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**Department: Mathematics**

**Section I: Overview of Department**

**Mission of the department and its program(s)**

*What is the purpose of the department
and its programs? What publics does the department serve through
its instructional programs? What positive changes in students, the community,
and/or disciplines/professions is the department striving to effect?*

The primary mission of the Mathematics
Department is to provide the highest possible quality of instruction
in those mathematical topics and skills that are required by the various
programs in the College.

Mathematics is the foundation for all
other areas of science and technology. The Department of Mathematics
strives to give our students an ability to deal with their world in
a more precise, analytical, and quantitative way. The department
also exposes our students to some of the modern technologies (such as
graphing calculators, robotics, and computer labs) which will likely
play an important role in their future. In addition, the Department
of Mathematics strives to help each student become proficient in applying
the discipline��s broad principles and powerful analytic techniques
within a wide variety of career and vocational areas.

One of the principles of effective learning
is the active participation by students in diverse activities designed
to enhance the learning experience. The department has integrated
various types of activities, workshops, and laboratories into courses
such as the beginning Algebra, Technical Mathematics, Statistics, and
Math for Elementary Teacher courses. Although the human interaction
between students and well-qualified professors will always be the heart
of the learning experience, the environment of the Mathematics Department
also encourages and facilitates interactions among students.

The Department of Mathematics offers
the opportunity for students to learn to use the principles and techniques
of mathematics as essential parts of their careers. Students will
gain an appreciation of the intellectual achievement inherent in the
development of mathematics. They will also gain the ability to
be thorough, orderly, careful, persistent, and analytical. Whatever
the differences among students in their career goals, their mathematical
experiences can make a life-long difference in how they think.

**Description of the self-study process**

*Briefly describe the process the
department followed to examine its status and prepare for this review.
What were the strengths of the process, and what would the department
do differently in its next five-year review?*

The Department of Mathematics has a system
of on-going reviews such as course assessments and a periodic external
review.

For the purposes of this five-year review, the department followed these steps as it progressed through the self-study process:

- Defined the review process and associated tasks.
- Created the environmental scanning document.
- Gathered information and data in preparation for writing the self-study. Four groups were convened:

Group A – Overview of Mathematics Department and Programs

Group B – Student learning

Group C – Department status and goals

Group D – Appendices

- Wrote the self-study
- Continually reviewed the self-study as an entire department for accuracy and completeness
- Completed the department review document in accordance with the Department Review Manual.

The Department of Mathematics views the strengths of the process to be:

- Clarifying the importance of the department and its contributions to the college and the community.
- Determining strengths and weaknesses of the department
- Using the findings of the review process to meet the challenge of the next five years; that is, determining the needed resources for growth, for supporting continuous improvement of the learning environment, and for correcting any weaknesses.
- Collecting sufficient data to directly measure and to continuously improve student learning.

**Section II: Overview of Department/Program**

**Analysis of Environmental Factors**

*This
analysis, initially developed in a collaborative meeting between IPR
and the department chairperson, provides important background on the
environmental factors surrounding the program. Department chairpersons
and faculty members have an opportunity to revise and refine the analysis
as part of the self-study process.*

The Department of Mathematics supports
a wide variety of university parallel transfer degree programs and career
degree programs. These programs are located in all six of the
academic divisions and the distance learning division. The department��s
offerings predominantly support the critical thinking/problem solving
general education outcome, while teaching more specific mathematical
principles and numerical competency skills.

University parallel transfer degree programs
normally require one or more courses in mathematics. These courses
consist of general courses such as calculus, College Algebra, statistics,
Business Math, Math in the Modern World, and specialized courses such
as Allied Health Math, Nursing Math, Tech Math, and a sequence called
Math for Elementary Education.

The Department of Mathematics has
the highest enrollment of all the departments within the Liberal Arts
and Sciences Division (Math = 3,669; English = 3,285) and the second
highest enrollment of all departments at Sinclair (Math = 3,669; Developmental
= 5,021). (These numbers are course enrollment figures for Fall
2006). The department provides required courses and elective courses
for all degree programs across the college including the Associate of
Arts and the Associate of Science degrees in Liberal Arts and Sciences.
The department also provides the required courses for the math area
of emphasis in the Associate of Science degree. In addition, the
Department of Mathematics provides a three-course sequence for the education
area of emphasis in the Associate of Arts degree.

**Statement of program learning outcomes and linkage to courses**

*This information is available
to print and attach to the self-study document from the Department Report
of Program Learning Outcomes Assessment, available on the SCC Assessment
website: *

__http://www.sinclair.edu/about/assessment/reports/index.cfm__

*Complete attached Program Learning
Outcomes Form, identifying where in the curriculum each program learning
outcome is addressed.*

The Liberal Arts &
Sciences Division learning outcomes are:

- Outcome I – Critical Thinking and Problem Solving
- Outcome II – Global Awareness
- Outcome III – Group Participation/Social Interaction
- Outcome IV – Professional Effectiveness
- Outcome V – Communication

The outcome primarily applicable to our
math courses is Outcome I- Critical Thinking and Problem Solving (students
should have the ability to think logically and problem solve using analysis,
synthesis and evaluation).

In addition, Outcome II – Global Awareness
(the role of technology and change), Outcome III - Group Participation/Social
Interaction (students should learn to achieve group goals in a variety
of social contexts), Outcome IV – Professional Effectiveness (students
should demonstrate responsibility and accountability in accomplishing
goals), and Outcome V – Communication (students should be able to
communicate effectively in a variety of ways with varied audiences)
also apply.

__Outcome I
– Critical Thinking and Problem Solving (Students should have the
ability to think logically and problem solve using analysis, synthesis
and evaluation)__

Thinking skills are a primary emphasis
in math courses. Problem solving and critical thinking skills
are a significant component of all math courses. Mathematical
training reinforces logic and reasoning. ��Word problems�� in
math classes focus on problem solving skills. Thinking skills
developed in math courses are also important in out-of-class problem
solving requiring identifying implications and/or relationships.

__Outcome II
– Global Awareness (The role of technology and change)__

Graphing calculators are used as an integral
part of our graphing calculator sections of College Algebra (Math 116).
Calculators, robotics, and other technology are used in our Technical
Math sequence (Math 131-134). Computers and other lab equipment
are used extensively in our Statistics sequence (Math 122, 220).
All of these courses demonstrate the value of being aware of new technologies
and their use in diverse mathematical and real-world settings.

__Outcome III
– Group Participation/Social Interaction (students should learn to
achieve group goals in a variety of social contexts)__

Group work is a formal part of the syllabus
in several of our courses and is used informally by instructors in many
of our courses. Group work is a significant component of the new
Math 191-193 algebra sequence and the EXL sections of Math 101 and Math
102. Students work in groups on math worksheets in these classes
with instructor guidance. In our Statistics classes (Math 122,
220), there is a lab component where students work in groups on experiments
and write group reports of their results. The Technical Math sequence
(Math 131-134) also has lab groups. Group work is also a significant
component of the Math for Elementary Education courses (Math 141-143).

__Outcome IV
– Professional Effectiveness (students should demonstrate responsibility
and accountability in accomplishing goals)__

Punctuality, reliability, and perseverance
are important characteristics of any successful mathematics student.
These are assessed through attendance records and through exam and homework
results. In addition, any successful math student would have to
learn to plan and organize tasks. They should be attentive in
class, take exams at the scheduled time, except in unusual circumstances,
complete assignments on time, get help when needed, and study thoroughly.

__Outcome V
– Communication (students should be able to communicate effectively
in a variety of ways with varied audiences)__

Writing activities have been incorporated into a variety of courses. Students in Math 122, 220 (statistics sequence) and Math 141, 142, and 143 (Math for Elementary Education majors) are required to submit written lab reports. In addition, students in Math 141, 142, and 143 (Math for Elementary Education majors) are required to submit two papers (3 to 5 pages) on selected topics. All math courses require students to have good writing skills. Students need to use

proper notation and to show all their work. Some instructors have their students give oral presentations in their courses. The EXL sections of Math 101, 102 (Elementary and Intermediate Algebra), Math 141, 142, and 143 (Math for Elementary Education majors), Math 122 and 220 (Statistics sequence) and special sections of Math 131 and 132 (Technical Math sequence) all involve collaborative activities that elicit oral communication. All math courses also require students to have good reading skills and listening skills. Many courses require students to have computer and information literacy skills.

