. If you have difficulty with formatting, the Administrative Support Center can adjust the document for you. Simply add responses to those questions that apply and forward the document to the Administrative Support Center with a request to format it appropriately.

If you cannot identify in which category your request belongs or if you have general funding request questions, please contact Business Services at 951-222-8307. Within each resource request form, a recommended contact person is listed to assist you with estimating the cost of your requests. It is vital to include cost estimates in your request forms. Please cite the source for the cost estimates and indicate if the costs are one-time or recurring. If the costs are recurring, provide cost of a service contract and length of time needed. Also, please indicate if grant funds have been sought and denied. FAILURE TO PROVIDE COST ESTIMATES MAY RESULT IN YOUR REQUEST NOT BEING CONSIDERED. Please see Unit Plan Rubric for the prioritization criteria. TO ACHIEVE MAXIMUM POINTS WRITE YOUR RATIONALES BASED ON THE RUBRIC CRITERIA. IF CRITERIA ARE NOT ADDRESSED IT WILL BE GIVEN ZERO POINTS.

The college mission is available on the RCC home page, and the goals and strategies are available at http://www.rcc.edu/about/president/strategic-planning/Documents/Strategic-Planning-Document/RCCStrategicPlan200914100510_001.pdf.

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Instructional Unit Plan Update

A. Trends and Relevant Data

1. What is your unit’s mission statement? Mathematics Mission Statement:The Mathematics Department of Riverside City College empowers a diverse community of students to develop mathematical potential to meet their academic, professional, and lifelong learning goals.

Areas Served (aligned with College’s Mission):

Transfer – Courses include Trigonometry, College Algebra, Statistics, Survey of Mathematics, Pre-Calculus, Calculus - A Short Course, Calculus I, II, and III, Differential Equations, Linear Algebra

Basic Skills – Courses include Arithmetic and Pre-Algebra, College Geometry, Elementary Algebra, Math Modules

Career and Technical Education Programs Pre-Algebra is required for Dental Assistant Intermediate Algebra and Trigonometry are required for Engineering Technician College Algebra and Trigonometry are required for Engineering Technology, Calculus – A Short Course and/or Statistics serve as

electives to the Engineering Technology program Math is required as a prerequisite to Nursing

AA/AS Graduation Requirement – Intermediate Algebra

General Education – Any math course numbered 1 – 36 may fulfill one of the course requirements for the Language and Rationality (Communication and Analytical Thinking) requirement

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Prerequisites Intermediate Algebra is prerequisite for Chem 1A & 1AH Elementary Algebra is prerequisite for Chem 2A and 3 Calculus I is corequisite for Physics 2A and 4A Calculus II is corequisite for Physics 4B and 4C Elementary Algebra is prerequisite for Physics 10

STEM – Courses include Trigonometry, Pre-Calculus, Calculus I, II, and III, Differential Equations, Linear Algebra

NON-STEM- Courses include Statistics, College Algebra, Survey of Math, Finite Math, Calculus (A Short Course)

2. Has there been any change in the status of your unit? (if not, skip to #3) No.

a. Has your unit shifted departments?b. Have any new certificates or programs been created by your unit?c. Have activities in other units impacted your unit? For example, a new nursing program could cause greater demand for life science

courses.

3. How have environmental demographics and external factors affected your discipline’s enrollment? If there have been significant changes, please indicate those changes. If there are no significant changes in your unit’s opinion, indicate “None” and skip to question #4.

The math department has experienced significant section cuts as detailed below: Summer 2009 cuts:

1 Math 11, 1 Math 35, 1 Math 52, 1 Math 64 for a total of 16 unitsFall 2009 cuts:

3 Math 11, 2 Math 12, 4 Math 35, 2 Math 52, 1 Math 53, 4 Math 63, 1 Math 64, 2 Math 65 for a total of 74 unitsWinter 2010

2 Math 11, 1 Math 12, 4 Math 35, 2 Math 52, 1 Math 63, 1 Math 64 for a total of 45 unitsSpring 2010

2 Math 11, 1 Math 12, 5 Math 35, 4 Math 52, 1 Math 53, 1 Math 63, 1 Math 64, 1 Math 90A, 1 Math 90B, 1 Math 90C for a total of 64 unitsSummer 2010

1 Math 11, 1 Math 35, 2 Math 52, 1 Math 53, 1 Math 65, 1 Math 90D, 1 Math 90E, 1 Math 90F for a total of 28 unitsFall 2010

1 Math 90A, 1 Math 90B, 1 Math 90C for a total of 3 unitsSummer 2011

2 Math 63, 1 Math 52, 2 Math 35, 1 Math 12 for a total of 23 unitsFall 2011

3 Math 63, 3 Math 64, 5 Math 35 for a total of 43 units (Added additional sections of Math 90s for students who would have enrolled in 4

Math 63/64)Winter 2012

3 Math 63, 2 Math 64, 1 Math 65, 1 Math 53, 2 Math 52, 3 Math 35, 2 Math 11 for a total of 54 units (added 1 Math 90A, 1 Math 90B, and 1 Math 90C, 3 units total, due to cuts to M63)Spring 2012

5 Math 63, 6 Math 64, 2 Math 52, 2 Math 35, 1 Math 32, 1 Math 11 for a total of 58 units (added 2 Math 90A, 2 Math 90B, 2 Math 90C, 2 Math 90D, 2 Math 90E, 2 Math 90F, 2 Math 65 for a total of 22 units)