**c.
Admission requirements**

*List any admission requirements
specific to the department/program.
How well have these requirements served the goals of the department/program?
Are any changes*** ***in these requirements anticipated?
If so, what is the rationale for these changes?*

The Department of Mathematics has set
minimum prerequisites for all mathematics courses that it offers.
The prerequisites were established by the department when the courses
were developed. The prerequisites have been set to not only ensure
that students are adequately prepared for the class, thereby increasing
the likelihood of their success, but also to maintain the academic level
at which the classes are taught.

The prerequisites for all classes are
listed with the course descriptions in the college catalog. They
are also listed in the class schedule each quarter. All instructors
are expected to include the prerequisites in their syllabus. The
department also has available a course sequence diagram which schematically
shows which classes a student can take upon successful completion of
each math class.

The minimum prerequisite for most math
classes is successful completion (C or better or satisfactory score
on the mathematics placement test) of the prerequisite math class, with
the following exceptions: The minimum prerequisite for Math 101 and
Math 191 is a passing grade in Dev 108, while the minimum prerequisite
for Math 105 and Math 106 is a passing grade in Dev 085. The minimum
prerequisite for Math 108 is a passing grade in Math 102. Math
109 requires either admission to the nursing program or permission from
the Department of Mathematics. The minimum prerequisite for Math
151 is a passing grade in Math 116. Acceptable equivalent prerequisites
for most classes are also listed in the college catalog and in the class
schedule each quarter.

The nature of mathematics requires that
students possess the necessary prerequisite skills to learn and understand
the new material that they will encounter in their next math course.
The Department of Mathematics strongly believes that students who lack
the prerequisite skills and knowledge needed for any math class are
unlikely to succeed in that class.

The inability of the Department of Mathematics to efficiently administer the prerequisites and remove students from classes for lack of prerequisites detracts from the effectiveness of having prerequisites for our classes. We have petitioned the college to help the department in this regard, and we are hopeful that a method to enforce the prerequisites will be in place in the near future.

There are no anticipated changes in these
prerequisites. However, the department has also sought to implement
a two-year policy on prerequisites. That is, students should have
completed the prerequisite class within the last two years in order
for it to count as a valid prerequisite. The rationale for this
policy is based on the accepted view in the mathematics community that
students who do not regularly use the mathematics that they have learned
tend to forget the concepts over time. Having a good grasp of
the prerequisite material is essential for students to understand the
material being taught and to keep up with the demands of the course
work. The Department of Mathematics has worked with the college
on this policy in the past. The department hopes that college
support for this initiative will be forthcoming.

For the benefit of the reviewers, a complete
list of all mathematics courses with their prerequisites and their acceptable
stated equivalents is provided in the Appendix.

**Section III: Student Learning**

**a. Evidence of student mastery
of general education competencies**

*What evidence does the department/program
have regarding students�� proficiency in general education competencies?
Based on this evidence, how well are students mastering and applying
general education competencies in the program?*

The Department of Mathematics strongly
endorses the importance of the general education competencies and is
committed to providing opportunities for students to reinforce those
competencies. Evidence of mastery of the general education outcomes
is determined by success rates in department courses as well as anecdotal
evidence. (Additional evidence is given in part b.) The following paragraphs
outline the ways in which the Department of Mathematics strives to incorporate
the general education competencies within each course.

__Competency I -
Critical Thinking/ Problem Solving__

By its very nature mathematics requires
critical thinking and problem solving skills. Each department
member stresses the general applicability and importance of developing
these skills in order to be successful in any field or career the student
may choose to enter. Exams in each course incorporate questions
that require problem solving skills in addition to questions that test
mechanics. Courses with a lab component such as statistics, tech
math, and the teacher prep courses provide an avenue for developing
critical thinking in the context of real-world applications.

__Competency II -
Information Literacy__

To be a competent problem solver
one must be able to evaluate and use information effectively. Therefore
information literacy is a key component incorporated into all mathematics
classes.

__Competency III -
Computer Literacy__

Computer literacy is necessary for the
labs in Statistics I, Statistics II, the technical math courses and
online courses. It is also necessary for the computer software
MyMathLab that accompanies several of our textbooks. In addition, our
Math Lab contains a number of computers with software that students
use for tutorial purposes.

__Competency IV -
Oral and Written Communication__

Communication skills are emphasized in
all classes. Instructors stress the need to show the process for
solving problems in a clear, detailed, organized way and in some cases
to explain in words how a solution was determined. Each course
in our teacher prep sequence requires two written papers of 3-5 pages
each. Statistics courses require written labs which necessitate
synthesis and analytic skills. Some professors require students to make
oral presentations to the class. Some of the faculty in the department
have taught sections of the Freshman Experience course which requires
written assignments and often oral presentations.

Feedback from local businesses always
stresses the importance of working in teams, so we offer opportunities
to develop this skill. Courses with a lab component such as statistics,
the teacher prep sequence, the tech math courses, and courses with an
EXL component require that students learn to work effectively with others
in a group setting.

__Competency V -
Values/Citizenship/Community__

Each faculty member expects students
to carry out their course responsibilities in a mature manner and to
respect and encourage fellow classmates in the learning process.

**b. Evidence of student achievement
in the learning outcomes for the program**

*What evidence does the department/program
have regarding students�� proficiency in the learning outcomes for
the program? Based on this evidence, how well are students mastering
and applying the learning outcomes? Based on the department��s
self-study, are there any planned changes in program learning outcomes?*

In the Department of Mathematics, all
courses in its inventory address the general education competencies
outlined in section III.a.

Primarily, course outcomes fall under the critical thinking/problem solving competency. Student proficiency in these outcomes is assessed in a variety of ways, some of which follow.

i) Unit tests are administered in all courses and cumulative finals are

administered in most courses.

ii) In entry level courses, comprehensive departmental finals are used in

conjunction with success rates on a section by section basis to

ensure that successful students are achieving these outcomes.

The results of these assessments are reported to the faculty

members.

iii) Each Fall Quarter an embedded assessment test is given in

College Algebra and Math in the Modern World, the first two

college level mathematics courses. These tests are used to

assess students' grasp of the critical thinking/problem solving

skills which are foundational to the Elementary Algebra,

Intermediate Algebra and Math in the Modern World sequence and

the Elementary Algebra, Intermediate Algebra and College Algebra

sequence.

iv) Success rates of students transferring to Wright State

University are a good assessment of these learning outcomes and

are discussed in more detail in sections III.d. and III.f. below.

Professional Effectiveness, a desired outcome in all of our courses,

is assessed by each instructor through
evaluation of punctuality, attendance, attentiveness, classroom demeanor
and conduct. Being prepared for class, and seeking help in timely
fashion when it is required are also criteria used in this assessment.
A complete set of guidelines relating to student behavior is available
to all faculty in the Department of Mathematics Faculty Handbook.

Based on these assessments the department
feels that successful students are mastering and applying these outcomes.
Our challenge is to improve success rates, that is, the percentage of
students who receive a C grade or better. We continually attempt
to help more students achieve these outcomes successfully in a variety
of ways as detailed in Section IV of this document.

In response to changing any outcomes, it is not possible to change the fundamental learning outcomes of Mathematics.

**c. Evidence of student demand for
the program**

*How has/is student demand for
the program changing? Why? Should the department take steps
to increase the demand? Decrease the demand? Eliminate the program?
What is the likely future demand for this program and why?*

Enrollment/Usage Numbers and Percent Change

__2001-02__ __2002-03__ __2003-04__ __2004-05__ __2005-06__

Sinclair (Fall Qtr) 22,246 22,917 23,588 23,241 22,555

(+3.0) (+2.9) (-1.5) (-3.0)

Traditional 10,676 11,003 11,656 12,227 12,181

Math Classes (+3.0) (+5.9) (+4.9) (-0.4)

CWW Math 88 207 241 163 241

Contracts (+135) (+16.4) (-32.4)
(+47.8)

Distance Learning 814 635 528 507 274

Math Classes (-22) (-16.9) (-4.0) (-46)

Math-Teaching 11578 11845 12425 12897 12696

Totals (+2.3) (+4.9) (+3.8) (-1.6)

Math Lab & 19,420 24,765 24,362 26,989 26,781

Math Help Rm. (+27.5) (-1.6) (+10.8) (-0.8)

Math Retention 54 57 107 98 88

Program (+5.6) (+87.7) (-8.4) (-10.2)

From the data in the above table, student
demand for Department of Mathematics offerings appears to generally
be increasing across the board, from one school year to the next. The
single most important factor driving the change in student demand is
the change in the total student population at Sinclair. Another
factor which affects student demand for math classes is the math requirements
set by other departments for their programs. The single largest
exception to this trend is found in the distance learning data, where,
in response to low success rates in distance learning sections (about
25%), the department began screening students more carefully. Consequently,
success rates did increase (to about 45%), and enrollment declined.
In addition, fewer sections of some of the distance learning classes
were being offered, which decreased enrollment further.

The Department of Mathematics offers
a wide range of traditionally taught math classes, and also offers most
of its classes in non-traditional formats through the College Without
Walls Program (CWW) and/or through the Distance Learning Program. In
addition, the department strives to meet student demand for help by
offering the Math Lab, the Math Help Room, the Math Retention Program
and a variety of math workshops and math review sessions throughout
each quarter. Given current staffing levels the department is operating
at or near full capacity.

The likely future demand for this program will probably be driven by the overall total number of students at Sinclair. In other words, increased Sinclair enrollment will lead to an increase in demand for math classes. It is interesting to note that when Sinclair��s enrollment increased, the overall math enrollment increased by a greater percentage, and when Sinclair��s enrollment decreased, the overall math enrollment decreased by a smaller percentage, so that comparatively speaking the overall math enrollment consistently increased at a greater rate, from one year to the next, when compared to the overall Sinclair enrollment.

**d. Evidence of program quality
from external sources (e.g., advisory committees, accrediting agencies,
etc.)**

*What evidence does the department
have about evaluations or perceptions of department/program quality
from sources outside the department? In addition to off-campus
sources, Include perceptions of quality by other departments/programs
on campus where those departments are consumers of the instruction offered
by the department.*

Not possessing an actual career program,
the department does not have any direct measures or documented evidence
of quality from external sources, such as advisory committees and accrediting
agencies. However, outside consultants from both University of Dayton
(U.D.) and Wright State University (W.S.U.) have given positive evaluations
for past department reviews. (Written reports of past department reviews
are available.) Regular communication with Wright State University indicates
that our Sinclair students are well prepared for subsequent upper-level
math and engineering courses offered at Wright State University. Moreover,
our math courses satisfy the Transfer Assurance Guide (TAG) requirements,
providing ease of transferability for our students. In fact, many Wright
State and U.D. students choose to take their mathematics courses here
at Sinclair.

Student comments from quarterly Math Lab reports include the following: ��I go to Miami during regular semesters and this is the most help I have ever gotten in a math help lab. Makes Calc II much easier to understand.�� and ��Alex and other help room tutors remind me of why my peers at Wright State (which is my home school) recommended that I take all upper level mathematics at Sinclair: b/c of all the exceptional extra help available.��

In addition to traditional mathematics courses, the Department of Mathematics offers math courses designed for allied health, nursing, business, engineering technology, and teacher preparation. The department��s health-math committee meets annually with nursing professors to update our Nursing Math course. A task force consisting of math faculty and Allied Health faculty has recently met to update some aspects of the health math course. Wright State University professors, University of Dayton professors, and professors from other two-year colleges worked with the Sinclair math professors to develop and approve the new teacher preparation three course sequence to guarantee transferability to WSU and UD. A task force composed of Sinclair engineering professors and math professors has met to collaborate on worksheets in order to enhance the tech math curriculum.

**e. Evidence of the placement/transfer
of graduates**

*What evidence does the department/program
have regarding the extent to which its students transfer to other institutions?
How well do students from the department/program perform once they have
transferred? What evidence does the department have regarding the rate
of employment of its graduates? How well do the graduates perform
once employed?*

Wright State University has records that show Sinclair transfer students outperformed (higher GPA) their own students. Although the Department of Mathematics does not have specific data that track our graduates, we believe our fundamental math courses, required for the transfer process, play an important role in our students�� success. We also have informal feedback from students indicating their appreciation for the quality of education they received from our department. Some transfer students, as commented in our quarterly Math Lab reports, actually returned to Sinclair to take higher level math courses (see section III. d above). Our chair also meets with WSU chairs annually to discuss transferability of our courses.

** f. Evidence of the cost-effectiveness
of the department/program**

*How does the department/program
characterize its cost-effectiveness? What would enhance the cost-effectiveness
of the department/program? Are there considerations in the cost-effectiveness
of the department/program that are unique to the discipline or its methods
of instruction?*

The department exhibits its cost-effectiveness
through both quantitative and qualitative measures that focus on cost
containment while seeking to increase the benefits received by students.
On the cost side of the ledger, the department has long enjoyed a well-earned
reputation for frugality in its stewardship of college resources.
As a quantitative measure of low cost, over the past five years the
department has maintained an average cost of $1,996 per FTE compared
to an average cost per FTE of $2,606 for the LAS division. Significant
factors contributing to this level of success for the department are
a higher average class size and a higher percentage of courses taught
by part-time faculty than is true on average for the LAS division.

Regarding its continuing effectiveness,
the department has maintained a five-year annual average of 51.8 FTE
per full-time faculty. This figure is 25% higher than the average
of 41.4 FTE per full-time faculty maintained by the Liberal Arts and
Sciences (LAS) division. Again, a higher average class size and
a higher percentage of courses taught by part-time faculty are major
contributors to this effectiveness. During this same period, the
department��s Contribution Margin Percent (i.e., revenue in excess
of expense, as a percent of revenue) averaged 15% higher than for the
LAS division as a whole. At the same time, many department faculty
members are hard at work on important committees both inside and outside
the department that benefit both the department and the college.
Examples of these activities include many joint projects with other
departments to enhance student learning, as well as frequent participation
in college-wide workshops sponsored by Counseling Services to improve
the student study skills.

From the student��s point of view, the
effectiveness of the department is related to what the department is
doing to assist the student in becoming more proficient in mastering
and applying the department��s learning outcomes (see part b. above).
The cost-effectiveness of the department would be enhanced by the department
��doing (even) more than it currently does with the present level of
budgeted resources.�� In this regard, high payoff activities
would include increasing faculty participation in a number of department-sponsored
programs and initiatives aimed at improving student success and retention.
Many faculty in the department already play a significant role in retention
activities that greatly benefit students. These activities are especially
beneficial to at-risk students, many of whom would be unsuccessful in
their math courses without these activities. To do more would
require increased faculty participation in the following: the Math Help
Room, where students can obtain immediate help with math problems from
faculty and staff on a walk-in basis; the Math Retention Program, where
at-risk students receive one-on-one personal tutoring from faculty;
and other activity-based math courses. However, at the current
level of department faculty staffing, only marginal gains in effectiveness
can be expected in these critically important areas. Significant
enhancements in department effectiveness will likely require an increased
level of faculty staffing, particularly more full-time faculty.

As we move forward, the department and the college face huge challenges, many of which result directly from the wide diversity in the academic preparation of our student body. For example, it is a generally accepted fact that the nation��s youth are increasingly lagging behind in math, and many of the students attending Sinclair are no exception. While the problems posed by this situation are not unique to the Department of Mathematics, they have required that the department expend considerable resources to develop and implement special programs and courses to address this matter. This need will only increase in the future.