Summer 20121 Math 64, 1 Math 90A, 1 Math 90B, 1 Math 90C for a total of 7 units

Fall 20123 Math 90A, 3 Math 90B, 3 Math 90C, 2 Math 90D, 2 Math 90E, 2 Math 90F, 1 Math 65 for a total of 20 units (Dropped)Added 2 Math 11, 1 Math 12, 4 Math 35, 1 Math 37, 1 Math 52

Winter 20132 Math 90A, 2 Math 90B, 2 Math 90C, 1 Math 90D, 1 Math 90E, 1 Math 90F for a total of 9 units (Dropped)Added 2 Math 11

Spring 20134 Math 90A, 4 Math 90B, 4 Math 90C, 4 Math 90D, 4 Math 90E, 4 Math 90F for a total of 24 units (Dropped)Added 4 Math 11, 5 Math 12, 1 Math 1A, 1 Math 1B, 1 Math 1C, 3 Math 35 (replaced Math 37), 1 Math 5, 2 Math 52

Fall 2013 1 Math 90D, 1 Math 90E, 1Math 90 F, 1 Math 25 (low enrollment) for a total of 6 units (Dropped)Winter 2014 1 Math 10 (low enrollment) for a total of 4 units (Dropped)

Math enrollments for the 2010-11 academic year were 13,777 students. Math enrollments for the 2011-12 academic year were 12,556 students. Math enrollments at census for fall 2012 were 5115 students. Math enrollments for winter 2013 were 767, for spring 2013 were 4572, for summer 2013 were 1017, for fall 2013 were 5314 and for winter 2014 were 839.

4. In reviewing your unit’s enrollment data, does your unit have plans to improve any aspects of enrollment management (ex: persistence, scheduling patterns, etc.)? If your plan necessitates resource changes make sure those needs are reflected in the applicable resource request sections.

From fall 2012 to fall 2013, the retention rate for students went from 78% to 76% while the success rate went from 47% to 44%. Of major concern to the Mathematics Department is to identify ways to increase the success rates of students. The department plans to focus on this area during the 2014-15 academic year in part by holding “brown bag” lunch sessions for faculty to have an opportunity to discuss student success. The department is also concerned about persistence. The department developed Math 37, a pre-statistics course, in efforts to alleviate this problem and to reduce the number of possible exit points for students. One section of Math 37 was offered in spring 2012 and another one in fall

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2012. Results show a 41% (Cohort 1) and 62%(Cohort 2) successful completion rate in Math for students entering from Math 37. This is a significant increase over students who completed Math 12 having come through the developmental course sequence. One section of Math 37 is being offered in spring 2014 and offerings of Math 37 will be expanded to include a night section in addition to the day section in spring 2015. Department members are exploring the accelerated model for other course sequence.

5. Please report on the progress made on any of your 2013-2014 unit goals, including any goals/strategies to improve student achievement that were

included in your Comprehensive Institutional Program Review (CIPR) Targets Addendum.

College Goals Strategies Math Dept. Goals Activities/Resources/CommentsStudent Access and SupportOur college is an open-access institution inviting our diverse community to the benefits of higher education. We are committed to providing the support necessary for student success. We strive to reduce barriers to services and programs.

1. Explore alternative enrollment processes.

Investigate placement instrument alternatives to Accuplacer (Ongoing)

The college is currently looking for a way to replicate the results obtained from the present use of Accuplacer through other pathways.  Accuplacer is a commercial product designed to select the best starting place for Math and English students. Three meetings with the Dean of Student Services were held during spring 2014. At the moment an investigation is under way to find pathways toward placement using the SAT, ACT, and high school transcripts.

In addition, the discipline is performing a content validation for Accuplacer.

2. Ensure comprehensive and Continue/expand use of SIs in math Funding for Study Group Leaders

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equitable services exist and are part of institutional planning. a. Ensure learning support services are available for all students (e.g., supplemental instruction, learning center tutors)

classes (Ongoing)

Continue/expand tutoring availability in MLC (Ongoing)

(SGL) and receptionist are needed. See Learning Support Center Services Resource Requests.

4. Develop clear college-wide criteria for student pathways from basic skills to goal attainment. a. Expanding and improving instructional delivery modes including hybrid courses, online courses, short-term (fast track) classes, and align delivery/timing of services to the needs of students. b. Develop innovative approaches to basic skills instruction (e.g., learning communities, modules, non-credit courses) c. Ensure that basic skills has a comprehensive focus and is integrated into the general curriculum. d. Increase transfer awareness, readiness, and rates.

Utilize data to modify class schedule to include types of class offerings that will best serve students (Ongoing)

Develop and pilot a Pre-statistics course (ongoing – course developed and being piloted)

In efforts to better promote student success, the Math Department is offering more of its 4-unit and 5-unit courses in a 3-day-a-week format rather than 2 days per week.The department was directed to eliminate the sections of Math 90ABCDEF but is continuing to offer Math 65 in order to serve basic skills students. In place of the units for Math 90s, the department offered more sections of Math 35, 11, 12, and 1A to facilitate transfer. The Math Department voted to increase the units of Math 12 from three units to four units. In the fall of 2013 the Curriculum Committee approved this change of units to Math 12.