**Section IV: Department Status and
Goals**

**List the department��s strengths, weaknesses and opportunities**

**Strengths**

The Department of Mathematics�� 22 full-time faculty, including

4 Annually Contracted Faculty, are committed to providing their students with a quality educational experience. To accomplish this:

- Math faculty stay current in their profession through attendance at conferences at both the state and national level and by being active in professional organizations such as the American Mathematical Association of Two Year Colleges (AMATYC), the National Council of Teachers of Mathematics (NCTM), the Mathematical Association of America (MAA), the American Mathematical Society (AMS) and Ohio Mathematical Association of Two Year Colleges (OhioMATYC).
- Math faculty members make judicious use of technology such as graphing calculators, podium rooms, and a computer-equipped classroom.
- Math faculty incorporate a variety of teaching methodologies, such as lecture, inquiry-based learning, collaborative learning, and ��hands-on�� activities, so that the varied learning style needs of our students are met.
- The department offers 31 different courses ranging from Elementary Algebra through Differential Equations and Linear Algebra.
- As a service department, the Department of Mathematics offers specialized math courses to satisfy program requirements for students majoring in Allied Health, Engineering Technologies, Nursing, Business, etc. The department also offers courses for tech math, tech prep, and teacher prep students.
- Since a large number of courses
are taught by part-time faculty, the department maintains contact with
part-time faculty through a department handbook, a bi-quarterly newsletter
(
*Mathnet*), and course coordinators. A sophisticated system for assessing performance of part-time faculty is also in place. - To improve student retention, the department maintains resources such as the Math Lab/Help Room, the Retention Program (which includes tutoring, review sessions, workshops, and pre-quarter phone calls for counseling), the Math Club, the AMATYC student mathematics competition, quarterly department colloquia, and the Problem of the Week Contest.
- Departmental final exams are administered in Math 101 and Math 102. Data is analyzed to help improve instruction and to increase student success.
- Diagnostic tests are administered in Math 101, 102, 131, and 116 in order to ensure that students are prepared for those courses. Data from the standardized tests used for Math 101 and 102 is used to counsel students and students scoring below a minimal level are required to be counseled by the chair to remain in Math 101 and 102.

**Weaknesses**

Despite the varied ways the department strives to support the mission of the college, institutional support is needed in the following areas:

- The department relies on a large number of part-time faculty to teach its courses. As a result, the ratio of full-time to part-time faculty is 50.5% to 49.5%, based on Fall 2005 data. In contrast, the ratio of full-time to part-time faculty for the LAS division was 58.4% to 41.6% for the same year. The department is in need of more full-time faculty members.
- Since the department relies heavily on part-time faculty, they must be provided with the means to participate in professional development activities, and be given an incentive to attend. The department needs institutional support in order to improve the quality of its part-time faculty (for example, to prepare them to teach the special course sequences). Additionally, support for full-time faculty to attend professional development activities should be increased. Currently, only $121 per full-time faculty member is available each year for attendance at professional conferences.
- Both the department and the college as a whole need an effective means of ensuring that only those students who have recently satisfied course pre-requisites are allowed to register for courses.
- Another challenge facing the department is in the area of funding. Based on FY 2005-2006 data, the department spends about $678 per Full Time Equivalent (FTE), or 23.9% less than the LAS Division spends per FTE. This may indicate that the Department of Mathematics is not receiving needed funds to support the mission of the college.

**Opportunities**

The Department of Mathematics has the opportunity to improve in the following areas:

- For FY 2006, the success rates of students in MAT 101 and 102 were 46% and 45% respectively. Since these two courses represent 48.2% of the department��s total enrollment during that year, the department will need to continue to investigate if it is possible to develop strategies to improve these success rates so that students may progress through their programs more rapidly. Initiatives arising out of the AQIP Study and Achieving the Dream may assist the department in reaching this goal.
- To assist the college in reaching its goal of offering an entire degree online, the department needs to increase the number of distance courses it offers. Currently four courses are offered in an online format.

**b.
Describe the status of the department��s work on any issues or
recommendations that surfaced in the last department review.**

In order to improve student success in
mathematics courses, at the last department review our recommendations
to the college were to place a two-year limit on placement tests results
and prerequisites, to require that transfer students take the placement
test, and to purge students with a D or an F in the prerequisite course.
As of the printing of this review, these recommendations remain primarily
unimplemented.

The Department of Mathematics initiated
the proposal ��that math placement tests (when used to waive math prerequisites),
and prerequisite courses for math courses be required to be completed
not more than two years prior to the beginning of the course for which
they are the prerequisite.�� This request was placed on the agenda
of the Curriculum Committee on October 10, 2003. The committee
asked Information Technology (IT) to develop software and investigated
the feasibility of implementing this policy. The code was ready
in early February, 2005. At its meeting on February 18, 2005,
the Curriculum Committee voted to deny our request on the grounds that
it could be potentially adverse to students. We appealed the decision
and the Curriculum Committee referred our appeal to a sub-committee.
We were discouraged when the request was denied after two years of our
carefully thought out effort to improve student success. To date
no decision has been made.

In the past, in order to give transfer students time to submit a transcript, they were allowed to take any course without first satisfying its

prerequisite during their first quarter.
The department brought this issue to the attention of the Vice President,
who agreed to eliminate the policy that allows first quarter students
to skip prerequisites. The change was advertised to advisors,
Student Services and IT staff. Certain counselors have been authorized
to waive math prerequisites on a case-by-case basis. This policy
was approved effective Fall term, 2004.

Students who obtain a D or an F in a
prerequisite course are the ones most likely to fail a given course.
In 2005, the Administrative Withdrawal Policy Pilot Group was formed
in order to determine how to purge those students obtaining a D or an
F in the prerequisite course. This group has tried to find a more
student-oriented approach than an automated administrative ��deregistration��
procedure. Actions have been taken to create a report, by section,
that identifies students who do not meet the prerequisite for a given
course. This report will be run for the Department of Mathematics
the day after grades are posted. After identifying those students
obtaining a D or an F in the prerequisite, ��a three-pronged approach
to ensure student success will be taken.�� First, students will
be sent an e-mail requiring an immediate withdrawal from the class.
Second, the instructor or an assigned person will contact the students
either before or on the first day of the course and let the students
know to withdraw from the course. Third, an academic advisor will
be designated to work with these students. The subcommittee met
on December 5, 2006. Consideration was given to administratively
withdrawing students; however, as of the printing of this report, no
policy has been established.

**c.
How well is the department responding to community and
college needs?**

The Department of Mathematics continues to effectively respond to the current and emerging needs of both the community and the college;

- The department offers 31 different math courses which enrich students�� understanding of mathematics and which transfer to most 2 or 4-year colleges.
- The department administers proficiency exams to Tech Prep students at area high schools in Math 101, 106, 109, and 131. This helps enable Tech Prep students to efficiently complete their programs.
- The department offers courses at both the Englewood and Huber Heights Learning Centers and at Warren County Career Center in support of the college's expansion initiatives.
- The department has both refined and expanded the number of courses it offers in the area of teacher preparation with the addition of the Math 141-143 sequence. This new sequence was a direct result of the Ohio Board of Regents encouraging two-year colleges to take a broader role in the area of teacher preparation.
- The department continues to improve and expand its distance learning offerings. Math 116 is the most recent course to be developed for online offerings.
- The department sponsors a High School Math Invitational tournament for area high school students.
- The department sponsors a quarterly Mathematics Colloquium which is open to the public.
- The department is represented at the Centerville High School Career Night, the Sinclair Community College Spring Affair, and the Tech Fest event.