The department developed Math 37, a pre-statistics course, in efforts to alleviate problems with

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Continue to participate in CAP learning communities. (Ongoing)

Participate in Completion Counts

persistence and to reduce the number of possible exit points for students. One section of Math 37 was offered in spring 2012 and one section was offered in fall 2012. Results show a 41%(Cohort 1) and 62%(Cohort 2) successful completion rate in Math 12 for students entering from Math 37. This is a significant increase over students who complete Math 12 having come through the developmental course sequence.

The department offered 3 courses for CAP students in spring 2014.

Completion Counts is a program which includes faculty from the math departments at Alvord Unified School District (AUSD), Riverside Unified School District (RUSD), and Riverside City College (RCC) who are working collaboratively on aligning curriculum and expectations so that high school teachers can offer a math class that better prepares students for college level math work and ease the transition into becoming successful RCC

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JumpStart

students. During the 2014 Spring semester, representatives from RCC, AUSD, and RUSD renewed and signed the memorandum of understanding (MOU) to continue with this collaboration. The Completion Counts program is also expected to expand and include other neighboring high schools belonging to Jurupa Unified School District (JUSD) in 2015.

During the Summer of 2014, the Math department will be offering the Math component of JumpStart. The intent to the JumpStart program is to enable the incoming student population an opportunity to “ remember what they already know”. Instruction in both Mathematics and Student Success Strategies are provided to enable students to re-take their placement test and place at a higher level. This provides a “jump-start” in their first year experience, giving the students the opportunity to earn equivalency of up to two years of developmental level math classes. Since the summer of 2013, we have been using the online system of assessment called ALEKS which enables us to provide individualized instruction and learning. There are two sections of

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Develop Transfer Model Curriculum (ongoing)

45 students scheduled. Each section will be led by a Math Instructor who is assisted by two tutors and a SI Leader. Each section is 27 lab hours and spans the first three weeks of summer school.

The Math Department developed an Associate in Science for Transfer Degree in Mathematics. The Curriculum Committee approved the degree in spring 2013. The ADT in Mathematics was approved by the Chancellor’s office in spring 2014.

8. Promote learning and effective teaching through ongoing

Assess all math courses and use data for improvement. (Ongoing)

Funding is needed for associate faculty who participate in rubric-

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identification of and assessment of student learning outcomes.

based common final scoring sessions.

Culture of InnovationRCC is committed to being an innovative institution working to improve teaching and learning and student support services through the effective delivery and use of technology and by expansion and modernization of our learning environments.

1. Develop a comprehensive professional development plan a. Provide training for faculty in multiple modalities of teaching inclusive of the use of technology

Continue with Math Days and other technology trainings. (Ongoing)

Funding is needed for associate faculty who participate in Math Days.

6. Please indicate your 2014-15 unit goals and/or strategies. You may insert relevant information from your CIPR Targets Addendum and/or your CIPR. Please include the needed support on the resource request forms along with the supporting rationale.

a. In the Comprehensive Instructional Program Review (CIPR) Targets Addendum, your discipline developed strategies to improve or maintain students’ levels of achievement in course retention, course success, persistence, and program completion. What goals and/or strategies has your discipline set to improve student achievement for the academic year 2014-15?

b. In addition to completion, the college has identified improving student-faculty interaction as a priority. What goals and/or strategies has your discipline set to improve faculty-student interaction for the academic year 2014-15?

c. Are there other goals aligned to college goals your discipline is pursuing in 2014-15? The Math Department has identified the following strategies for 2014-15:

Improve student success in Math 35 – Intermediate Algebra and Math 52 – Elementary Algebra Explore additional accelerated courses Develop pre-college mathematics pathway Explore a non stem Math 35 course

Please see attached CIPR Targets Addendum for more information.

The department plans to increase student-faculty interaction through academic advising as students navigate the pre-college mathematics pathway and the transfer model curriculum.

Additional Math Department goals are discussed on pages 6-9 of this document.

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B. Student Learning Outcomes Assessment Summary and Update

As a matter of good practice and in alignment with Accrediting Commission of Community and Junior Colleges (ACCJC) standards, RCC faculty participate in ongoing and systematic efforts to assess courses, programs, and degrees. Reports on specific assessment projects undertaken by individual faculty or groups of faculty in your discipline should be referenced here, but the primary purpose of this update is to provide an overview of your discipline’s assessment activities (data, responses to data, results, reports, etc.) since your last unit plan update as well as your current plans for assessing student learning. Please note, since unit plans are completed during the spring semester, we are asking you to report on the previous spring semester data along with the current spring semester plans.

I. Course-level Student Learning Outcome (SLO) Assessment Report(s)

The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Course-level SLO assessment information. Upon completion of a Course-level SLO assessment project please utilize one of the two methods listed below for reporting and/or summarizing your results.

a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Student-Learning-Outcomes , orb. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter

the information, simply send your documentation to sloassessment@rcc.edu

II. Program-level Learning Outcome (PLO) Assessment Reports

The Riverside Assessment Committee and the Office of Institutional Effectiveness developed a process to report and store Program-level PLO assessment information. Upon completion of a Program-level PLO assessment project (Career Technical Education) please utilize one of the two methods listed below for reporting and/or summarizing your results.

a. Enter into a Survey Monkey report at www.surveymonkey.com/s/Program-Learning-Outcomes , orb. If faculty in your discipline/department have already entered assessment information into another format, it is not necessary to re-enter

the information, simply send your documentation to sloassessment@rcc.edu.