- Alternate forms of Beginning and Intermediate Algebra have been created in response to student needs. As part of the department��s Emerging Scholars Program, some sections of both Beginning Algebra and Intermediate Algebra are now offered with a two credit hour study skills and advanced problem solving component in a teamwork environment. These offerings provide students with additional in-class opportunities for success and mastery of course objectives.
- A three-course sequence, Pre College Algebra I, II, and III (Math 191, 192 and 193) has been developed to allow students a slower paced option to the Beginning and Intermediate Algebra sequence. A student can now take classes over three quarters and learn the same material that was originally only offered in a two-quarter sequence. Study skills topics and additional in-class time for objective mastery in a teamwork environment have been included in this new course sequence.
- Standardized diagnostic tests have been developed and are administered in all sections of Math 101, 102, 131, 191, 192
- Graphing calculator required sections of College Algebra, and hands-on activity-based Statistics, Technical Mathematics, and Teacher Preparatory courses continue to be offered and enhanced.
- Worksheets and activities have been created for the Emerging Scholars program and the Pre College Algebra, Teacher Preparatory and Technical Mathematics sequences. These worksheets and activities are designed to motivate students with applications of mathematics relevant to their degree fields.
- The Department of Mathematics and the Developmental Department continue to collaborate to insure communication between departments and ease the transition for students between Dev 108 and Math 101 by offering a faculty exchange between these two courses.
- To maintain consistency of instruction, publishers are asked to make a four-year commitment on all textbooks and resources.
- A student attendance policy has been included in the department handbook.
- Through the department��s Retention and Success Program ��at risk�� MAT 102 students are identified and called prior to the beginning of each quarter. These students are offered counseling and encouraged to participate in the workshops and test review sessions that are open to all students in Beginning and Intermediate Algebra. The Retention and Success Program also offers: individualized tutoring for students in Math 101, 102, 116, 117, 121, 122, 131, 132, 133, 191, 192, 193, 201, 218, 220; test review sessions for Math 101, 102; and workshops on a variety of study skills and difficult concepts. Finally, the Math Retention Web Site has been designed so that data may be collected to assess the effectiveness of the department��s retention efforts.
- From Fall 1999 to Fall 2006, 576 "at risk" students were identified and given individual tutoring sessions with a faculty member. Two hundred sixteen of those students (38%) were successful. (Success is defined as earning an A, B, or C in the course where they earned an F on the first exam.)
- From Fall 2002 through Fall
2006, 3970 students attended workshops and test review sessions for
Math 101 and 102. A total of 506 such sessions were offered.
This and other information is updated and maintained on
__http://people.sinclair.edu/moezbenazzouz/__and can be accessed using Username: aqip; Password: mrsp100 - The Math Help Room has been moved to the same physical location as the Math Lab to provide students with one-stop access to assistance with mathematics.
- The Math Lab has developed a web page making many of the lab��s resources available to students online, and has developed and made available to students note cards which contain the web address of useful math related web sites.
- Computerized practice unit tests (available in the Math Lab) have been developed for College Algebra.
- A ��Problem of the Week�� competition was initiated in the Spring 2001. Each week (Fall and Spring quarters) a challenging problem is proposed. Students have one week in which to solve the problem. A list of successful students is posted and the students correctly solving the most problems are recognized and receive awards at the end of the quarter.
- A student Math Club has been formed. The group meets weekly to discuss topics and to work on problems. A series of student math talks has been initiated by the club. The members of the Math Club have also staffed a table at the Spring Affair to increase awareness of mathematics opportunities at the college.
- A High School Math Invitational tournament was held in the spring of 2006.
- The American Mathematical Association of Two Year Colleges Student Mathematics League competition is held annually. Study sessions are held in preparation for the competition.
- Continue to work with the college (e.g., the Administrative Withdrawal Policy Pilot Group) to find ways to ensure students have the necessary background to succeed in the course in which they are enrolled and have completed their prerequisites within recommended time limits.
- A set of video tapes of Math 101 and 102 will be made available in the Math Lab and Library for students to check out.
- Improved staffing of the Math Lab and Math Help Room is required to better serve students during peak hours. An additional student worker in the Math Lab who could cross over to the Help Room when needed would make a significant impact on the quality of service offered.
- Bookmarks with information such as study tips and Math Lab hours will be printed and distributed to students.
- Math 191, 192 and 193 is a new three-quarter sequence intended to help students master Beginning and Intermediate Algebra. Each course in the sequence integrates study skills and extensive group work.
- Some sections of Beginning and Intermediate Algebra are also now offered with an additional study skills component and an emphasis on problem solving through teamwork.
- In response to the Ohio Board of Regents decision that coursework for education majors should begin at the community college level, the department developed three teacher prep courses: Math 141 Numerical Concepts for Teachers, Math 142 Algebra and Data Analysis for Teachers, and Math 143 Geometry and Measurement for Teachers. Math 141 was first offered in Fall 2005. The other courses were phased in during Winter and Spring 2006. These classes follow an inquiry-based format.
- Introduction to Mathematical Proofs, referred to by one student tutor as the ��missing link�� course, helps to bridge the gap between the calculus courses and the proof-intensive Linear Algebra course. It also prepares students planning to go to four-year schools to study mathematics, computer science, and physics.
- Math 105 and Math116 are currently being offered online.
- A number of on-line courses are in the process of being developed. These include Math 101,102,106, and 122.
- Beginning Algebra and Intermediate Algebra are among the courses being offered at Sinclair��s new satellite locations.
- Math 101 and 102 have some sections offered as video courses.
- Review packets of material for the AMATYC Student Mathematics Competition will be prepared and students will be able to attend a ��debriefing�� session after the exam.
- In order to improve the screening process we will require each part-time faculty applicant to make a brief presentation.
- Part-time faculty members
will be featured in
*Mathnet*on a more regular basis. - In order to enhance communication
among its members and especially between first-year and experienced
instructors, the department will try to locate all of its faculty offices
on the 3
^{rd}floor of Building 1. Currently offices are maintained in Buildings 1, 9, 10, and 16. - We hope to increase faculty participation in local, regional and national mathematics conferences.
**Plans for reallocating resources? Discontinuing courses?**- There is a need for institutional support for a specialized math counseling position.
- Knowing first day enrollment figures would aid in scheduling classes.
- There is need for additional staff in the Math Lab/Math Help Room.
- An increase in the ratio of full to part-time mathematics faculty is needed. (The ratio of full-time to part-time faculty is 50.5% to 49.5%; based on Fall 2005 data. In contrast, the ratio of full-time to part-time faculty for the LAS division ranged from 58.4% to 41.6% for the same year.)
- There is need for more resources for mathematics faculty to take advantage of professional development opportunities outside the college.
- Part-timers should have a dedicated room near the department with tables for grading papers and cabinets for storage. There should be a copier and a suitable budget for duplication.
- Full-time faculty members should have suitable office space – not cubicles lacking in privacy and security.
- Full-time faculty should lead the way to meet the challenges presented by the lower level courses. This means improving the full-time to part-time ratio so that more full-time faculty members are available to teach Math 101 and 102.
**American Mathematical Association of Two-Year Colleges (AMATYC) Student Math League Competition****Problem of the Week Student Competition****National Science foundation (NSF) Computer Science Engineering Mathematics Scholarships (CSEMS)****First Team All-Ohio Winners 2002-2003****Ohio Mathematical Association of Two Year Colleges (OhioMATYC) Kenneth Cummins Scholarship 2005-2006****Maurice Jacobs Memorial Book Fund Scholarship Recipients (2001 – 2006)**

**d.
List noteworthy innovations in instruction, curriculum and student learning
over the last five years**

**The department has created a new
teacher prep sequence. **

The Department of Mathematics developed
three teacher education courses: Numerical Concepts for Teachers,
Algebra and Data Analysis for Teachers, and Geometry and Measurement
for Teachers. These courses provide students an inquiry-based
learning environment to help them achieve a deeper level of understanding.
These courses satisfy the Wright State University Early Childhood Education
and Middle Childhood Education basic math requirements and the University
of Dayton Early Childhood Education math requirement.

**The department has
developed new alternatives for Beginning and Intermediate Algebra**

**The department
has initiated several projects/programs to promote student learning
within the classroom.**

**The Department has
initiated several projects/programs to promote student learning of mathematics
outside the classroom. **

**e.
What are the department��s goals and rationale for expanding
and improving student learning, including new courses,
programs, delivery formats and locations?**

The members of the Department of Mathematics
appreciate that there is no single right approach to the task of teaching
mathematics, but believe that we can make a significant impact on the
learning and success of our students if the following conditions are
met:

__Students should be qualified to begin
the course in which they are enrolled.__

To that end, we have pre-quarter counseling, enforcement of prerequisites, checking of course descriptions and outcomes for those students who are granted transfer course equivalencies, first-day diagnostic tests, end of quarter comprehensive exams in Math 101 and 102, and we monitor the placement exam to make sure students are starting out in the appropriate courses.

**Goal**

__Students should be active participants
in the learning process. __

To that end, we have a suggested attendance
policy in the department handbook, a variety of instructional styles
ranging from lecture to hands-on activities to inquiry-based learning
to web-based instruction. Students are encouraged to use the computer
or web-based interactive software that accompanies many of our texts.
In courses such as the graphing calculator version of Math 116, Math
122 and Math 220, and the hands-on sections of Math 131 and Math 132,
not only do faculty members use technology in their instruction, but
students are also actively engaged in the learning process, using technology
applications during their class sessions and in completion of their
assignments. Teamwork is an important component in a number of
our courses (such as the statistics courses, the tech math sequence,
the teacher prep sequence, and the emerging scholar sections of algebra
courses).

__Students should receive feedback on
their progress throughout the course. __

To that end, each of our courses follows
a departmental syllabus that outlines the number of tests that are to
be given. Instructors use a variety of methods of providing feedback,
such as homework, quizzes, in-class board work, and additional one-on-one
tutoring.