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III. Course-level Assessment Summary Spreadsheet

Please summarize the current status for assessment of all the courses in your discipline using the Course Assessment Summary spreadsheet. Please indicate for each course on the Course Assessment Summary spreadsheet:

a. Assessment Statusb. Most Recent Assessment (Year)c. Assessment Method for Most Recent Assessmentd. Next Planned Assessment (Year)e. Faculty Lead (s)

CourseNumber

MathCourses

AssessmentStatus

Not

Offe

red

2011

-201

2

Mos

t Rec

ent

Ass

essm

ent

(Yea

r)

Ass

essm

ent

Met

hod

Nex

t Pla

nned

Ass

essm

ent

(Yea

r)

Facu

ltyLe

ad (s

)

    2010 2011 2012 2013          

1A Calculus I 4 5 5  5   2010-11embedded exam

ques 2014-15Transfer

Committee

1B Calculus II 1 4 4  4   2010-11 exams 2011-12Transfer

Committee

1C Calculus III 3 4 4  5   2009-10 exams 2014-15Transfer

Committee

2 Differential Equations 1 2 2 2      exams 2014-15Transfer

Committee

3 Linear Algebra 3 5 5  5   2009-10 exams 2014-15Transfer

Committee4 Finite Math NA NA NA NA x   not offered    

5 Calculus, A Short Course 1 1 3 3    2010-11 exams 2011-12S. Dawson, J.

Mulari6 Discrete Math for Comp Sci NA NA NA NA x   not offered    7 Mathematica NA NA NA NA x   not offered    

10 Precalculus 4 4 4  4   2010-11 exams 2014-15Transfer

Committee

11 College Algebra 4 4 4 4    2009-10 exams 2014-15Transfer

Committee

12 Statistics 4 5 5  5   2010-11embedded exam

ques 2011-12 S. Mills

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25 A Survey of Mathematics 1 1 1  3   N/A   2014-15 K. Cramm32                    

35 Intermediate Algebra 5 5 5  5   2009-10

embedded exam ques, pre-/post-

tests 2014-15 Dev Math Comm

36 Trigonometry 4 4 4 4    2009-10Exams

pre-/post-tests 2014-15 K. Cramm

37 Algebra for Statistics     1  3   New course

Final project, student

achievement data   2012 S. Mills, R. Ruiz

52 Elementary Algebra 5 5 5  5   2010-11common final exam

pre-/post-tests 2014-15 Dev Math Comm53 College Geometry 1 2 3  5   2010-11 pre/post exams 2014-15 K. Cramm63 Arithmetic 5 5 5 NA  x 2009-10 common final exam   will not be offered64 Pre-Algebra 2 5 5  NA x 2009-10 common final exam   will not be offered65 Arithmetic & Pre-Algebra 2 2 4  4   2010-11 common final exam 2011-12 Dev Math Comm

90A Whole Numb and Intro to Fract 2 4 4  NA x 2010-11 common final exam 2011-12 Will not be offered90B Fractions and Intro to Dec 2 4 4 NA  x 2010-11 common final exam 2011-12 Will not be offered90C Decimals 2 4 4 NA  x 2010-11 common final exam 2011-12 Will not be offered90D Integers and an Intro to Var 2 4 4  NA   2010-11 common final exam 2011-12 Will not be offered90E Real Numbers and Intro to Alg 2 4 4  NA   2010-11 common final exam 2011-12 Will not be offered90F Algebraic Expressions & Eq 2 4 4 NA    2010-11 common final exam 2011-12 Will not be offered

Please contact Jim Elton at jim.elton@rcc.edu or (951) 222-8264 for your spreadsheet so that you may simply cut and paste here.

IV. Please answer the following Course-level SLO questions:

a. Please describe your discipline’s dialogue on assessment results. Where would one find evidence of this dialogue?

The Mathematics Faculty hold discussions on assessment results during Math Days and during departmental and discipline meetings. Assessment results dialogue occurs during the Developmental Math Committee and Transfer Committee meetings. The Math Department’s assessment efforts and dialogue respond to RCC’s strategy: Promote learning and effective teaching through ongoing identification of and assessment of student learning outcomes. All of the assessment work and dialogue is geared towards analyzing and improving student performance on course SLOs. Faculty members discuss teaching methods, course timelines, and the assessment questions/instruments utilized. The discussions are documented by minutes or presentations. There are also many informal conversations that occur face-to-face or via e-mail.

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b. Please summarize what your discipline learned from your assessments. How does your discipline plan to use the results to improve

student learning?

For developmental math courses, faculty have learned which topics/SLOs are not attained as well as others, particularly for Arithmetic/Pre-algebra, Elementary Algebra, and Intermediate Algebra. These results and discussions are documented in detail in the minutes of the Developmental Math Committee. Additional practice has been added to MyMathLab and directed learning assignments have been developed. The Committee will continue to assess and monitor these courses. For other courses, such as Calculus and Statistics, assessments have indicated that particular SLOs may require more emphasis or practice in order for students to attain them to the degree the faculty would like. Faculty members will focus on these topics/ SLOs and reassess. Individual faculty members use assessment results to inform teaching in their courses. During 2013-14, the Developmental Math Committee implemented the Math 65 free response common final. The committee also collected data regarding the entry-level math skills of the Math 65 students. During 2013-14, the Transferable Committee conducted a survey of Math 35 students to show how the students got into this particular course (either by placement or prerequisite). The committee also collected data from a diagnostic test given to Math 35 students on entry-level algebra skills. The results from both committees were shared with the members of the Math Department. In spring of 2014, data containing retention and success rates from previous Math 37 courses were available for review.

V. Please answer the following Program-level PLO questions:

a. How have you shared and discussed assessment results (e.g., through Community Advisory Committee discussions, discussions with

employers, interviews of graduates, program faculty meetings)?

b. What are your plans for further Program-level PLO assessments in the upcoming academic year?

If you have any questions regarding Assessment please contact Hayley Ashby at (951) 222-8866, hayley.ashby@rcc.edu , Jim Elton at (951) 222-8264, jim.elton@rcc.edu, or your Riverside Assessment Committee discipline representative

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Instructional Unit Plan Update

C. Human Resource Status

Complete the Faculty and Staff Employment Grid below based on the 2013-2014 academic year. Please list full and part-time faculty numbers in separate rows, and classified full and part-time staff separately.

2013-2014Faculty Employed in the Unit

Teaching Assignment (e.g. Math, English) Full-time faculty (give number)

Part-time faculty (give number)

Mathematics 18 Approx. 40

2013-2014Classified Staff Employed in the Unit

Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give number)

Part-time staff (give number)

1 IDS 1 ISS for MLC

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Complete the Faculty and Staff Employment Grid below based on any anticipated changes for the 2014-2015 academic year (i.e. retirements, one-year temps). If information is exactly the same, move on to the next page.

2014-2015Faculty Employed in the Unit

Teaching Assignment (e.g. Math, English) Full-time faculty (give number)

Part-time faculty (give number)

Mathematics 18 Approx. 45

2014-2015Classified Staff Employed in the Unit

Classified Employee Title (e.g. IDS, Lab Assistant) Full-time staff (give number)

Part-time staff (give number)

Mathematics 1 IDS 1 ISS for MLC

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Unit Name: _________________________________________1. Staff Needs

Rank

List Faculty or Staff Positions Needed for Academic Year.Please list in order (rank) of importance. Please justify and explain each faculty or staff request based

on rubric criteria. (See APC Ranking Rubric for faculty positions.)

Indicate (N) = New or (R) = Replacement

Annual TCP*

Examples

Tenure-Track Instructor Rationale:

Clerk TypistRationale: The department had a full-time clerk typist in the past, but she was transferred to another division. Our IDS works with 2 departments - one with 30 full-time and 65 part-time faculty and one with 13 full-time and 11 part-time faculty. The volume of work produced is enormous. This request fulfills the rubric criteria of “supporting faculty in their teaching”----We are the largest department and generate enough work to support an additional person to help with the department workload.

R Range 13$2675-3600

1.

Rationale:

2.

Rationale:

NEW OR REPLACEMENT STAFF (Faculty or Classified)1

1* TCP = “Total Cost of Position” for one year is the cost of an average salary plus benefits for an individual. For costs associated to faculty or staff positions, please contact Business Services at (951) 222-8400. New positions (not replacement positions) also require space and equipment. Please be sure to add related office space, equipment and other needs for new positions to the appropriate form and mention the link to the position. Please complete this form for “New” or “Replacement” Classified Staff. All replacement staff must be filled per Article I, Section C of the California School Employees Association (CSEA) contract.

Unit Name: _________________________________________

2. Equipment (excluding technology) Needs Not Covered by Current Budget2

RankList Equipment or Equipment Repair Needed for Academic Year.

Please list in order (rank) of importance. Please justify and explain each equipment request based on rubric criteria.

*Indicate whether Equipment is for (I) = Instructional or (N) =

Non-Instructional purposes

Annual TCO**

Cost per item Number Requested

Total Cost of Request

EX

Document Camera for Quad ClassroomRationale: RCC Academic Master Plan: Values – learning environment-- “to provide and maintain state-of-the-art equipment;” 2) Campus Goals – “essential to delivery of instruction—increase successful course completion with supplemental/alternative instruction; persistence; improving student learning outcomes.” Currently, only about one half of the Quad classrooms are equipped with document cameras. All classrooms should contain the same type and quality of equipment to ensure equity in instruction and learning. Document cameras should be replacing the old overhead projectors.

I $2500 w/installation

1 $2500

1.

MathType Computer Software

Rationale: Department faculty prepare many documents, such as handouts, quizzes, and exams, that require MathType for word processing mathematical symbols and equations. Hence, this software supports both faculty in their teaching and students in attaining their goals. The version of MathType that the department currently has is not compatible with the newer operating systems that computers are running in the MTSC Building.

I $31.92 25 $798.00

2.

2 * Instructional Equipment is defined as equipment purchased for instructional activities involving presentation and/or hands-on experience to enhance student learning and skills development (i.e. desk for student or faculty use).Non-Instructional Equipment is defined as tangible district property of a more or less permanent nature that cannot be easily lost, stolen or destroyed; but which replaces, modernizes, or expands an existing instructional program. Furniture and computer software, which is an integral and necessary component for the use of other specific instructional equipment, may be included (i.e. desk for office staff).2 * See Appendix for guidelines distinguishing between equipment and supplies ** TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Instructional Media Center at (951) 222-8513 for a list of approved vendors and to request quotes. If equipment needs are linked to a position please indicate.

3.

Unit Name: _________________________________________

3. Technology (Computers and equipment attached to them)++ Needs Not Covered by Current Budget: 3 NOTE: Technology: excludes software, network infrastructure, furniture, and consumables (toner, cartridges, etc)

Annual TCO*

Rank

List Technology Requested for Academic Year. Please list in order (rank) of importance. Please justify and explain each technology request based on rubric criteria.