__Students should have multiple resources
outside of the classroom to help them succeed.
__

To that end, we have the Math Lab, which provides video tapes and interactive computer resources for nearly every topic covered by our courses, and the Math Help Room where students may go to work on homework and to receive help from qualified tutors and faculty members. Workshops on study skills and on algebra topics are offered throughout the quarter, as well as test review sessions for Math 101 and 102.

**Goals**

__Students should have the opportunity
to take the courses they need to meet their learning needs and to satisfy
their major��s requirements.__

To that end, we offer multiple sections of the courses that are most in demand, we offer Beginning and Intermediate Algebra sections that cover the material at a faster/slower pace and some that offer study skills, we offer some College Algebra sections that incorporate the use of a graphing calculator, we offer some Tech Math sections that use hands-on activities, and we offer a wide range of courses that meet the needs of the other departments on campus.

*New Courses/Delivery Formats/Locations*

__Students should have the opportunity
to extend themselves mathematically.__

To that end, students may participate in the Math Club and present student talks, they may attend the quarterly colloquia, they may take the AMATYC mathematics exam, and they may participate in the Problem of the Week contest.

**Goal**

__Instructors should be well-trained
and highly motivated. __

To that end, we carefully screen both
part-time and full-time faculty candidates. In addition to the
first-quarter mentoring, each course is assigned a course coordinator
to both insure the quality of syllabi and tests and to be available
so that our part-time faculty members have a person they can turn to
when questions arise. The data from departmental final exams and
other statistical information also help to tell us if we are doing a
good job teaching our students. The Departmental Handbook, the
newsletter, *Mathnet*, and the department web site all contain
a wealth of information that is useful to instructors. The Department
of Mathematics�� Part-time Faculty Member of the Year Award lets part-time
faculty know that their efforts are appreciated. Department members
benefit from the annual department retreat and the other professional
development opportunities (such as technology workshops) that are offered.

**Goals**

Math 110 was discontinued when the new
teacher prep sequence was developed. Also computer assisted
versions of Math 101 and 102, that were developed under a Learning Challenge
Award, were discontinued when it was determined that the software would
be too expensive for our students and in light of the fact that assessment
results did not show a significant difference in student success compared
to a control group of traditional sections. We have no plans to
discontinue any other courses at this time.

**g.
What resources are needed?**

[Thomas Gantner, who was the outside
evaluator for the department in 2002, recommended the following and
the Department of Mathematics agrees:]

**Section V: Appendices: Supporting
Documentation**

a. **Annual Data Set (on-line)**

b. **Department
report of Program Learning Outcomes
Assessment (available from: http://www.sinclair.edu/about/assessment/reports/index.cfm)**

c. **Course List and
curriculum requirements (provided by the
Director of Curriculum, Assessment and Continuous
Improvement)**

d. **List of
department members and how each contributes to the
goals of the department **

**Moez
Ben-azzouz, Assistant Professor**: Mr. Ben-Azzouz teaches Algebra, Calculus,
CWW courses, and he developed and is teaching College Algebra online. He
is serving on the Math Competition, the Fulltime Search, and the AQIP
Math Project committees. He developed a web site that he continually updates
with data pertaining to the Math Retention and Success Program.

**Robert Chaney, Professor**: Robert
Chaney chairs the department��s Statistics Committee and helps oversee
the statistics courses and the lab-based sections of tech math and manages
the Math Science Technology Center in 11-442 and the lab in 10-327. He recently
served as director of an NSF grant that provided summer workshops for
training teachers how to incorporate activity-based learning in their
classes.

**Wendy Cheng, Annually Contracted Faculty**:
Wendy started teaching full-time for the Mathematics Department in the
fall quarter of 2006. She is a member of the Retention Project
Team, which provides one-on-one tutoring service to 35 to 40 students
in an attempt to bring up the success rate for some borderline students. She
recently received the department��s Part Time Faculty Member of the
Year award.

**Harvey Chew, Professor**: Dr. Chew
teaches a variety of courses from beginning algebra to differential
equations. He chairs the department��s Final Exam Committee and
the Part Time Faculty Search committee. He is a member and past officer
of the Eastern Hills Community Council in Dayton.

**Willow Cliffswallow, Math Lab Coordinator**:
Willow Cliffswallow manages the Mathematics Lab which provides tutorial services
for all department courses and supports about 7,000 student visits per
quarter. She also developed and manages the lab website, which provides
on-line access to general resources and course-specific information,
including approximately 400 worksheets and handouts. She has also authored
numerous worksheets in response to student demand.

**Kay Cornelius, Professor**:
Ms. Cornelius teaches a wide variety of courses for the department including
all of the algebra courses, trigonometry, and most of the applied mathematics
courses. In part due to her extensive and practical engineering
background, she particularly enjoys developing and teaching those courses
which incorporate activity based components (tech math, nursing math,
teacher prep math, and special algebra sections with workshops).
She is an assistant chair for the department��s part time screening
committee and chairs the department��s Health Math Committee.

**Ed Gallo, Associate Professor**:
Mr. Gallo chairs the department��s Teacher Prep Committee and led the
development of three new math courses for pre-service elementary school
teachers that were first offered during Fall 2005. He has incorporated an
inquiry-based and activity-based approach in all courses that he teaches.
He is active in the mathematics community as the Chair of the Placement
and Assessment Committee of the American Mathematical Association of
Two-Year Colleges (Nov 2003 - Nov 2007).

**Al Giambrone, Professor, Chair**:
Mr. Giambrone teaches algebra, calculus and Differential Equations.
He contributes regularly to the department newsletter, helped in the
development and implementation of the department's final exam program
and in the preparation and implementation of the department's new algebra
sequence. He has also worked with the AQIP math and the Achieving
the Dream initiatives.

**Jim Hardman, Annually Contracted Faculty**:
Mr. Hardman works with students in the CWW program, provides workshops
for students in Math 122 and 220, and helps to staff the Math Help Room.
He has also been involved in the Math Retention Project.

**David Hare, Assistant Professor**: Mr.
Hare serves on the Mathematics Department Retention and Success committee
where he leads workshops and test review sessions, tutors students, and
makes pre-quarter phone calls to at-risk students sharing with them options
for success. He also serves on the college's Writing Success Team and
has participated in the LAS division's Miami Valley Future Teacher Initiative.

**Adolph Harris, Annually Contracted
Faculty**: Besides teaching courses, Mr. Harris tutors in the Math
Help Room 3 - 4 hours each week, and he mentors part-time math instructors.
He serves on various committees including textbook review committees
and the Formula Memorization Committee. He participates in various
math outreach activities such as presenting math study skills workshops
to students in coordination with counselors in Student Services.

**Michelle Harris, Math Lab Coordinator**:
Ms. Harris has managed, operated, and developed the Math Lab since its
beginning in 1986 to the present. The Math Lab provides a wide variety
of academic support services, was visited over 24,000 times last year
by MAT students, and is an invaluable tool in promoting retention, student
learning, and student success.

**Susan Harris, Professor**:
Ms. Harris initiated the Problem of the Week Contest over six years
ago, and she continues to administer and judge the contest. She
teaches primarily algebra and calculus classes, has been involved in
various alternative delivery modes such as video and interactive classroom
sections and chairs the Full Time Search Committee for the department.

**Karl Hess, Assistant Professor**:
Mr. Hess teaches algebra courses, calculus courses Trigonometry and
Tech Math. He has developed a number of lab activities used in lab sections
of Tech Math classes, and he teaches these classes frequently. He is
involved in various alternative delivery modes such as video and learning
community sections. He founded and continues to advise the department's
student Math Club.

**Ellen Keeler, Professor**:
Ms. Keeler teaches many of the Tech Math courses and developed the new
course Introduction to Mathematical Proofs. This is her thirteenth year
as editor of the department newsletter *Mathnet*. She chairs
the department��s Formula Memorization Committee.

**Vickie Lair, Associate Professor:**
Mrs. Lair chairs both the Math Department Colloquium Committee and the
department��s Hospitality Committee, and she serves on the Faculty
Grievance Committee. She is a principle investigator for an NSF
scholarship (CSEMS) program which targets bright, low-income students.
She helped to develop the worksheets and study skills portions for the
Math 191, 192, 193, 101, and 102 classes.