New (N) or

Replacement (R)?

Program: New (N) or Continuing

(C)?

Location (i.e

Office, Classroom, etc.)

Is there existing

Infrastructure?

How many users

served?

Has it been repaired

frequently?Cost per

item

Number Requeste

dTotal Cost of Request

EX

 Two Network printers for departmentRationale: There are more than 20 full-time faculty utilizing this printer to develop instructional materials. Current printer >10 years old and high volume usage causes frequent breakdowns. Functioning equipment is critical to meeting the needs of our students, department goals and course SLOs.

R=1N=1 C Work-

room Yes >20 Y $1100 2 $2200

1. Instructional Computers for Math Learning Center (MLK 305 and 308)Rationale: The Math Learning Center serves thousands of students a semester. The computers are utilized by students in developmental courses using MyMathLab, by students enrolled in calculus laboratory sections, and by students enrolled in other web-enhanced math courses. These computers are necessary for students to be successful in their courses and for faculty to teach. These computers are also used during professional development trainings for math faculty. The current computers are older than 7 years old and need updating

 R  C  MLK 3rd Floor

 Y  In the thousands

 Current computers are >7 years old and need updating for running math software; often several computers aren’t working at any given

1600 88 140,800

3 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Microcomputer Support at (951) 222-8397 for a list of approved vendors and to request quotes. If equipment needs are linked to a position please indicate.

++Technology is a computer, equipment that attaches to a computer, or equipment that is driven by a computer.

to run math software and for proper functioning. The computers are located in MLK305 (60 needed) and MLK307/308 (28 needed).

time 

2.

8 laptops Rationale: Both full-time and part-time faculty members utilize departmental laptops for teaching purposes in the classroom. Current laptops are outdated and not functioning properly. Functioning equipment is important for meeting the needs of our faculty, departmental goals, and course SLOs.  R  C

 Instructor use  Y

At least 8

   Current laptops outdated and not functioning properly

2000 8 16,000

3.Rationale:             

4. 

Rationale:            

Unit Name: _________________________________________

4. Facilities Needs Not Covered by Current Building or Remodeling Projects*4

RANKList Facilities Requests for Academic Year. Please list in order (rank) of importance. Please justify and

explain each facility request based on rubric criteria. Requests should be for remodels, renovations or added new facilities and not basic repair and maintenance.

Annual TCO*

Total Cost of Request

EX

Roof ReplacementRationale: The department building roof is in need of replacement. Currently, it leaks directly down the building and into our classrooms and office space. There have been three attempts to repair the roof. Previous leaks have caused damages to computer equipment and work space. The constant need to relocate staff and/or classrooms due to leaks has had a direct impact on the teaching and learning environment.

$2500

1.Rationale:

2.Rationale:

3. Rationale:

4.  Rationale:

5.  Rationale:

4TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Facilities at (951) 222-8470 to obtain an accurate cost estimate and to learn if the facilities you need are already in the planning stages. For basic repair and maintenance, please submit a facilities work order.

Unit Name: _________________________________________

5. Professional or Organizational Development Needs Not Covered by Current Budget*5

RANK

List Professional Development Needs for Academic Year. Please list in order (rank) of importance. Please justify and explain each professional development request based on

rubric criteria. Professional or Organizational development needs may include workshops, guest speakers, training on equipment and/or software, attending conference, training needed to comply

with state and/or federal regulations, and ongoing training in the field.

Annual TCO*

Cost per item

Number Requested

Total Cost of Request

EX

Funding for Associate Faculty to Participate in Workshop for SLO AssessmentRationale: Associate faculty members teach a large number of courses in our department, utilize department common assessments, and per ACCJC standards must be included in the dialogue for the improvement of assessment. Since associate faculty are not required or compensated for this work, the department would like to compensate them through a stipend. These workshops are critical for the completion of the assessment cycle and for faculty to use the results in helping students achieve their goals.

$100 36 $3600

1.

Compensation for part-time faculty attending technology trainings held at start of each semesterRationale: Our part-time faculty teach a large number of developmental courses that utilize technology, such as MyMathLab, and work in Math Learning Center where Mathematica and many other math technology products are used. During the “Math Day” not only do we hold technology trainings for professional development, but also we discuss results from SLO assessments. The Math Department uses two required common finals, one for Arithmetic and one for Elementary Algebra. Many part-time faculty teach these courses and need to be included in the dialogue on SLO results and ways to improve our teaching and student success.

$100 40 $4000

2.

Travel Expenses Rationale: Math faculty attend conferences, workshops, and training to maintain currency in their field and in associated technology and teaching methods. Hence, this item will support faculty in their teaching, students in their learning, and faculty development. Faculty also participate in workshops on assessment issues in mathematics and in statewide workgroups. Many travel expenses are paid by faculty out-of-pocket.

$200 18 $3600

3. Rationale:

5TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Human Resources and/or the Faculty Development Coordinator to see if your request can be met with their current budget.

4.  Rationale:

5.  Rationale:

6.Rationale:

Unit Name: _________________________________________

6. Student Support Services

RANK

List Student Support Services Needs for the Academic Year.Please justify and explain each request based on rubric criteria. These are services needed by your unit over and above what is currently provided by student services at the college. Examples of needs that fall under student

support services are provided6.

Annual TCO*

EX

Our unit needs either a permanent part-time or reassigned Outreach staff member to assist our discipline with providing course, program and college information to the local community, either through partner high schools, community based organizations and/or non-credit sites. Rationale: Based on enrollment data, the lower level courses in our discipline are typically cancelled due to low enrollment. However, based on our conversations with our community and as evidenced by the demographics, there is a demand and need. Potential students need information on how to enroll, take placement exams, and understanding the sequence of courses and pathways to potential careers. They need this information prior to coming to RCC to increase their likelihood of success.

$0 if Reassigned Time

$25,000 for Permanent part-time w/benefits

1. Rationale:

2. Rationale:

3. Rationale:

4. Rationale:

6 *Supplemental Instruction requests should be in Table 8 – Learning Support Services. *Student Support Services include for example: tutoring, counseling, international students, EOPS, job placement, admissions and records, student assessment (placement), health services, student activities, college safety and police, food services, student financial aid, and matriculation. Please contact Student Services at (951) 222-8837 to obtain an accurate cost estimate and to learn if these services are available or in the planning stages.

Unit Name: _________________________________________

7. Library Needs Not Covered by Current Library Holdings7

RANKList Library Needs for Academic Year. Please justify and explain each request based on rubric criteria.

These library resources are unit needs that are over and above what is currently provided by the library. Please list in order (rank) or importance.

Annual TCO

EX

The discipline needs for the library databases to be re-established for Access Science, American National Biography, Columbia Grangers World of Poetry, Criminal Justice & Periodicals Index, CQ Weekly, Oxford English Dictionary, ProQuest National Newspaper Core, World News Digest, American Film Scripts Online, ARTstor, Biography Resource Center, Dictionary of Literary Biography, Humanities International Complete, Oxford Art Online, Oxford Music Online, World Book Complete Suite.Rationale: The library and its databases are vital components of the courses within our discipline. For students to fully achieve student learning outcomes within their courses, this integral component of students’ access must be returned to its original capacity. Faculty rely on these critical resources as part of their instruction.

1. Rationale:

2. Rationale:

3. Rationale:

4. Rationale:

5. Rationale:

7 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Library Services at (951) 222-8657 for an estimate on databases and/or library resources.

Unit Name: _______________________________________

8. Learning Support Center Services

RANK

List Learning Support Center Services Needs for Academic Year. Please justify and explain each request based on rubric criteria.8 If your unit is responsible for running a

learning support center such as the Writing and Reading Center, the Math Learning Center, Computer lab or similar learning support center please address those needs here. These do not

include laboratory components that are required of a course.

Total Cost of Requests

Cost per item

Number Requested Total Cost

Ongoing (O) or

one-time (OT) cost

EX

Institutionalize the Supplemental Instruction (SI) Program to provide SI leaders for our discipline.Rationale: Students in our discipline have benefited greatly from the SI’s. In the 2007-2008 academic year, students who participated in SI had a 62.1% success rate in comparison to 24.7% who did not participate in SI, a difference of 37.4% between the two groups. Students need the assistance of SI’s to succeed with course student learning outcomes. Faculty with SI’s have continuously expressed the benefit of receiving professional development for SI instructional strategies and the in-class and out-of-class support SI provides to their instruction.

$2400 per

semester per SI

10 SI’s x 2

semesters= 20

$48,000 O

1. Increase MLC budget

Rationale: During Fall of 2012, we had 1203 students used the MLC. During Fall of 2013 the numbers jumped up to 1295 student. We expect that this 7.6% increase to continue for at least a few more years before it hit plateaus. One factor is that we are beginning to offer more math classes and students are becoming aware of the services that RCC provides. The MLC provides services to all students in different levels of mathematics, e.g. arithmetic, algebra, geometry, statistics, trigonometry, pre-calculus, calculus, differential equation, and linear algebra. In order for the MLC to continue offering these services, it needs at least twenty student employees, namely, study group leaders, classroom assistants, and receptionists. The MLC has increased its hours of operation from 40 hours to 42 hours per week during the semesters and from 25 hours to 33 hours per week during the intersession. For future reference, we plan on being open on Saturdays during the semesters. Thus, the MLC needs to be adequately staffed throughout the

$140,000

This amount includes:Study group leaders,receptionists, and classroom assistants for redesigned courses.

O

day.

In addition, the math redesign courses are capped at 60 students and it is difficult for one instructor to assist with a large body of students, especially during the lab hours. Classroom assistants play a crucial role in assisting instructors who teach math redesign course to create a productive learning environment.

2.

Budget for MLC supplies

Rationale: We need a yearly supply budget of $2000.00 to cover the costs of pens, pencils, sanitary wipes for keyboards, etc. Currently, we request these supplies from the Math Department, but with a growing Math Department it is putting a strain on the budget.

$2000.00

1 $2,000 added to the MLC budget

O

3. Rationale:

4. Rationale:

8 TCO = “Total Cost of Ownership” is the average cost for one year. Please contact Lab Coordinators for a specific lab question or Academic Support Department at (951) 222-8434 to see if your request can be met within the current budget and to get an estimated cost if new funding is needed.

Unit Name: _________________________________________ 9. OTHER NEEDS not covered by current budget

RANK

List Other Needs that do not fit elsewhere.9 Please justify and explain each request based on rubric criteria. Not all needs will have a cost, but may require a reallocation of current staff time. Place items on list in order

(rank) or importance.