**Glen Lobo, Assistant Professor**:
Mr. Lobo chairs the department��s Retention Committee and oversees the
retention project in the department. The retention project offers workshops
and review sessions for all tests in MAT 101 & MAT 102, offers free
tutoring for students, who meet certain criteria, from faculty and performs
early intervention and advising phone calls to students in Math 102
during the fall, winter and spring quarters.

**Brian D. Moore, Part-time Math Lab
Coordinator**: Mr. Moore manages and operates the computer/video area
in the Math Lab. He provides quality tutoring and homework help
for all math courses, to all math students on a walk-basis. Other duties
include assisting in data analysis, writing reports, software/ video
selection, and organization of lab materials.

**Kinga Oliver, Annually Contracted
Faculty**: Mrs. Oliver joined the department as a full time member
in September 2006. She teaches mostly algebra classes at both the main
and Warren County campuses. She is on the Retention Committee, providing
workshops, study sessions, and one-on-one tutoring for algebra students.
She also initiated evening-study sessions for working students.

**Tony Ponder, Professor**: Mr. Ponder
regularly teaches courses ranging from Allied Health Math thru Calculus
I. He both developed and teaches the department's online section of Business
Math, serves as the department chairperson's assistant, and is in his
second term as the treasurer of OhioMATYC--Ohio Mathematical Association
of Two-Year Colleges.

**Len Ruth, Professor**: Mr. Ruth
teaches a wide variety of mathematics courses and also serves as the
Math Lab Faculty Coordinator. He oversees the department's sequence
embedded assessment program and also chairs the diagnostic test task
force and the department��s Technology Committee.

**David Stott, Associate Professor**: * *
Mr. Stott is moderator for the biannual AMATYC Student Math League student
competition, and he received a Sinclair Foundation innovative project
grant to offer the first Sinclair High School Mathematics Invitational
in April, 2006. He served as assistant to the chair for two quarters
and serves on the Achieving the Dream Data Team and the statewide Ohio
Transfer Module and Transfer Assurance Guide math faculty panels.

**Marie Stroh, Associate Professor**:
Mrs. Stroh is responsible for the department's graphing calculator rental
program. She also serves on a number of department committees including
the Retreat Committee, the Hospitality Committee, the Part-Time Screening
Committee, the Health Math Committee, the Teacher Prep Committee, the
Scholarship Committee and the proficiency exam and CWW committees.
She is co-chair of the Transitions in Mathematics Task Force.

**Emmilla Ross, Department Secretary**:
Ms. Ross joined the Mathematics Department in August 1988. During this time,
she has provided an exemplary quality of support in the operation of
the office. She is very knowledgeable of Microsoft Office, Colleague
(Datatel), and MathType (scientific and equation software). Her knowledge
of Sinclair and professional skills bring the department great respect
from faculty, staff, students, and vendors.

**Richard Uchida, Assistant Professor***: *
Mr. Uchida teaches a wide-variety of math courses. He participated in
the development of the new Math 191-192-193 sequence. He was one of
the first ones to teach Math 191 in Fall 2006 and has helped in the
development of new lab activities for the statistics sequence.

**James Willis, Assistant Professor**:
Jim proposed and organized the launch of the Emerging Scholars program,
offering students an option to add a two credit hour group workshop
to traditional Intermediate Algebra classes. He participated in
the development of the department's new teacher education classes. Currently
he is chairing the committee that has developed curriculum for the new
algebra sequence and the Math 101 with a study skills component which
are Achieving the Dream and AQIP initiatives. This includes organizing
the collection of data and participating in the formulation of methods
to assess these initiatives.

**Tom Wilson, Professor**: Mr. Wilson
developed and taught a Freshman Experience course with Leslie Angel
from Psychology. He served on the committee that helped create
the 3-course teacher prep sequence and is presently teaching the first
course in the sequence. He served on the committee that developed the
worksheets for the Math 102 EXL sections. He also serves on the
Colloquium Committee and the department��s Retreat Team.

e. **Student Awards and Recognitions**

Rounds I & II Cumulative First-Place Winners (winners received a cash prize)

2001-2002 HwaPyong Ko and Linh Luu (tie)

2002-2003 Avram Meyerowitz (Placed fourth in the Midwest Region)

2003-2004 Emily Enright and Jason Phelps (tie)

2004-2005 Emily Enright and Chad Joan (tie)

2005-2006 Chad Joan

Sinclair��s cumulative team score
placed it first among participating Ohio two-year colleges in 2004-2005
and 2005-2006.

First-place Winners (winners received a cash prize)

Spring 2001 Linh Luu

Winter 2002 Oliver Newton

Spring 2002 Daniel Gain and Andrew Young (tie)

Fall 2002 Avram Meyerowitz

Spring 2003 Avram Meyerowitz

Fall 2003 Emily Enright and Meagan Hauser (tie)

Spring 2004 Wanting Hu

Fall 2004 Josh Coburn

Spring 2005 Chad Joan

Fall 2005 Harsha Bulathsinghalage, Chad Joan and Tuan Phan (tie)

Spring 2006 Chad
Joan, Nathan Kellermeier and Tuan Phan (tie)

2003-2004 Jacqui Brinkley and Jared Rose

2004-2005 Douglas Cheek and Jacqui La Force

2005-2006 Jacqui
La Force

Sandra Venable
and Melissa Nies

Chad Joan

Bernard Abayowa,
David Burns, Aric Clay, Elise Davis, Hembathanthirig Yasas Dhanapala,
Cameron Douglas, Francis Dutmers, Shaka Elms, Brian Frierott, Michael
Griesdhpop, Gregory Hamilton, Chris Hocker, Meagan Houser, Khanh Huynh,
Timothy Jackson, Mallory Mitchell, Matthew Niekamp, Melissa Nies, Oliver
Ntwali, Jolene O'Hair, Sean Perfect, Meng Phonexay, Casy Richardson,
Andrew Schieltz, Nancy Scott, Jessica Shanks, David Snyder, Elizabeth
Sprinkle, Alexander Teplistsky, Eric Traxler, Sandra Venable, Anne VonKoschembahr,
Kristopher Warner, Lisa Yoxtheimer

f. **Listing of
noteworthy department and faculty/staff
activities and accomplishments over the
past five years**

The department recently instituted a
new three quarter algebra sequence, Mat 191,192 and 193 designed for
students who need three quarters instead of two to learn the material
in Math 101 and 102. It also includes more contact time and instruction
in basic math study skills. James Willis chaired the committee
charged with creating the worksheets and study skills material for the
courses. Also on the committee were Kay Cornelius, Richard Uchida,
Marie Stroh, and Vickie Lair.

A new Math 141,142,143 sequence has been
developed to help instruct students who want to be grade school teachers.
This course gives students ��hands on�� experiences so they can understand
mathematics better and then transfer that knowledge to their students
when they become teachers. This education sequence was launched by Tom
Wilson, Bob Chaney, Kay Cornelius, Gwen English, James Willis, and Ed
Gallo. Ed Gallo chaired the committee.

The Department of Mathematics has a Retention
Program chaired by Glen Lobo. This program includes making pre-quarter
advising phone calls to all at-risk Math 102 students, offering workshops
where different topics are covered on selected math study skills, providing
general test review sessions for all Math 101 and 102 chapter exams
and final exams, and giving one-on-one tutoring sessions to students
identified by their instructors as being ��within striking distance
of success��.

As part of the AQIP program, the department
has started some Math 101 with EXL sections. These sections meet
for two extra hours each week to learn math study skills and to work
on content worksheets containing extra problems and some review problems.
The instructor answers questions and encourages the students to think
and master the problems on their own.

Also, as part of the AQIP program, the
department is establishing learning communities for math, English, and
the college��s new student success course, starting spring 2007.

Another AQIP initiative involves expanding
the Math 102 pre-quarter phone calls to include Math 101 to ensure that
each student is in the right class for his/her needs.

James Willis spearheaded the Emerging
Scholars program (102 with EXL) on which the new 101 with EXL is based
and on which some aspects of the new sequence 191, 192, 193 are based.

We operate the Math Science Technology
Center to make possible hands-on curriculum for Statistics and Tech
Math.

The Math Help Room has been expanded
and moved adjacent to the room containing the Math Lab. This makes
helping students so much easier because the Math Lab coordinators are
next door to the faculty and students who work in the Math Help Room.
All full-time faculty members help staff this room.