Annual TCO*

Cost per item Number Requested

Total Cost of Request

Ongoing (O) or one-time (OT) cost

EX

Our unit needs money for tournament awards in the form of scholarships to increase participation.Rationale: The tournament provides students with an enhanced learning opportunity. This opportunity will increase overall attainment of student learning outcomes (SLOs), increase access and overall persistence. Faculty use the competition an extension of in class learning and to promote their programs.

$1005

scholarships per year

$500 O

1. Rationale:

2. Rationale:

3. Rationale:

4. Rationale:

5. Rationale:

9 TCO = “Total Cost of Ownership” is the average cost for one year.

Unit Name: _________________________________________

10. MID-RANGE FINANCIAL PLAN The Resources Council and Institutional Effectiveness Council have asked for information that will make it easier for us to complete and update our Mid-Range Financial Plan.  This information will help us to plan and to meet ACCJC requirements. 

YEAR

ITEM NAMEIs the item referenced in another planning document?

If so, where?If no, where do you plan on putting this item?

(i.e. Facilities Master Plan, Comprehensive Instructional Program Review)

Staf

f

Equi

pmen

t

Tech

nolo

gy

Faci

litie

s

Prof

Dev

elop

men

t

Stud

ent S

uppo

rt

Libr

ary

Lear

ning

Sup

port

Oth

er

Ex2015

The department requires an updated facility with state of the art equipment to meet industry standards and train students on the most current equipment. This information is included in the CIPR from 2011.

X X

2015

The department requires a computer classroom in the MTSC Building. The math department is losing two of its computer classrooms in the MLK building. These computers are needed to teach courses using MyMathLab and other web-based programs, calculus laboratory sections, and other web-enhanced math courses, such as Math 37. In order to attain course SLOs, students need access to technology. When the first floor of the MTSC was being designed, the department was not allowed to plan a lab since the labs were in the MLK Building.

X X

Appendix Instructional Unit Plan Update

Rubrics - Riverside City College

Appendix Table of Contents

Ranking Criterion for Faculty Position.......................................i-ii

Resource Request Common Rubric.............................................iii

Guidelines for Distinguishing between Equipment and Supplies iv

These criteria and rubric apply to requests for faculty in Table 1.

Ranking Criterion for Faculty PositionsRationale Form for Faculty Positions based on Data Supplied in Annual Program Review

TO BE PROVIDED FROM HPC

Resource Request Common RubricThese criteria and rubric apply to requests in Tables 2-9

Criteria Description for this category will: PointsSupporting students in their goals

Illustrate how the request is expected to lead to student course completion and success, term to term persistence, [progress in basic skills attainment,] awards, certificates, or transfer. Narrative may also show how the request aligns with college goals, mission statement, vision, and strategic initiatives.

/30

Supporting faculty in their teaching

Explain how the request is a necessary and integral part of supporting faculty members' pursuit of the program, department, or discipline goals and is essential to or useful in delivery of instruction. Additionally, narrative may explain the degree to which the request supports the unit's comprehensive program review.

/25

Supporting faculty in professional development

Demonstrate how the request fulfills professional development needs and may include workshops, guest speakers, training on equipment and/or software, attending conferences, training needed to comply with state and/or federal regulations and ongoing training in the field.

/10

Improvement need resulting from assessment

Explain how the request comes from objective (SLO / PLO) assessment results that show that this request will result in improvement in unit. The request should illustrate what the specific intended improvements are and how they relate to overall mission, goals, or function of the unit (and/or college goals or mission.)

/15

Obsolescence Show obsolescence of equipment being replaced as primary cause for need. This request relates to the replacement or updating of existing instructional technology and learning resources and should provide details (such as length, frequency, and type of use) to help illustrate obsolescence.

/10

Safety and Compliance Show how need meets American Disability Act (ADA), Occupational Safety & Health Administration (OSHA), Federal, State, or Local regulations or laws, and/or how it addresses hazards or issues that cause unfit conditions requiring mitigation from potential danger.

/10

30 Point Scale: 30 = Superior 23 = Above Average 15 = Average 8 = Below Average 0 = No Effort/Non Applicable25 Point Scale: 25 = Superior 19 = Above Average 13 = Average 6 = Below Average 0 = No Effort/Non Applicable15 Point Scale: 15 = Superior 11 = Above Average 8 = Average 4 = Below Average 0 = No Effort/Non Applicable10 Point Scale: 10 = Superior 8 = Above Average 5 = Average 3 = Below Average 0 = No Effort/Non Applicable

NOTE: The above weighting scale point values will be used for ranking criteria. For example, a 30 point scale will not be given a 26 point value.

Guidelines for Distinguishing Between Supplies and Equipment

Whether an item should be classified as equipment or as supplies is determined on the basis of the length of time the item is serviceable and on its contribution to the value of the college. For example, supplies are constantly being consumed and replaced without increasing the value of the physical properties of the district. Equipment has relatively permanent value, and its purchase increases the value of the physical assets of the district.

Supplies are items of expendable nature that are consumed or worn out, deteriorate in use, or are easily broken, damaged or lost. Examples include glassware, reagents, paper, and pencils, cleaning materials, nails, scissors, test tubes and keys. Items that have a relatively short service life (less than one year) and that, therefore, must be replaced frequently are charged as supplies.

Equipment on the other hand are items that usually last more than two years and cost at least $ 200 and where repairs are more economical than replacement. Repair parts and accessories to equipment are however classified as supplies regardless of cost.