Twice each quarter the Mathematics Department
publishes the newsletter *Mathnet*. It tells about activities
that are going on in the department, gives tips for teaching, poses
new mathematics problems, highlights new faculty members, includes an
article from the department chair, and many other interesting items.
The editor is Lyn Keeler with contributions by a number of other faculty
members.

Once each quarter the Colloquium Committee
facilitates a department colloquium bringing in one or two speakers
who give talks on various mathematical or pedagogical topics that are
of interest to students and faculty. At the Spring Colloquium
awards are also presented to student competition winners and the department��s
part time faculty member of the year. This is chaired by Vickie Lair
with the help of Tom Wilson and Karl Hess.

For their work on developing lab-based
courses for statistics and Tech Math, Bob Chaney, Kay Cornelius, and
Barb Carruth won the Innovator of the Year award in 2002.

Twice a year David Stott spearheads the
American Mathematical Association of Two Year Colleges (AMATYC) Student
Mathematics League competition, which is a nation-wide exam given at
over 150 two-year colleges that participate annually. Review sessions
are provided before each exam. Local and national prizes are awarded
to the winners.

Susan Harris has initiated a ��Problem
of the Week�� contest during the fall and spring quarters. Each
week a problem is posted in the math help room and distributed to students
in 200-level math classes. The students have one week to submit
their solutions to Susan. At the end of the week, the solutions
and the names of the people who correctly solved the problem are posted
in the Math Help Room. At the end of the quarter, the student
who has the most correct solutions wins a $50 prize.

Bob Chaney and Fred Thomas obtained an
NSF grant to work with the robot, ��SAM (Science and Mathematics) that
they built. ��SAM�� is operated by a graphing calculator and
is used in the Tech Prep classes to help students understand ��real
world�� problems.

Karl Hess is the moderator for the Math
Club. Students meet weekly to discuss interesting problems. Students
also give talks for other students and faculty and attend various events
of mathematical interest.

Lyn Keeler has designed a new class in
mathematical proofs for students who are going on to upper-lever courses
where proofs will be required.

We have a teacher exchange program with
the Developmental Department and a joint committee with the Developmental
Department---the Transitions in Math Council--- to assure proper alignment
between math and Developmental math courses.

Math 132 and133 have been accepted in
the state transfer model.

We have expanded our distance learning
offerings to include Math 105 and Math 116.

Our courses are routinely being accepted as Transfer Assurance Guide (TAG) courses by the Ohio Board of Regents.

David Stott has initiated an on-going
high school math invitational tournament for competition among area
high schools. The invitational was initially funded by a Sinclair
Foundation Innovative Project Grant. Teams participate in various
rounds of individual and team competition with prizes being awarded
to the top students or team in each category. Students receive
information about Sinclair, and event accommodations include breakfast
and lunch.

Our department chair, Al Giambrone, had
a two-quarter sabbatical in which he visited and gathered information
from several other two-year colleges across the country. He also
performed a data study on student performance in follow up courses within
our department. A lengthy report on all of his findings was distributed
to members of the department and to the AQIP committee.

Len Ruth is currently finishing up his
PhD in mathematics. In December 2005 and January 2006, he attended
two mathematics conferences in India. One was in Chennai (Madras)
and the other in Pondicherry. Expenses were covered by the National
Science Foundation (90%) and Sinclair.

Marie Stroh is in charge of our graphing
calculator rental program. We rent these calculators each quarter
at a minimal fee to help students who cannot afford to buy one.

Every two years our department has a
day-long retreat, prior to fall quarter, for full and part time faculty
to discuss teaching techniques, grading styles, mathematical history,
current important issues in the field of mathematics, and any other
pertinent issues in the department.

Al Giambrone, Len Ruth, and Tom Whitehead
are participating in a grant proposal for Tech Prep to put a Math 101
proficiency exam online.

Bob Chaney, David Stott, and John Sparks
will be working to develop some calculus and numerical methods activities
as part of an NSF grant funded project to develop a program in computational
science.

Ed Gallo, Marie Stroh, and Kay Cornelius
are participating in a grant proposal to develop activities in the Health
Math curriculum with Physics and Science.

Marie Stroh and Tom Wilson are involved
in an NSF grant proposal to work with Dayton Public Schools on a 2+2+2
articulation for Teacher Prep.

Vickie Lair is a principal investigator
for an NSF grant (CSEMS) which awards scholarships to low-income students
who are majoring in Computer Information Systems, Engineering Technology,
and Mathematics.

Marie Stroh and Jim Willis work to provide
students with the Maurice Jacobs Memorial Book Fund Scholarships.

John Sparks, one of our part-time instructors,
won the part-time faculty member of the year award (2003) for the Ohio
Association of Two Year Colleges. Barb Carruth (2005) and Susan
Harris (2003) were Sinclair��s nominees for the full-time faculty member
of the year award.

David Stott spearheads the Department
Book Club. David selects an interesting mathematics book for winter
and spring quarters, and the Book Club members read it and discuss it
informally.

**f. Table of Prerequisites**

Course |
Prerequisite |
Equivalent Prerequisite |

MAT 101 | DEV 108 | Satisfactory score on placement test |

MAT 102 | C or better in MAT 101 | Satisfactory score on placement test |

MAT 105 | DEV 085 | DEV 108 or MAT 101 or satisfactory score on placement test |

MAT 106 | DEV 085 | DEV 108 or MAT 101 or satisfactory score on mathematics placement test |

MAT 108 | MAT 102 | MAT 116 or MAT 131 or satisfactory score on mathematics placement test |

MAT 109 | Acceptance into nursing program | Permission of the Math Department |

Course |
Prerequisite |
Equivalent Prerequisite |

MAT 116 | C or better in MAT 102 or MAT 117 or MAT 132 or MAT 133 or MAT 201 or MAT 202 or MAT 203 | Satisfactory score on mathematics placement test. |

MAT 117 | C or better in MAT 116 | Satisfactory score on mathematics placement test. |

MAT 121 | C or better in MAT 101 or MAT 102 (or equivalent) | Satisfactory score on placement test. |

MAT 122 | C or better in MAT 116 or MAT 121 | Satisfactory grade on MAT 122 mathematics placement test. |

MAT 131 | C or better in MAT 101 | Satisfactory score on mathematics placement test. |

MAT 132 | C or better in MAT 131 | Satisfactory score on mathematics placement test. |

MAT 133 | C or better in MAT 132 | Satisfactory score on mathematics placement test. |

MAT 134 | C or better in MAT 133 | Satisfactory score on mathematics placement test. |

MAT 141 | C or better in MAT 102 | Satisfactory score on mathematics placement test. |

MAT 142 | C or better in MAT 141 and a score of 90% or better on Math Proficiency Test for Teachers | None |

MAT 143 | C or better in MAT 142 | Grade of C or better in both MAT 110 and MAT 141 (MAT 110 was last offered in Summer 2005.) |

MAT 151 | MAT 116 | Equivalent (of MAT 116) |

MAT 191 | DEV 108 | Satisfactory score on placement test |

MAT 192 | C in MAT 101 or MAT 191 | None |

MAT 193 | C in MAT 192 | None |

Course |
Prerequisite |
Equivalent Prerequisite |

MAT 201 | C or better in MAT 117 or MAT 133 | Satisfactory score on mathematics placement test. |

MAT 202 | C or better in MAT 201 or MAT 134 or MAT 203 or MAT 204 or MAT 215 | Satisfactory score on mathematics placement test. |

MAT 203 | C or better in MAT 202 or MAT 204 or MAT 215 | Satisfactory score on mathematics placement test. |

MAT 204 | C or better in MAT 203 or MAT 215 or MAT 216 | Satisfactory score on mathematics placement test. |

MAT 215 | C or better in MAT 203 | Satisfactory score on placement test. |

MAT 216 | C or better in MAT 203 | Satisfactory score on mathematics placement test. |

MAT 218 | C or better in MAT 116 or MAT 117 or MAT 133 or MAT 134 or MAT 151 or MAT 201 | Satisfactory score on mathematics placement test. |

MAT 220 | C or better in MAT 122 | Satisfactory grade on mathematics placement test. |

MAT 297 | Special Topics - Permission of Instructor |

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